UNIT PLANNING TEMPLATE

Courtney Brassard – Cohort A1

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: The Role of Government and Responsible Citizenship Grade(s): 5

Number of days: Unit begins: April 9th 2018 (15 days) Culminating task due date: Prep: April 26th 2018 -Election: April 27th
2018 Reflection: May 1st 2018

STEP 1

What is important for students to know? What are the enduring understandings? What is the big open
A. BIG IDEA question to inform learning and link curricula? (consider starting with big ideas in Science or Social Studies)
FOR THIS UNIT - It is important for students to know what steps to takes in order to improve the environment
around us and who we need to contact to voice these concerns. As well, students need to be
informed on who you go to for specific issues (municipal, provincial and federal).

Big Ideas:
FOCUS ON: The interrelationships between government figures and people of Canada
FOCUS ON: The cause and consequences that we, as humans, have on social and environmental
issues.
FOCUS ON: The different perspectives that students may have when it comes to social and
environmental issues (homelessness and poverty).
FOCUS ON: The significance that the government of Canada has on our country.

Framing Questions:
- What do we know about the Canadian government?
- How do bills become laws in government?
- What is an action plan?
- How can our actions affect the world around us, and what can we do to improve the world around
 UNIT PLANNING TEMPLATE

us?
- How can we get our elected officials to listen to our concerns for the environment and other social
issues?
-Who has the right to vote?
-Who do we contact when we have an issue that needs to be addressed?

B. OVERALL What will students learn? Select expectations from each curriculum document (for this unit use Language- Media,
EXPECTATION(S) and one of Science or Social Studies) that unit will address.
Social Studies
B1. Application: assess responses of governments in Canada to some significant issues, and
develop plans of action for governments and citizens to address social and environmental issues
B2. Inquiry: use the social studies inquiry process to investigate Canadian social and/or
environmental issues from various perspectives, including the perspective of the level (or levels) of
government responsible for addressing the issues
B3. Understanding Context: demonstrate an understanding of the roles and key responsibilities of
citizens and of the different levels of government in Canada

Language Arts
1. Generate, gather and organize ideas and information to write for an intended purpose and
audience
2. Draft and revise their writing, using a variety of informational, literacy, and graphic forms and
stylistic elements appropriate for the purpose and audience

Oral Communication 1. Listen in order to understand and respond appropriately in a variety of

situations for a variety of purposes

Media Literacy 3. create a variety of media texts for different purposes and audiences, using
 UNIT PLANNING TEMPLATE

appropriate forms, conventions, and techniques

 UNIT PLANNING TEMPLATE

SPECIFIC What specific expectations from the curriculum documents (may use more than one subject) will be
EXPECATION(S) addressed throughout the lessons? Include an expectation sort, indicating which will be assessed and
which will be covered but not formally assessed.

Social Studies
B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national
significance, specifying the actions to be taken by the appropriate level (or levels) of government as
well as by citizens.
B1.3 - create a plan of action to address an environmental issue of local, provincial/ territorial,
and/or national significance), specifying the actions to be taken by the appropriate level (or levels)
of government as well as by citizen
B2.3 - analyze and construct maps in various formats, including digital formats, as part of their
investigations into social and/or environmental issues.
B2.6 - communicate the results of their inquiries, using appropriate vocabulary.
B3.1 - describe the major rights and responsibilities associated with citizenship in Canada (e.g.,
rights: equal protection under the law, freedom of speech, freedom of religion, the right to vote;
responsibilities: to respect the rights of others, to participate in the electoral process and political
decision making, to improve their communities).
B3.2 - describe the jurisdiction of different levels of government in Canada and some of the
services provided by each.
B3.4 – Describe different processes that governments can use to solicit input from the public

Language
Writing: 1.1 identify the topic, purpose, and audience for a variety of writing forms
Writing: 2.1 Write longer and more complex texts using a variety of forms
Writing: 1.6 Determine whether the ideas and information they have gathered are relevant,
appropriate, and adequate for the purpose, and do more research if necessary
 UNIT PLANNING TEMPLATE

1.4 sort and classify ideas and information for their writing in a variety of ways
2.2 establish an appropriate voice in their writing, with a focus on modifying language and tone to
suit different circumstances or audiences
3.6 proofread and correct their writing using guidelines developed with peers and the teacher
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print
and electronic resources

Oral Communications
1.8 Identify the point of view presented in oral texts and ask questions to identify missing or
possible alternative points of view
2.7 use a variety of appropriate visual aids to support or enhance oral presentations

Media Literacy
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms,
conventions, and techniques

LEARNING Clearly identify what students are expected to know & able to do in language they can understand. What is
GOAL(S) the strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit of study?

