Social Studies 30: Culture Unit

Understanding by Design Unit Template

Title of Unit Culture Grade Level Grade 12 / level 30

Subject Social Studies Time Frame 18 hours

Developed By Melisa Tremblay-Pierrard

Stage 1 - Identify Desired Results

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

Sense of self, community, and place: Students will reflect on their own identity and place in Canadian society. They
will reflect, discuss and analyze the structures of Canadian society and how they relate to traditional cultural identity as
well as to popular culture.
Engaged Citizens: Students will reflect on the rights and responsibilities of citizens in a democratic society. Students will
discuss the responsibility of present-day Canadian society to correct the wrongs of past generations.

Cross curricular Competencies

How will this unit promote the CCC?

Developing thinking (DT): Students will critically assess the treatment of various cultures & ethnicities within Canadas
past and present and reflect on how inequities have or have not changed and to question what privilege in Canadian
society looks like.
Develop identity and interdependence (DI&I): Students will reflect on their personal identity and how their identity is
situated within Canadian society and how that may affect their life.
Developing literacies (DL): Students will express understanding and communicate what Canadian identity means to
them using visual and written means.
Develop social responsibilities (DSR): Students will engage in communitarian thinking and dialogue regarding the
treatment of minorities in Canadian society and by government institutions.

Learning Outcomes
 Social Studies 30: Culture Unit

What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

1. Appreciate that all humans have the right to have their personal worth and dignity accepted and validated.
2. Understand that a variety of injustices have been committed by the Canadian government and mainstream
society against different groups of people and that these injustices need to be recognized and steps must be
taken to rectify them.
3. Understand that a cultures worldview contains their ideas, beliefs, and values and effects how it interacts with
other cultures.
4. Understand that past societies have established and conducted policies based on social models that are
unacceptable by present day standards and appreciate that generations of people have suffered as the result of
these social policies.
5. Understand that Canada, like many younger nations, is made up of immigrants from different ethnic groups, as
well as a substantial FNMI minority who do not share a common identity, ideology or point of view.
6. Understand that the concept of acculturation includes four possible approaches to cultural change:
Annihilation
Segregation
Assimilation
Accommodation
7. Appreciate that any acculturation model has moral and ethical consequences attached to it.

*all learning outcomes have been taken from the foundational concepts in Unit 3 of the Social Studies 30:
Canadian Studies Curriculum Guide (1997)

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what What provocative questions will foster inquiry into the
you want students to understand & be able to use several content? (open-ended questions that stimulate thought
years from now) and inquiry linked to the content of the enduring
What misunderstandings are predictable? understanding)
 Social Studies 30: Culture Unit

Students will understand that...

What does my country tell me about me?*
Canadian society is made up of individuals from many What is the dominant Canadian identity?
different cultures, religions, traditions, and ethnicities. Are all ethnic groups treated equitably in Canada?
Different cultures have a variety of traditions, Does our society & government treat all minorities
experiences, and world views. and majorities as equals?
Canadian society is complex. How have First Nations, Metis, and Inuit people in
Sometimes equity requires affirmative action. Canada been treated by the government in our
Know that in a democracy, the assumption is that all nations history?
people have the right to equality of treatment. How are FNMI treated today by the government &
Know that contracts are morally binding when they have Canadian society?
been negotiated between equals and their implications Can wronged cultures ever truly forgive and forget?*
and consequences are understood and accepted. How should contracts from the past be honoured in
Appreciate that contracts entered into by previous present circumstances when the language is written
generations remain morally binding until they have been in a different historical context? (p. 312 of Social
renegotiated between equal. Studies 30 1997 curriculum)
What is MY view of Canadian cultural identity?

* taken from: http://nesd.ca/non-renewed-

curricula/_layouts/15/wopiframe.aspx
Knowledge: Skills
What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?
This content knowledge may come from the indicators, or List the skills and/or behaviours that students will be able
might also address pre-requisite knowledge that students will to exhibit as a result of their work in this unit. These will
need for this unit. come from the indicators.

