Unit Plan Social

Week
Week
One:
Monday
Tuesday
6.S.4 Decision Making
and Problem Solving
Wednesday
6.S.4 Decision Making and
Problem Solving
Thursday
6.S.4 Decision Making and Problem
Solving
What is decision
making?
How are our decisions

influenced?
What are different ways that groups

make decisions?
Activity: Making
decisions write down
20 decisions that you
make. Look at ones you
can make and ones that
you cant.
Activity: Split into groups and

give different scenarios. Then
they can say what influenced
their scenario and what parts
required them to make a
decision.
Three ways to make decisions:
Introduce Among the

Hidden
Consensus, everyone can vote, one

representative of a community can
vote.
Activity: Give scenarios where they
have to decide what form of decisionmaking is taking place. Example
your family goes to Hawaii, how was
this decided? Then give students a
scenario where one form of decision
making is more ideal than another
and ask them to explain why.
Example: everyone bringing a soccer
ball to school.
Friday
and Problem Solving
6.1.6a How can
individuals, groups
and associations
within a community
participate in the
decision-making
process
How can decisions be
fair and equitable?
Activity: sticky note
and chair
example/discussion
Chart: of examples of
things:
bedtime/allowances/ri
de heights/front seat
airbag.
What is the difference
between equality and
equity?
Week
Two:
6.1.2a What is a
Democracy?
6.1.2a What is a
Democracy?
Introduce democracy
Define democracy and
talk about what a
democracy means in
Canada.
Talk about
representative vs direct
democracy.
Introduce Freedom
6.1.2(a) What is a
democracy? (Freedom)
Define what freedom is
in their own words.
Activity: Pizza activity
Current Events:
Freedom of speech: N.B.
Woman Charged For
Fake Abduction Story
6.1.2a What is a Democracy?
Introduce Representation
6.1.2(a) What is a democracy?
(Representation)
Define what fairness is in their
own words.
Current Events: Justice?
http://www.buffalonews.com/cit
y-region/disbarred-lawyerheaded-to-prison-for-stealingfrom-client-accounts-20141124
Students are asked to identify
Introduce Equity
6.1.2(a) What is a democracy?
(Equity)
Define what equity is in their own
words.
Concept Assignment. Students are
given many pictures representing
equity and inequity. Students are not
told what the pictures represent, but
are told that there are two columns
6.1.2a What is a
Democracy?
Introduce Justice
6.1.2(a) What is a
democracy? (Justice)
Define what
representation is in
their own words.
Current Events:
Alberta switches from
Conservative to NDP
Bring up that you will

order a pizza, but you
are going to pick all of
the toppings even though
the whole class is
sharing. Bring up how in
a fair democracy it
shouldnt just be up to
myself but the whole
class. Relate back to
decision making.
Students are asked to

identify how freedom is
demonstrated in this
current event.
come up with other
examples of freedom
that they can think of, or
in their daily lives.
how justice is demonstrated in

this current event.
Students are asked to come up
with other examples of justice
that they can think of, or in
their daily lives.
Students are given a scenario in
which they must try and figure
out a just ending or solution.
(Yes and No), and they must figure

out which pictures go together. The
concept is Equity.
Students are asked to identify how
equity is demonstrated in this
current event.
or put up pictures of
representation on the
board and have
students identify what
is going on in the
pictures.
Students are asked to come up with

other examples of equity that they
can think of, or in their daily lives.

identify how
representation is
demonstrated in this
current event.
The four pillars of

democracy. FREJ Use
a fridge to remember.
Week
Three:
Week
Four:

come up with other
examples of
representation that
they can think of, or in
their daily lives.
6.1.2a What is a
Democracy?
Inquiry Task
Students will make a

journal page on FREJ.
They will define each
term and give examples.
Students will look back

on what was learned in
the past two weeks. They
will go over decision
making in groups. Give
each group a scenario
and ask them to look at
the decision making
process and using FREJ
determine if it is
democratic and what
type of decision making
it is.
6.1.1 Recognize how

individuals and
governments interact
and bring about change
6.1.1 Recognize how

individuals and
Inquiry Task continued

Students will look back on what
was learned in the past two
weeks. They will go over
decision making in groups. Give
each group a scenario and ask
them to look at the decision
making process and using FREJ
determine if it is democratic
and what type of decision
making it is.
Share with the class.
6.1.1 Recognize how individuals

and governments interact and
bring about change within their
local and national communities
6.1.1 Recognize how individuals and