We are learning to…

Identify the different levels of government including their responsibilities and people in charge
Acknowledge the different social and economic issues and what we can do to fix them (plan of action)
Students will learn about the role of responsible citizenship
Understand the electoral process and how it plays an important role in responsible citizenship
Understand responsible citizenship and how it affects society
Understand the democratic process in order to understand how legal rights as Canadians.

Language
Formulate different action plans and how they affect the community around us
Complete proper research and fill in a graphic organizer
Write a reflection paper that demonstrates our overall knowledge and understanding, as well as explain
decision making and thought processes
 UNIT PLANNING TEMPLATE

STEP 2

C. CULMINATING Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea?
TASK How is it differentiated? What Achievement Chart Categories will be addressed?
Rich Performance
Assessment Task – In this unit, students will have prior knowledge on the different responsibilities that are involved in being a
Drake, pg. 69 responsible citizen. Students will research which level of government is responsible for different political
issues. Students will also be informed of who their political representatives are, and how to contact them.
Students will also learn about the electoral process and what takes place leading up to election day and
what happens on election day. The culminating task will have students participate in their own classroom
election based on research and the creation of political platforms.
1) Students will nominate two classmates to act as party leader, and these two students can either take
from the Canadian government (Liberal, NDP, Conservative) or they can create their own political
party.
2) These party leaders will then take what they have learned about different political issues and create
a political platform to present to the class in order for students to make an informed decision. Find
information on the following political issues:
 Poverty
 Homelessness
 Recycling
 Transportation
 Human Rights
 Food
 Economy
 Health Care
 Immigration
 Social Issues
3) Every student in the class will participate in the platform process by doing research on the different
 UNIT PLANNING TEMPLATE

issues and organizing it into a graphic organizer outlining the pros and cons of each political issue.
4) Debate: Political party leaders will prepare speaking notes by including their political platform, as
well as preparing for any possible questions that classmates may ask. “Citizens” (students) will
individually create a list of questions to ask the political party leaders about their policies and how
they will achieve these policies. The teacher will act as debate moderator in order to give each
political party leader enough time to speak and get their points across.
5) Once the debate is concluded, students will then vote for who they believe will make the better
leader for the classroom. The class will hold an official election using voting cards, news interviews
etc. An election party will be held in the classroom to conclude this unit.
6) As a reflection piece, students will write a one and a half, double-spaced paper detailing their own
reasoning for voting for that particular leader, and why they believe the leader won. Students need
to use prior knowledge and the experience form this unit to write a thoughtful and detailed reflection
paper. Students will be given 200 minutes (first and second block) to complete this reflection paper,
after election day.

Knowledge and Understanding: Students will demonstrate their knowledge and understanding of the
entire unit by taking what they learned about being responsible citizens and applying it to their political
platforms.
Application: Students are applying their prior knowledge to the election process and political platform.
Communication: Students will communicate their reasoning for why they voted for the one political leader
and why they believe the political leader won even if they did not vote for them.
Thinking: Students are encouraged to think about different political issues and think of their importance.
Students are asked to think about each decision with enough explanation

Due Dates:
Political Leader Chosen by: April 26th 2018
Political Platforms/ Graphic Organizer Due by: April 26th 2018
Debate Speaking notes/ citizen questions: April 26th 2018
Debate: April 27th 2018
Election Day: April 27th 2018
Reflection Due by: May 1st 2018
 UNIT PLANNING TEMPLATE

ASSESSMENT Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the specific
TASKS/STRATEGIES expectations at the end of the unit of study? Does it reflect all or most of the Achievement Categories? Are
assessments “balanced” (say, write, do, perform)?

Students will be assessed on their written and oral communication skills as well and their performance
skills. Students will demonstrate their knowledge and understanding of the entire unit by taking what they
learned about being responsible citizens and applying it to their political platforms. Students will practice
researching skills in order to find out the different political issues that can be addressed in the political
platform, in order to organize their information to a graphic organizer. Political leaders will write down their
speaking notes for the actual debate in order to organize their thoughts for the debate. For the final
reflection, students will be given the option to write a formal paper or a PowerPoint slideshow that details
their overall decision making for the election. Students will be assessed on their writing skills for the final
reflection based on the success criteria that outlines their arguments and explanations. Students will be
assessed on their oral language skills through the debate, by asking hard hitting questions and the
responses that are given. For the students who are acting as citizen, they will be assessed on their
additional research through the graphic organizer. From start to finish, students should be able to apply
what they learned throughout the unit and collect enough data and understanding to create political
platforms and participate in the debate/ election.