Students will know... Students will be able to

Validation is an important result of interaction with a Learn to develop & apply criteria as a basis for coming
social group because it provides the individual with a to conclusions.
sense of acceptance, personal self-worth, purpose, and Practice Dialectical evaluation by defining
meaning.* viewpoints, testing viewpoints for factual accuracy, and
Marginalization is a form of rejection in which the morality, evaluating the factual and moral testing, and
individual is denied the opportunity to play a significant forming a conclusion about the issues.
role in the affairs of the group.* Practice developing and applying criteria as a basis for
 Social Studies 30: Culture Unit

According to the Canadian Charter of Rights & making value judgements.

Freedoms, everyone has the:* Use concepts to categorize and classify information.
freedom of conscience & religion Practice drawing generalizations and inferences from
freedom of thought, belief, opinion and classified data.
expression Learn to apply the moral test of: role exchange,
Freedom of peaceful assembly universal consequences, and new cases.
Freedom of association
Within modern societies there is a wide diversity of
ethnic backgrounds, ideologies, and points of view that
have to be conciliated.*
Canada is made up of FNMI people as well as
immigrants from different ethnic groups who do not
share a common identity, ideology, or worldview.*
Acculturation is the process of two or more cultures
adapting to each other so that people within the
respective cultures can interact with each other.*
Know that ethnocentrism is the false belief that ones
culture is superior to other cultures.
Know that acculturation is the process of two or more
cultures adapting to each other so that people within
the respective cultures can interact with each other.
There are 4 various approaches to acculturation:
Annihilation
Segregation
Assimilation
accommodation
Know that many individuals within a culture resist any
changes to the fundamental norms of their culture.
Know that marginalization is a form of rejection in
which the individual is denied the opportunity to play a
significant role in the affairs of the group.
Appreciate that the past consists of decisions, policies,
and traditions that create a legal and moral framework
which must be taken into account when establishing
 Social Studies 30: Culture Unit

current social policy (i.e., the Quebec Act of 1763,

Treaties, Naturalization, Charter of Rights & Freedoms)
Know that socialization is an interactive process in
which the environment affects and shapes the
individual and the individual in turn shapes the
environment. (p. 314)

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 GOAL: Students will work to attain a deeper, critical understanding of the multi-faceted
What should students nature of Canadian culture.
accomplish by completing this
task? ROLE: Students will be encouraged and guided to expand their thinking past their own
R Role personal views/experiences to consider all perspectives and cultural experiences in
What role (perspective) will Canadian society.
your students be taking?
A Audience AUDIENCE: Throughout the unit students will research, contemplate, and discuss their
Who is the relevant audience? findings with their classmates and the teacher.

S Situation SITUATION: Students will be challenged to critically consider multiple cultural experiences
The context or challenge within Canadian society and to determine if all cultures in our Canadian mosaic are given
provided to the student. equal access to the privileges/rights.
P Product, Performance
What product/performance PRODUCT: Students will create a journal and will be assigned different topics to explore
will the student and discuss in their journal entries throughout the unit as their knowledge and
 Social Studies 30: Culture Unit

create? assessment of Canadian culture expands.

See attached rubrics for unit performance task and group research project and
presentation.

S Standards & Criteria for The mark students receive during this unit of study will be weighted as follows:
Success 5% My Canadian Identity Project
Create the rubric for the 10% Participation / homework completion
Performance Task 20% Collaborative Work Skills (Self-assessment will be worth 10% and group assessment
will be 10%)
25% group project
40% reflective journal project

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, 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.

Students will demonstrate their growth and achievement: Students will reflect on what they have learned
through group research, discussions, and throughout the unit through the reflective journaling
presentations to the class. project.
through a peer-assessment rubric created by the Students will do a self-assessment of their own
teacher & students that will address both group learning and contribution to the group research
member participation assignment.
through their individual journal entries that will
periodically be reviewed and commented on by the
teacher.

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?
 Social Studies 30: Culture Unit

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 bring their own varied experience, heritage, and understanding of Canadian cultural identity FNMI,
French, British, recent immigration, etc.
Students will be given the opportunity to choose which culture they research.
Students will take part in the pre-planning by co-creating the assessment criteria for both the group research projects
and the reflective journal assignment.
Students will be given various options throughout the unit regarding: how they express and present the initial
Canadian cultural identity project, how they choose to research their group project (online research, library,
interviews, primary sources), how they present their research to the class, and how they choose to complete their
reflective journal (online, visual journal, or traditional).
If feasible and students choose to, they may choose to present their research outside the classroom at a location
connected to their project (such as Wanuskewin, Ukrainian Cultural Museum, etc).

How will you engage students at the beginning of the unit? (motivational set)

We will begin this unit by reviewing Canadian identity in popular culture. Students will then spend time designing their own
creative expression of what they see as their Canadian identity. After the presentation of everyones projects, we will discuss
the varying ideas that have been presented and students will be guided towards the realization that different people have
different views of Canadian identity.

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 Lesson Activities CCCs Resources
Title

1 Day 1 Question of the day: DI&I YouTube video:

* Canadian What does my country tell me about me? https://www.yout
 Social Studies 30: Culture Unit

Culture Intro What is the dominant Canadian identity? DL ube.com/watch?

v=WMxGVfk09l
Goals: 1) Students will see that Canadian society is made up of individuals U
from many different cultures, religions, traditions, and ethnicities. 2) Canadian Handout: I Am
society is complex 3) Within modern societies there is a wide diversity of Canadian
ethnic backgrounds, ideologies, and points of view that have to be conciliated. handout for all
students
Handout: My
Canadian Culture Introduction (60 minutes) Canadian
1. watch I am Canadian commercial on YouTube. (5-10 min.) Identity
2. Assignment and explanation of Canadian Identity project to students. project
(20 min.) handout
3. Work on Canadian identity project. (approx. 30 min.) Netbooks or
time in the
Both the handouts passed out today will be added to the class Google Doc. computer lab
A link to the video will be placed in the Google Doc for students to reference. to look up
ideas for
project

2 Day 2 Question of the day:

Canadian What is MY view of Canadian cultural identity? DT Netbooks or
Culture Intro time in the
(continued) Goals: 1) Students will see that Canadian society is made up of individuals DI&I library or
from many different cultures, religions, traditions, and ethnicities. 2) Canadian computer lab
society is complex 3) Within modern societies there is a wide diversity of for research
ethnic backgrounds, ideologies, and points of view that have to be conciliated.

Work Period (60 minutes)

remind students of the Canadian identity project assigned in the
previous class (5 min.)
ask students if they have thought of any questions they would like
answered.
Work period for Canadian Identity Project. Teacher will walk around
room and check in with students individually as a means of formative
assessment. (50 min.)
 Social Studies 30: Culture Unit

3 Day 3 Question of the day: DT Handout:

Foundational Does Canada have its own cultural identity? worksheets to
Elements of DL fill out during
Culture Goals: 1) Understand that a cultures worldview contains their ideas, beliefs, the PowerPoint
and values and effects how it interacts with other cultures. 2) Understand that and group
Canada, like many younger nations, is made up of immigrants from different discussions
ethnic groups, as well as a substantial FNMI minority who do not share a Handout:
common identity, ideology or point of view. 3) Different cultures have a variety graphic
of traditions, experiences, and world views. organizer

Foundational Elements of Traditional Cultures (60 minutes)

1. Students will receive a graphic organizer worksheet that they are to fill
out while they watch the following video:
http://study.com/academy/lesson/elements-of-culture-definitions-and-
ideal-real-culture.html (15 min.)
2. Students will turn & talk with their neighbor to compare information
they have recorded on their graphic organizer. (5 min.)
3. Group discussion about the video and graphic organizer (formative
assessment opportunity for teacher to ensure student comprehension).
(15 min.)
4. Student will work in small groups (3-4) to analyze & categorize aspects
of Canadian culture based on the categories: language, values,
symbols, traditions, customs, behaviour. Different groups will be given
different categories to analyze. (10 min.)
5. Class discussion to pool the ideas/answers of all the groups (15 min.)