Differentiation: Students will be given enough time throughout this election to organize their platforms in
order to write their reflection in the end. This culminating task is very hands on, but it is understood by the
students that the final reflection will be written. For students who have difficulty writing a formal paper, they
can make a PowerPoint slide that outlines the same criteria to display their reasoning. The teacher will
provide enough time for research and planning to create platforms and organize thoughts. The teacher will
give students enough time to prepare for the debate in order to have an adequate amount of time to share
thoughts and answer the questions. For students who need assistance in filling out the graphic organizer
and doing research, students can work with a partner.

See attached rubric

SUCCESS CRITERIA How will students demonstrate what they will learn? What will successful acquisition of the learning goals
look like and sound like? How will we know they have learned?

Social Studies
 UNIT PLANNING TEMPLATE

I can: research different political issues and determine which ones I see most important
I can: participate in the debate with the use of effective communication skills and questions
I can: vote based on prior knowledge on how elections work in order to pick a party leader

Language
I can: reflect on my own reasoning for why votes were placed in favour of one party leader
I can: organize my research in a way that will prepare me for the debate/election
I can: formulate different action plans and explain why they affect the world around us

ASSESSMENT Checklist Rubric Rating Scale

TOOLS
What recording Anecdotal Comments Feedback Form Self/Peer
strategies will
teachers use? Other

D. LEARNING Identify skills and attach assessment tool.

SKILLS AND WORK
HABITS TO BE Responsibility: The students are responsible for doing proper research on different political issues and
ADDRESSED Refer to how they affect our community. Students are also responsible for picking two classmates who will act as
Learning Skills and party leader. Students are responsible for collecting their research and organizing it in a way that will
Work Habits in Growing prepare them for the debate and the election. Students are responsible for their own behaviour in order to
Success: Assessment, stay on task and complete all the necessary steps in this culminating task.
Evaluation and
Reporting in Ontario
Organization- The student devises and follows a plan and process for completing work and tasks on time,
Schools Pg. 10.
establishes priorities and manages time to complete tasks and achieve goals. The students are able to
identify, gather, analyse, and uses information, technology, and resources to complete tasks.

Collaboration- The student accepts various roles and share of work in a group setting, responds positively
to ideas, opinions and values of others, and shares information, resources, and promotes critical thinking to
solve problems and make decisions.

Self-regulation- Asking for minimal assistance from the teacher and taking ownership over their own
learning. The student sets own individual goals and monitors progress towards achieving those goals.
 UNIT PLANNING TEMPLATE

Independent work: independently monitors, assess, and revises plans to complete tasks and meet goals;
uses class time appropriately to complete tasks and follows instructions with minimal supervision.

Initiative: looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for
innovation and a willingness to take risks. Demonstrates curiosity and interest in learning. Approaches new
tasks with a positive attitude. Recognizes and advocates appropriately for the rights of self and others.

STEP 3

E. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow
together and scaffold student learning. What teaching skills/concepts expectations are being introduced for completion of
culminating task? Outline or sketch out each lesson in the unit

LESSON WHAT TEACHER WHAT STUDENT ASSESSMENT RESOURCES

WILL DO WILL DO (say write do)
Learning activity, Example: Example: Mode/Strategy/Tool;
specific Instruct/Guide/Model/ Thinking skills Key questions and
expectation, Literacy skills prompts/
teaching/learning Assist/ Assess Creative skills
strategies

Lesson 1: What As an introductory Students will Mind Map: This will Website: The Homeless Hub
is the meaning of lesson to the role of demonstrate what be used as an homelesshub.ca/communityprofil
home? government unit, the they know about assessment “for” es.
teacher will have the role of learning to get a
 UNIT PLANNING TEMPLATE