A link to the video will be added to the Google Doc for students to reference.

4 Day 4 Question of the day: DT Handout:

Reflective Why is individual and group reflection on Canadian society so important? Reflective
Journal DI&I Journal Project
Project Unit Assessment Project (60 minutes) outline
Assignment Assignment of unit assessment piece. Students will be given project White board &
handout with the project requirements. Teacher will also go through the markers (for
 Social Studies 30: Culture Unit

handout with students verbally to further explain the project and to rubric
answer any possible questions. (20 min.) collaboration)
Teacher and students will work together to development a rubric for the
project. (40 min.)

Reflective Journal outline will be added to class Google doc

5 Day 5 & 6 Question of the day: DI&I Handout:

Canadian What does my country tell me about me? worksheet for
6 Culture Intro What is the dominant Canadian identity? DL students to fill
Project in based on
presentation Goals: 1) Students will see that Canadian society is made up of individuals classmates
s from many different cultures, religions, traditions, and ethnicities. 2) Canadian presentations
society is complex 3) Within modern societies there is a wide diversity of Exit slips
ethnic backgrounds, ideologies, and points of view that have to be conciliated.

Student Presentations (60 minute x 2) * if class has over 30 students,

another class period will be needed.
1. Present Canadian identity projects. (2-3 min. per student)
2. Class discussion regarding the different ideas presented in projects. (10-
15 min.)
3. Exit slip: List one presentation that stood out to you because a
classmate portrayed a different aspect of Canadian culture that you
perhaps had not considered. (2-3 min.)

7 Day 7 Question of the day: DT Whiteboard &

* Introduction Are all ethnic groups treated equitably in Canada? markers (for
to culture How have different minorities been treated in Canada in the past? DL brainstorm &
group rubric
research Goals: 1) Students will begin to understand that past societies have DI&I development)
projects established and conducted policies based on social models that are Slips of paper
unacceptable by present day standards. 2) Know that acculturation is the for students to
process of two or more cultures adapting to each other so that people within write their top
the respective cultures can interact with each other. 3 choices on
 Social Studies 30: Culture Unit

Handout:
Culture Project Intro & Research Groups (60 minutes) project outline
1. Group brainstorming session of the various cultures that comprise the & timeline for
Canadian cultural mosaic. (5-10 min.) each student
2. Students will write down their top 3 choices of cultural groups they are Project work
interested in researching and submit their list to the teacher. (5 min.) sheets in a
3. Discussion of project parameters and goals. (10 min.) folder for each
4. Formation of student groups for research & assignment of a culture to group
each group to research. Pass out project sheets and folders to groups. Handout: self
(Folders must contain a copy of all research information [either via & group
paper form or master USB] that must be consistently updated and left member
with the teacher throughout the project) (15 min.) assessment
5. Development of group and self-assessment rubric. (20-25 min.) sheets for day
13 meetings
Project outline, project timeline, lists of group members and assigned cultures,
as well as research questions and worksheets will all be added to the class
Google doc.

8 Day 8: Question of the day: DL Teacher

Research & Why do I need these skills? librarian if
Citation available
Review Goal: academic and life skill development. Smartboard or
projector
Research & Citation Review (60 minutes) Handout:
various
1. Scaffolding and/or review of how to properly cite various sources with examples of
the school teacher librarian. how to
2. Group research time if time permits. properly cite
sources
The handout of various citation examples will be added to the class Google
doc.

9 Day 9: Question of the day: DT Handout:

* How Do How do different cultures or ethnicities find common ground to co-exist? glossary of
Different DL terms for the
Cultures Goals: 1) Canada is made up of FNMI people as well as immigrants from unit
 Social Studies 30: Culture Unit

Come different ethnic groups who do not share a common identity, ideology, or DSR
Together? worldview. 2) Acculturation is the process of two or more cultures adapting to Handout:
each other so that people within the respective cultures can interact with each DI&I worksheet of
other. 3) Know that ethnocentrism is the false belief that ones culture is guiding
superior to other cultures. 4) Know that many individuals within a culture questions with
resist any changes to the fundamental norms of their culture. 5) know that room for
marginalization is a form of rejection in which the individual is denied the students to
opportunity to play a significant role in the affairs of the group write down
their own
How Do Different Cultures Come Together? (60 minutes) answer to the
1. Handout Glossary of terms for the unit (2 min.) questions as
2. Review of terms with students emphasizing: Acculturation, Annihilation, well as space
Accommodation, Assimilation, Segregation, Ethnocentrism, to write down
Marginalization, Monism, Pluralism, and Cultural Dominance. (15 min.) the answer the
3. Students will each be given a worksheet (2 min.) to fill out with the entire class
guiding questions below. They will then participate in a Think-Pair- comes up with
Share to review the questions and write down their answers. (30 min.)
4. Students will discuss the questions/share their answers with the class
as a whole. (remaining 10 min. of class to be continued next
class)
5. Guiding questions to assess students understanding of terms and their
application to Canadian history:
What do you think happens when two cultures come together? Is it
easy/simple for people from different cultures to merge? Why or
why not?
In Canadian society, past or present, can you identify a specific
culture that has been culturally dominant?
From what you know of Canadian history, can you think of an
example of any one culture marginalizing or segregating a different
culture? By todays standards, is it ok to marginalize someone? Why
or Why not?
Based on our definition in the glossary terms, can you think of an
example of ethnocentrism?
What means of acculturation is acceptable in todays society?
What forms of acculturation have been used in Canadian history?
 Social Studies 30: Culture Unit

(Give an example if you can)

The unit glossary of terms handout will be added to the class Google doc.

1 Day 10: Question of the day: Handout: (from

0 How Do How do different cultures or ethnicities find common ground to co-exist? day before)
Different DT worksheet of
Cultures Goals: 1) Canada is made up of FNMI people as well as immigrants from guiding
Come different ethnic groups who do not share a common identity, ideology, or DL questions with
Together? worldview. 2) Acculturation is the process of two or more cultures adapting to room for
(Continued) each other so that people within the respective cultures can interact with each DSR students to
other. 3) Know that ethnocentrism is the false belief that ones culture is write down
superior to other cultures. 4) Know that many individuals within a culture DI&I their own
resist any changes to the fundamental norms of their culture. 5) know that answer to the
marginalization is a form of rejection in which the individual is denied the questions as
opportunity to play a significant role in the affairs of the group well as space
to write down
How Do Different Cultures Come Together? Continued (60 minutes) the answer the
1. Students will be reminded that they need to ensure their group folders entire class
are up to date by tomorrow at the latest so the teacher can review comes up with.
them prior to their groups check-in meeting on Day 12 or 13. Video
2. Continuation of class discussion and review of worksheets from the day https://www.yo
before. (20-25 min.) utube.com/wat
3. Watch video History of Racism in Canada ch?
https://www.youtube.com/watch?v=dvqXh83IJgM (25 min.) v=dvqXh83IJg
4. Class discussion of the video (8-10 min.) MExit slip
5. Exit slip: What is something that surprised you in the video or class
discussion that you had not known previously? (2 min.)
The link to the video watched in class will be added to the class Google Doc.

1 Day 11: Question of the day: YouTube

1 Canadian What does the Charter of Rights & Freedom say about equality in Canadian DT videos:
Charter of society? https://www.yo
Rights & Why is the Charter so important? DL utube.com/wat
Freedoms ch?
Goals: 1) Appreciate that all humans have the right to have their personal DSR v=mWRDHsrJg
worth and dignity accepted and validated. 2) According to the Canadian 5Q
 Social Studies 30: Culture Unit