April 9th 2018 students create a government and diagnostic Pencil, Paper
mind map to get a responsible understanding of what Smartboard
B1.2 create a plan basic understanding citizenship student know about
of action to of what students through the these issues and how
address a social know about poverty introduction of the government plays
issue of local, and homelessness. poverty and a role.
provincial/territoria
homelessness in
l, and/or national The teacher will Exit Ticket: The
our community. As
significance, introduce the backpack activity will
a class, students
specifying the culminating activity. also be used as an
will fill in a mind
actions to be assessment “for” tool
taken by the map to
Minds on: For our to gain a basic
appropriate level demonstrate their
minds on, we would understanding of what
(or levels) of go over the following understanding of
what they know students know about
government as questions: What is the
about poverty and poverty and
well as by citizens. meaning of home?
homelessness. homelessness.
Consider the word
Language poverty? What does it The teacher will hand
1.6 determine Students will say
make you think of? If out the culminating
whether the ideas what they know
we look around where task information
and information do we see poverty in about poverty and
they have homelessness sheet.
Canada? Then as a
gathered are through classroom
relevant, class we would create
a mind map discussion.
appropriate, and
adequate for the surrounding the Students will also
purpose, and do statement: “For a discuss what the
more research if child your age, living word “home”
necessary in poverty means not means to them in
being able to……” order to move into
1.1 identify the (mind-map) This will the activity.
topic, purpose, give students the
 UNIT PLANNING TEMPLATE

and audience for a chance to think about Students will

variety of writing what they will not research different
forms have when they move statistics about
into the action part of poverty and
the lesson. homelessness, as
well as look into
During: this lesson the child poverty
we will cover the main rate in Canada.
topics of poverty and
homelessness in Students will
Canada today. We will participate in
review the statistics classroom
and information discussion by
pertaining to explaining what
poverty/homelessnes they find
s. What is the rate of interesting about
Canadian children
the statistics or
living in poverty?
what they never
What the different
knew prior to
levels of government
doing the
doing to help
eliminate poverty and research.
homelessness. Students will be
Activity: You and
shown the website
your family must
“The Homeless
vacate/leave your
Hub” where they
home. You have only
can explore
15 minutes to choose
what to take with you. different parts of
What you choose Canada and find
must fit into your out the different
 UNIT PLANNING TEMPLATE

backpack (Food, rates of poverty in

water and clothing). those areas.
Start timing and have
participants write For the activity,
down what they would students will be
choose. After 15 given 15 minutes
minutes elapse, to “pack” their
discuss as a group. backpack with
There will be different different supplies
situation that pop up that could last
within the 15 minutes, them if they were
such as the power is removed from
out, no water, and their home.
students must take Throughout the 15
only the essentials. minutes students
will be given new
Consolidation
scenarios that
Questions:
they will have to
-What did you choose
work through in
to take? Why? What
order to pack as
did you leave behind?
Why? How did it feel much supplies as
to make your they can.
choices? How will you Students will be
do without the things writing down
you left behind? these items.
Where will you get the
For the
things you need but
no longer have? What consolidation,
level of government students will give
will help you during reasoning to their
 UNIT PLANNING TEMPLATE

this time? different packed

items. As well as
The teacher will use explain what level
this backpack activity of government
as a diagnostic they would be
assessment. dealing with
throughout this
activity.

Students will hand

in their list as their
exit ticket.

Students will
receive the
culminating task
outline in order to
start preparing for
the task.

Lesson 2: This lesson is used as Students will be KWL Chart: This will
Introduction to introduced to the be used as an https://www.youtube.com/watch?
an introduction to the
Different Levels structure and different levels of assessment “for” to v=7C8uDuhLqvg
of Government components of the government by determine what
three levels of exploring what students previously https://www.youtube.com/watch?
th th
April 11 -12 government, with a they are know about the v=Gakb4fylV_s
2018 focus on the responsible for different levels of Responsibility List
responsibilities of throughout our government. Levels of government chart
B3.2 – describe each level. Students community. Clipboards
the jurisdiction of will complete a group Responsibility Smartboard
different levels of activity dividing up the Students will be Chart: This will used Pencils
 UNIT PLANNING TEMPLATE

government in responsibilities of the shown different as an assessment

Canada and some three governments, videos that “as” piece due to
of the services discussing overlap of introduce the students reflecting on
provided by each responsibilities and different levels of their own
recognizing the government. understanding
Language presence of through peer
government in their Students will also evaluation and
1.6 determine community. fill out a KWL correcting.
whether the ideas chart of what they
and information This lesson will take know, what they
they have place over the course want to know and
gathered are of two periods (100 what they learned
relevant, minute block) from the videos
appropriate, and that were shown.
adequate for the Minds on: Students This will be used
purpose, and do will be shown two as a diagnostic
more research if short clips about the
assessment.
necessary different levels of
government and what Students will be
3.6 proofread and they do for our given a chart to fill
correct their communities. in and
writing using Students will also fill responsibility list
in a KWL chart to jot to understand
guidelines
down notes on what
developed with what level of
they know about the
peers and the government is
different levels of
teacher responsible for
government, what
each item..
they want to know,
1.1 identify the
and what they learned Students will go
topic, purpose,
about the different
and audience for a on a community
levels of government.
walk to get a
 UNIT PLANNING TEMPLATE