Charter of Rights & Freedoms, everyone has the right to i) freedom of https://www.yo
conscience & religion ii) freedom of thought, belief, opinion and expression iii) utube.com/wat
freedom of peaceful assembly iv) freedom of association. 3) Know that in a ch?
democracy, the assumption is that all people have the right to equality of v=YAIM1qzO9_
treatment. 4) know that contracts are morally binding when they have been w
negotiated between equals and their implications and consequences are Handout:
understood and accepted. worksheet to
fill in during
Canadian Charter of Rights & Freedoms (60 minutes) videos & class
discussion
1. Students will be given a worksheet to fill out while they watch the
videos. Worksheet will include the following points:
What is the Charter of Rights & Freedoms
When was it created?
What does it say?
Why is it important/relevant?
2. Watch video https://www.youtube.com/watch?v=mWRDHsrJg5Q (5
min.)
3. Watch video https://www.youtube.com/watch?v=YAIM1qzO9_w (10
min.)
4. Students will share their answers in small groups (2-4 people) (15-20
min.)
5. Class will review the worksheet as a whole which will provide an
opportunity for formative assessment (15-20 min.)
6. Teacher will go over any important points that students may have
missed, re-watch the videos if necessary and answer any questions the
students may have. (5-15 min.)
The links to the videos watched in class will be added to the class Google Doc.

1 Day 12 & (60 minutes x 2) DL Library or

2 13: computer lab
Check-in & 1. Students will be given group-member & self-assessment rubrics at the time for
1 work period beginning of class. These assessments are to be complete prior to students to
3 for group meeting with the teacher. Teacher will explain what students are to be continue group
projects on doing during class time for the next 2 days. (10 min.) work
culture 2. Students will have prescheduled group meetings with the teacher to
 Social Studies 30: Culture Unit

discuss (meetings will be 10 min. per group):

What research they have accomplished.
What they are currently working on.
What difficulties they are having (related to the group work aspect
or the research aspect).
Discuss what form the group thinks their final presentation will
take. This will allow time for special consideration or planning.
Have students assess the contribution of their selves and their
group members.
Rubrics will have already been added to the Google doc.

1 Day 14: Question of the day: PowerPoint

4 THEY WERE Why do First Nations, Metis, and Inuit cultures deserve to be acknowledged DT presentation
HERE FIRST: and honoured in Canada? (Hint: its not because we love to be multicultural)
Why First DL
Nations Goals: 1) Understand that past societies have established and conducted
cultures policies based on social models that are unacceptable by present day DSR
should be standards and appreciate that generations of people have suffered as the
recognized result of these social policies. 2) Understand that a variety of injustices have DI&I
for different been committed by the Canadian government and mainstream society against
reasons different groups of people and these injustices need to recognized and steps
must be taken to rectify them. 3) Appreciate that any acculturation model has
moral and ethical consequences attached to it. 4) Understand that the
concept of acculturation includes four possible approaches to cultural change:
Annihilation, Segregation, Assimilation, Accommodation. 5) Appreciate that
any acculturation model has moral and ethical consequences attached to it.

Why First Nations cultures should be recognized (60 minutes)

1. Class will open with a graphic from the internet that says I was here
first I will ask students what they think the implications of that
statement mean. We will look at the question of the day at this time
too. (5 min.)
2. PowerPoint of the timeline of the relationship between First Nations and
colonial governments. Special attention will be spent looking at how the
governments relationship with First Nations has changed throughout
 Social Studies 30: Culture Unit

Canadian history and how the Canadian government tried to

acculturate First Nations cultures throughout the formation of Canada
as a nation. (40 min.)
o Initial relationships up to the end of the Seven Years War & the
Treaty of Paris (1537-1756)
o Royal Proclamation (1763)
o The Treaty of Niagara & Wampum Belt (1764)
o The Indian Act (1876)
o The Pass System
o Who gets to claim status Indian
3. Throughout the PowerPoint I will ask students questions to assess their
understanding of the issues to encourage critical thinking.
4. Sharing circle in which students will be asked to share a piece of
information that they learned in class that surprised them. (15 min.)

1 Day 15: Question of the day: DT Handout:

5 THEY WERE How have First Nations, Metis, and Inuit people in Canada been treated by the Notes &
HERE FIRST: government in our nations history? DL worksheet
Why First How are FNMI treated today by the government & Canadian society today? Video
Nations DSR https://www.yo
cultures Goals: 1) Understand that past societies have established and conducted utube.com/wat
should be policies based on social models that are unacceptable by present day DI&I ch?
recognized standards and appreciate that generations of people have suffered as the v=cb9f2L2u_JQ
for different result of these social policies. 2) Understand that a variety of injustices have Video
reasons been committed by the Canadian government and mainstream society against
https://www.yo
(continued) different groups of people and these injustices need to recognized and steps
utube.com/wat
must be taken to rectify them. 3) Appreciate that any acculturation model has
ch?v=JOeGtkp-
moral and ethical consequences attached to it. 4) Understand that the
HSQ
concept of acculturation includes four possible approaches to cultural change:
Annihilation, Segregation, Assimilation, Accommodation. 5) Appreciate that
any acculturation model has moral and ethical consequences attached to it.

Day 2 of Why First Nations cultures should be recognized (60

minutes)
 Social Studies 30: Culture Unit

1. Students will be given a handout/worksheet regarding the Indian Act &

Residential Schools with important facts and spaces for students to fill
in while they watch the videos and provided instruction on what we will
cover during class. (5-7 min.)
2. Students will watch 8th Fire Part 1 on the Indian Act (12 min.)
https://www.youtube.com/watch?v=cb9f2L2u_JQ
3. Class discussion will follow regarding what models of acculturation are
used in the Indian Act. (10-12 min.)
Discussion Question: Is the Indian Act an ethical piece of legislation?
Why or why not?
4. Students will watch 8th Fire Part 2 on Residential Schools (12 min.)
https://www.youtube.com/watch?v=JOeGtkp-HSQ
5. Class discussion will follow regarding what model(s) of acculturation
Residential Schools used. (10-12 min.)
Discussion Question: What do you think the ethical consequences of
Residential Schools should be?
6. Students will use the remaining class time to begin working on Journal
Entry #3 of their culture unit project. (9-10 min.)

Links to the videos will be added to the Google Doc for students to reference.
Handout:
1 Day 16: Question of the day: DT Treaty Map of
6 Treaties How should contracts from the past be honoured in present circumstances DL Canada
Whats the when the language is written in a different historical context? DSR Handout:
big deal?! DI&I treaty research
Goals: 1) Appreciate that contracts entered into by previous generations worksheet
remain morally binding until they have been renegotiated between equals. Access to
netbooks,
Treaties Whats the big deal?! (60 minutes) library or
1. Handout & explanation of: Treaty Map of Canada & research computer lab
worksheet (5-7 (min.)
2. Students will be divided into groups of 3 or 4. Jigsaw: Each group will
be given a specific treaty to research and answer questions about
(25 min.)
3. Students will present their group research to the class and take
notes during other groups presentations (2 min. per group)
 Social Studies 30: Culture Unit

4. Class discussion and summary of what was promised in treaties.

(15-18 min.)
Guiding question:
Did both sides honour their agreement?
What would some of the challenges be for both sides during
treaty negotiation?
What were some of the things promised?

1 Day 17 & Question of the day: DT Exit slip

7 18: How has our society & government treated different ethnicities in the past? DL
Group Have things changed? DSR
1 presentation Can wronged cultures ever truly forgive and forget? DI&I
8 s
Goals: 1) Understand that past societies have established and conducted
policies based on social models that are unacceptable by present day
standards and appreciate that generations of people have suffered as the
result of these social policies. 2) Canada is made up of FNMI people as well as
immigrants from different ethnic groups who do not share a common identity,
ideology, or worldview. 3) Students will see that Canadian society is made up
of individuals from many different cultures, religions, traditions, and
ethnicities. 4) Canadian society is complex 5) Within modern societies there is
a wide diversity of ethnic backgrounds, ideologies, and points of view that
have to be conciliated.