variety of writing better

forms Action: Students will understanding of
be given two pieces the different
of paper, one that has responsibilities.
a list of different Students will fill in
responsibilities such their chart as they
as garbage pick-up do the community
and mail, and they will walk.
then write those
responsibilities onto After the
the other piece of community walk,
paper that has a chart students will head
to sort the different back to their
responsibilities into classroom and
the different levels of exchange charts
government. The for their peers to
class will then go and
mark and give
do a community walk
feedback.
to help them
associate different Students will hand
responsibilities to the in their KWL
different levels of charts as well as
government. Students their responsibility
will spend
chart.
approximately 15
minutes walking
around the
community with the
teacher.

Consolidation:
 UNIT PLANNING TEMPLATE

The teacher will put

the correct list of
responsibilities on the
board.

Students and the

teacher will head
back to the
classroom. Students
will be put into groups
and hand their chart
to another member of
their group to make
corrections or check
off correct
placements.

Students will hand in

the KWL chart as well
as the responsibility
chart.

Lesson 3: Students will learn Students will be Action Plan: A rubric Recycling game:
Learning and about different shown the will be used to assess
www.primarygames.com
Creating Action political issues and recycling game the overall content
Plans how to create action website as a included in the action
plans that can be sent minds on activity, plan. This will be used Smartboard
th
April 16-17 2018 to political leaders. to demonstrate as an assessment “of” Paper, Pencils
This will allow their in order to see where Student Action for a Sustainable Future:
B1.3 – create a
 UNIT PLANNING TEMPLATE

plan of action to students to understanding of students are at http://environmentalsociety.ca/wp-

address an understand the role recycling and leading into the content/uploads/2016/04/Student-
environmental they plan in their responsible culminating task. Action-for-Sustainable-Future-
issue of local, community and how citizenship. brochure-2016-v2.pdf
provincial/ their actions affect the Presentation:
territorial, and/or world around them. Students will then Students will receive
national be show different feedback through two
significance), This particular lesson action plan stars and a wish from
specifying the will be broken down examples from their classmates. This
actions to be into two different days students in will be an assessment
taken by the in order to give Saskatchewan, in “as” due to students
appropriate level students enough time order to receiving and giving
(or levels) of to create their action understand the feedback to their
government as plans. different peers to address their
well as by citizens, components of a own understanding.
including proper action
themselves
plan.
Minds on: Students
will be shown a Students will
Language
website where you discuss with the
2.1 Write longer sort different items class the steps
and more complex into the appropriate that are included
texts using a recycling bin. This will in the different
variety of forms be used as a action plans.
diagnostic to see
2.7 use a variety what students know Students will be
of appropriate about recycling. asked to think of
visual aids to 4-5 different
support or Action: Students will issues that can be
enhance oral be shown different
presentations addressed in their
action plan examples
own action plans.
 UNIT PLANNING TEMPLATE

from students at a Students will be

school in given iPads and
Saskatchewan, where computers to do
they created their own
research on
action plans. This will
allow students to see different political
what they can choose issues that they
to include in their own can address in
action plans. For this their action plans
lesson we will be through the
creating plans of inclusion of which
action in groups of 4-
level of
5 addressing a local,
provincial, national, government is
environmental issue. responsible.
This action plan will
also list the steps that Students will be
citizens and the sent back to their
government need to desks to work on
do to complete or their action plans.
start this action plan. Students will have
Following the different the rest of this
examples, the teacher
will go over the period and the
different steps to take next day to
in order to create an complete their
action plan. Students action plans.
will work at their
desks to create the Once completed,
action plan and will be students will
given enough time to present their
write out their action action plans to the
plan by allowing two
class. Students
days to complete.
 UNIT PLANNING TEMPLATE

will receive peer

Consolidation: For feedback through
the consolidation part, two stars and a
when students are
wish.
done the action plan
they will present it to Students will hand
the class of what their
in their action
action plan is and
what level of plans for
government it assessment.
addresses. Students
will give presenters
two stars and a wish
for affective feedback.

The teacher will use a

rubric for the actual
action plan that is
submitted.

Lesson 4: For this lesson, Students will learn Graphic Organizer: https://www.youtube.com/watch?
Getting to Know students will learn about their own This will be assessed
v=45A85bdjZgI
Elected Officials about their own elected officials at using a checklist to Computers/ Ipads
elected officials at a a municipal, see if students can Letter Writing Paper
April 20th 2018 municipal, provincial provincial and find at least 4-5 Smartboard
and federal level. federal level. different pieces of Graphic Organizer
B2.6 –
Students will research Students will do information on their
communicate the
results of their their stances on research and elected official. This
inquiries, using different political input their findings can be used as an
appropriate issues by inputting into a graphic assessment “as”
this data into a organizer. because students can
 UNIT PLANNING TEMPLATE

vocabulary. graphic organizer. Students will then take the feedback and
Students will also write a letter to adjust their research
write letters to one one elected official to advance their
Language elected official, addressing knowledge and
drawing from their different issues understanding.
1.4 sort and
own action plan, and outlined on their
classify ideas and Letter: The letter will
ask them how they platform and how
information for be assessed using a
plan on fixing this they plan on fixing
their writing in a rubric to assess
issue. it.
variety of ways whether students took
Minds On: Students Students will be the feedback from
2.2 establish an will be show different shown different their graphic organizer
appropriate voice resources about their resources to use and applied it to their
in their writing, elected officials, in as they work letter. This can be
with a focus on order to first identify through their seen as an
modifying who they are. These graphic organizer assessment “as”
language and tone resources can include such as YouTube piece due to their own
to suit different YouTube videos, videos, websites reflection and
circumstances or websites and social and social media understanding. This
audiences media platforms platforms. can also be used as
(Facebook, twitter, an assessment “of” to
1.3 gather Students will pick
information to Instagram). see what level of
one level of understanding they
support ideas for
Action: Based on government are at so far in order
writing, using a
variety of lesson 2 & 3, students official and then to progress into the
strategies and a will pick one level of research their culminating task.
range of print and government official different political
electronic (municipal, federal, platforms.
resources provincial) and then
research their Students will pick
out 2-3 issues that
 UNIT PLANNING TEMPLATE

different political they will address

platforms from the in their letter to
most recent election. the elected official.
Students are
encouraged to find 2- Students will write
3 issues that stand a letter to their
out to them. After chosen elected
completing the official asking how
research, students they plan on fixing
will write a letter to that political
that elected official, issues.
asking them how they Students can
plan of fixing one of include their own
the specific issues action plan in the
addressed in their letter.
platform.
Students will
Students are receive letters
encouraged to back, and will
discuss their own discuss, as a
action plan in the class, what they
letter. received back in
Consolidation: Have their letter.
the teacher write Students will hand
letters back to the in their graphic
students, and have organizers.
students talk about
what they received Students will hand
back in their letter. in their letters.
 UNIT PLANNING TEMPLATE

Another possible Students could

consolidation would also invite an
be to invite a local elected official into
elected official into the their classroom
classroom to have and ask them
open discussions with different
the students to questions.
discuss these
different issues.

Have students hand

in their graphic
organizer and letters.

Lesson 5: In this lesson, Students will learn Students will be asked

Responsible students will learn about responsible questions such as: ://wwww.youtube.com/watch?
Citizenship about the rights and citizenship What is the most time_continue=182&v=DA6QadKOmtA
responsibilities of through their significant event in
April 23rd 2018 being a Canadian rights and Canada’s voting Timeline template
citizen. Students will responsibilities history, why? Are Ipad’s
B3.1 – describe Textbooks
learn about the that come with there groups today
the major rights Venn Diagrams
and different values and being Canadian. that you think should
practices of being a Students will also be able to vote, and Smartboard
responsibilities
associated with citizen and the learn about the cannot? Who are
citizenship in importance it plays in different values they? Are there
Canada (e.g., society. and practices that groups today that
rights: equal are associated should not be allowed
Minds on: Students with being a to vote, but do? Who
protection under
the law, freedom will be shown a video member of are they? Should
of speech, on the rights and society. there be restrictions
freedom of responsibilities. This
 UNIT PLANNING TEMPLATE