Presentations (60 minutes x 2)

1. Based on the assumption there will be 7-9 groups, groups will be
given 5-10 minutes to present their project. * any presentations that
will require leaving the classroom (i.e., fieldtrip) will need to be pre-
approved and planned with the teacher.
2. Quick review of proper protocol for both presenters and audience
members (3min.)
3. Student groups will sign up ahead of time for a presentation time
over a 2-3 day span; however their groups contribution to the class
Google doc on cultures will be due on the first day of presentations.
4. Each class period will have 4-5 presentations. (25-40 min.)
 Social Studies 30: Culture Unit

5. The remaining time will be used for students to work on their

Reflective Journal project. (15-30 min.)
6. Exit slip: Which presentation did you enjoy the most today? Why? (2
min.)
Students culture research pages on the Google Doc will be due by the
beginning of presentations.

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, All learning experiences, notes, work sheets, video, and projects are
performance assessment and learning directly tied to the unit outcomes. The initial project on Canadian
experiences? Identity acts as an assessment of students point of view and prior
knowledge regarding the common myth of Canadian society as opposed
to the facts. This will help me identify any potential misconceptions that
may need to be addressed throughout the unit. This initial project will
also help students to see that not everyone has the same definition of
Canadian identity. Students next performance task involves group work
which can be a struggle at times for students, but also provides
important learning experiences regarding working with others which is
inevitably what society is about. The overall unit assessment piece is an
ongoing project that will require students to reflect on what they have
learned throughout the unit and will promote deeper understanding of
the unit content.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), Students who struggle with taking notes will be provided with
instructional practices, and/or the learning printed notes.
environment to meet the learning needs and The teacher will work with EAs to address students individual
diversities of all my students? needs on a case by case basis to differentiate for each student.
Notes and assignment instructions will be simplified for EAL
students that require it.
 Social Studies 30: Culture Unit

Students are given the choice in how they show their learning in
both the Canadian Identity project, and the Group Culture
Research project. Students are also given the choice between
completing a traditional journal or an electronic journal.
A variety of instructional styles have been incorporated to
accommodate students different learning styles.
Students will co-create assessment criteria with the teacher in
class
Teacher will be cognizant of the classroom dynamics and
relationships between students when placing students in groups.
Time will have been spent creating a positive, respectful
classroom environment and community so that all learners feel
valued and safe.

For students who need a challenge:

through the formative assessment of the reflective journal

project, students will be challenged by the teachers comments
and guiding questions to think more deeply about the guiding
questions.
When appropriate, the teacher will provide students with more
advanced research sources, such as academic journals, to
challenge, stretch and expand students understandings.
If possible, students may be grouped with like-minded individuals
during the group work.

Instructional Approaches:
Do I use a variety of teacher directed and This unit contains a variety of direct instructional approaches including:
student centered instructional approaches? PowerPoint presentations and lecture
Watching videos & filling out worksheets that encourage deeper
thinking and assessment of the topics
Small & medium size group work
Student driven research
 Social Studies 30: Culture Unit

Students are given freedom to choose how they present or

express their learning
class discussion session which will provide formative assessment
Indirect instructional strategies used:
time for personal and group reflection
reflection through the reflective journal assignment
concept attainment through finding examples of various forms of
acculturation within Canadian history
Independent Instruction
research project
journaling

Resource Based Learning:

Do the students have access to various Students have access to online resources (articles, journals, primary
resources on an ongoing basis? sources, or videos) library resources, and can choose to interview
people as part of their research if they wish. They will be given several
work periods throughout the unit when they will have class time to
access resources and meet with group members.

FNM/I Content and Perspectives/Gender Culturally diversity will be promoted as students may choose to
Equity/Multicultural Education: research their own families cultural history in Canada or they
Have I nurtured and promoted diversity while may choose to research a different culture that they are
honoring each childs identity? interested in learning more about.
Students will be provided with FNMI content regardless of
whether or not students chose to research a First Nations culture
for their group cultural project, they will be learning about the
various forms of acculturation used by the Canadian government
throughout our history in connection to FNMI.
A main goal of this unit is for students to realize the cultural
diversity of Canada and to understand that cultural tolerance and
acceptance is something we need to continue working on.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)