religion, the right video discussed the Students will be on who is allowed to
to vote; rights and shown a video vote?
responsibilities: to responsibilities of about the rights
respect the rights being a Canadian and Venn Diagram: This
of others, to citizen such as legal responsibilities of can used as an
participate in the rights, rights of being a Canadian assessment “for” and
electoral process language and citizen such as the “as” piece to
and political freedom of religion. legal right to vote, understand what
decision making, freedom of students think are
to improve their Have students create speech and moral rights versus
communities). a Venn diagram to legal rights. They can
language rights.
distinguish what they use their own
Language see as moral rights Students will knowledge and
and legal rights and complete a Venn understanding to fill in
how the two can diagram to the Venn diagram.
2.7 use a variety relate to one another. distinguish what
of appropriate Timeline: This can
they deem moral
visual aids to Action: In groups of used as an
support or rights and legal
2-3 people students rights and how assessment “as”
enhance oral
presentations will fill out a timeline they connect. piece because
of different rights and students are asked to
1.6 determine responsibilities that Students will then explain and reflect
whether the ideas were brought into create a timeline why certain events fit
and information Canadian legislature, that outlines the into the timeline.
they have and why they became different
gathered are significant. Students significant events
relevant, can use internet that took place in
appropriate, and resources as well as Canadian history
adequate for the different textbooks to that affects
pur-pose, and do fill in the timeline. Canadian
 UNIT PLANNING TEMPLATE

more research if In their groups, have legislature.

necessary students discuss why
they included each Students are
1.3 gather event, and what allowed to use
information to makes it important to internet sources,
support ideas for and textbooks to
Canadian legislature
writing, using a fill out the
variety of history.
timeline.
strategies and a
range of print and Consolidation:
Students will meet on Students will then
electronic
the carpet, and as a discuss in their
resources
class they will fill out a groups why they
large scale timeline think these
that can be posted in different events
the classroom. This are important to
will allow students to Canadas history.
fill in any missing Students will then
events from their own meet on the
timelines carpet and create
Students will hand in a large-scale
their Venn diagrams. timeline that can
be posted in the
Students will hand in class for reference
their timelines. for the culminating
task.

Students can use

this timeline to
add missing
events to their
 UNIT PLANNING TEMPLATE

own timelines.

Students will hand

in their Venn
diagrams.

Students will hand

in their timelines.

Lesson 6: In this lesson, In this lesson, Booklets: Students https://www.youtube.com/watch?

Election Day students will learn students will learn will be assessed on v=USK3Q4rsgnw
about the lead up to about the lead up the completion of their
April 25th 2018 election day such as to election day, booklets and the Book: “Our Country, Our Parliament” by
electing a party such as electing a correct information. the Library of Parliament
B3.4 – Describe
leader, how voting party leader, how This can be used as
different Election Booklet
works, how someone voting works, how an assessment “as”
processes that Ballot Templates
is confirmed as a someone is and “of” because
governments can Pencils
winner, and where confirmed as a students will be
use to solicit input Clipboards
they will work. winner, and where demonstrating their
from the public Crayons
they will work. own understanding
Minds on: Students Ipads
Language based on prior
will be shown the Students will be Smartboard
knowledge. This
1.3 gather book “Our Country, shown the book lesson will then lead
information to Our Parliament” “Our Country, Our students into the
support ideas for pages 17-19, in order Parliament” pages culminating task.
writing, using a to understand how 17-19 to
variety of
democracy works. understand how
strategies and a
range of print and democracy works.
Show students a
electronic
resources short video on the Students will be
history of democracy, shown a video
 UNIT PLANNING TEMPLATE

1.4 sort and and the how the that highlights the
classify ideas and electoral process history of
information for works. democracy and
their writing in a how the electoral
Action: Students will process works.
variety of ways
work at different
learning centres that Students will
provide insight into rotate through
the electoral process different learning
in Canada. centres using the
booklet provided
Students will be given to the class.
a booklet to work
through at each At the first centre,
learning centre. students will use
the book “Our
At the first centre, Country, Our
students will use “Our Parliament” to fill
Country, Our in the worksheet
Parliament” to fill out in order to gain
a worksheet that has knowledge on
information on elections.
elections, such as
how many years an At the second
election takes place, centre, students
and where elected will learn about
officials represent us. the voting process
as well as create
At the second centre, their own voting
students will learn ballet, filling it out
about voting and the and then
 UNIT PLANNING TEMPLATE

election ballot, and “submitting” it.

have practice filling
out a ballot. At the third centre,
students will be
At the third centre, given clipboards
students will survey to go and survey
two students or two students or
teachers, to see what teachers to see
they know about the what they know
election process. about the election
process and their
At the fourth centre, advice on voting.
students will be given
a map of Ontario’s At the fourth
electoral districts and centre, students
they will fill in their will be given a
riding using the colour map of Ontario’s
that represents their electoral districts
elected officials party. and they will fill in
the map based on
Consolidation: their riding using
Students will pair and the colour that
share their findings to represents which
a classmate. Each party won the last
student will give their election.
partner a star and a
wish to provide Students will
feedback to the share with a
student. partner their
findings.
Students will hand in
 UNIT PLANNING TEMPLATE

their booklets. Students will give

a star and a wish
The teacher will to their partner
remind students of based on their
the culminating tasks presented
to start thinking about research.
their tasks.
Students will hand
in their booklets.

The students will

be reminded of
their culminating
tasks in order to
start preparing.

Lesson 7: Culminating Task See description ^^^ ^^^

Students Prepare Days above
for Debate and
Election

April 26th 2018

Lesson 8: Debate Culminating Task See description ^^^ ^^^

and Class Days above
Election

April 27th 2018

Lesson 8 Part 2: Students will have See description ^^^ ^^^

Reflection 200 minutes (first and above
Writing second block) to write
 UNIT PLANNING TEMPLATE

April 30th 2018 their final reflection for

the culminating task.

POSSIBLE Teacher Conference Quiz

Exit Card Question and Answer
ASSESSMENT Demonstration
Self Assessment Checklist
STRATEGIES Concept Attainment, Mind Map,
Teacher Edit
Checklist
Concept Map Discussion
Select Response Thumbs Up/Thumbs Down
Observation checklist Self Assessment Response Form
Interview Other
Peer Edit
Spot Check
VARIETYOF Ensure that there are a variety of learning experiences provided to match the class and individual learning
LEARNING profile that you have developed for this group of learners (see below). Mark any you have used.
EXPERIENCES
Learning Experiences  Graffiti  Panel Discussion
 Inquiry Questions  Graphic Organizer  Placemat
 Anticipation Guide  Graph Creation  P/M/I
 Brainstorming  Graphing  Problem Based Learning
 Case Study  Guest Speaker  Puzzle Pieces
 Choice Boards  Inside/Outside Circle  RAFTS
 Class Discussion  Inquiry  Research (Guided)
 Computer Simulation  Jigsaw  Research (Independent)
 Concept Attainment  Journal Writing  Report Writing
 Concept Formation  KWL chart  Response Writing
 Concept Creation  Learning Centres  Response Journals
 Concept Mapping  Learning Contracts  Role Playing
 Critical Dialogue  Metaphors  Round Robin
 Cubing  Movie Review/Analysis  Simulation
 Debate (Formal)  Mind Map  Snowball
 Debate (Informal)  Model Building  Socratic Dialogue/ Rich Questioning
 Examine Both Sides  Note Making (student generated)  Song Creation
 Four Corners  Note Making (teacher generate  Teams Games Tournaments
 Game  Numbered Heads  Three Way Debate
 Game Theory  Jigsaw  Think Pair Share
 UNIT PLANNING TEMPLATE

 Think Pair Square (Graduated)  Values Line  Word Web

 Think Together – Think Apart  Venn Diagram  Other ___________
 Thinking Routines  Video Clip
 Tiering  Word Wall

Reference List

“13 Questions - Get to Know MP John Brassard.” YouTube, YouTube, 2 Sept. 2016, www.youtube.com/watch?v=45A85bdjZgI.

“How to Plan Small Projects Using Action Plans.” Infographic, www.mindtools.com/pages/article/action-plans-infographic.htm.

Community Profiles | The Homeless Hub, homelesshub.ca/communityprofiles.

Library of Parliament. “Our Country, Our Parliament”, Parliament of Canada, 2009.

Ministry of Education and Training. (2006). The Ontario Curriculum Grade 1-8: Language. Toronto, ON: Queen’s Printer.

Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Toronto, ON: Queen’s
Printer.

Student Action for a Sustainable Future: http://environmentalsociety.ca/wp-content/uploads/2016/04/Student-Action-for-Sustainable-

Future-brochure-2016-v2.pdf

Student Vote. “Our Electoral System” YouTube, YouTube, 22, Sept. 2015, https://www.youtube.com/watch?v=USK3Q4rsgnw

StudentVote. “The Levels of Government.” YouTube, YouTube, 22 Sept. 2015, www.youtube.com/watch?v=7C8uDuhLqvg.

StudentVote. “The Responsibilities of Canadian Federal, Provincial, and Municipal Governments.” YouTube, YouTube, 29 Mar. 2011,
www.youtube.com/watch?v=Gakb4fylV_s.
 UNIT PLANNING TEMPLATE

The Ontario Curriculum: Social Studies, Grades 1-6; History and Geography Grades, 7&8, 2013. This document is available for
download on the Ministry’s website at: http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf

Tvochannel. “Rights and Responsibilities.” YouTube, YouTube, 11 Aug. 2009, www.youtube.com/watch?

time_continue=182&v=DA6QAdKOmtA.