governments interact and bring
about change within their local and
national communities
6.1.1 Recognize how

individuals and
and bring about
within their local and


How does the

government affect you?
How does the
government affect us in
this very room? Pencils?
Nutritional value labels?
Bring in current events:
Such as the flood and
LRT and recycling
program.
What services does the

government provide?
What if they didnt
provide these services?
What if we had to do
these jobs? (roads,
sidewalks, waste
management).
What else could they
provide? What if we had
to provide our own
police service?)
Activity: Give scenarios
about privatizing these
scenarios. Have them list
the pros and cons.
How do governments pay for

the services?
Provincial tax
GST but no PST
HST
We may be getting PST since
the oil is plummeting
Municipal tax
Education tax
EI/CPP taxes
Healthcare tax: Current event
So if we provided these services
ourselves then what? Taxes
down but how would we pay for
these then?
6.S.4 Decision Making and Problem

Solving
Who are the people of the
government?
Talk about the provincial, federal,
city, first nation, town government,
school boards, and private
associations.
List, define, explain roles.
http://www.learnalberta.ca/conten
t/ssvs/movieLauncher.html?
movie=smi
l/governments_working_together.smi
l
Watch video and take guided notes.
Stop the video at certain points and
have students answer the questions.
Week
Five:
6.1.1 Recognize how

individuals and
and Problem Solving
6.1.2a What is a
Democracy?
Tobogganing activity.
The city was going to
ban tobogganing, have
the students read the
6.2.3a Analyze the

structure and functions
of the democratic system
in ancient Athens by
exploring and reflecting
upon the following
questions and issues:
How was the
government of Ancient
Athens structured?
6.2.3 Analyze the structure and

functions of the democratic
system in ancient Athens by
exploring and reflecting upon
the following questions and
issues:

functions of the democratic system in
ancient Athens by exploring and
reflecting upon the following
change within their

local and national
communities
and Problem Solving
6.1.2a What is a
Democracy?
Video discussion and
brainstorming
How do we get
involved?
Student
council/advisory
groups
Voters
Rallies/support groups
People contacting
governments
People attending
public meetings
How can you as
students be involved?
article and then discuss

whether it meets FREJ.
Students must answer if
the issue affects them
and how. They must also
identify the different
ways as to how it affects
them, using FREJ. The
government provides the
park that you are
tobogganing in. Does
that give them a right?
What services does the
government provide
here? How do they pay
for it?
What part of the
government is this? How
can you be involved?
Week
Six:
6.2.3 Analyze the

upon the following

issues:

Week
Seven:
6.2.3 Analyze the

upon the following
6.2.3 Analyze the

upon the following

issues:

Week
Eight:
Assessment Day
6.2.4 a Analyze the

6.2.4 a Analyze the structure

and functions of the Iroquois
6.2.4 a Analyze the structure and

functions of the Iroquois
6.2.3 Analyze the

structure and
functions of the
democratic system in
ancient Athens by
exploring and
reflecting upon the
following questions
and issues:
6.2.3 Analyze the
structure and
functions of the
democratic system in
ancient Athens by
exploring and
reflecting upon the
following questions
and issues:
No School
of the Iroquois
Confederacy by
upon the following
How was the Iroquois
Confederacy structured?
Talk about how the
confederacy began and
explain that there were
five nations and
eventually six.
Show YouTube video:
https://www.youtube.co
m/
watch?
v=Qn3bD7n3bZQ
Have a classroom
discussion about the
Confederacy, Ask
students what they think
happened before there
was a Confederacy?
Then explain what did
happen. Ask students
why they would want to
make a confederacy?
Tell the students a bit
about what the
confederacy did for the
nations. Then have the
students make a pros
and cons list about
whether it was in all of
the nations best interest.
Then come back as a
group and see what the
class thinks.
Confederacy by exploring and

questions and issues: How was
the Iroquois Confederacy
structured?
Have students sit in 12 groups.
Have 2 stations for each nation.
Have each table in charge of one
of the nations. Give them a
handout with which nation they
are in charge of, who they are in a
clan with, and what their role is in
the confederacy. Have students go
from one station to another after
20 minutes. Have them fill out a
passport at each station.

questions and issues: How was the
Iroquois Confederacy structured?
Have students finish where they left off
yesterday.
Have students sit in 12 groups. Have 2
stations for each nation. Have each
table in charge of one of the nations.
Give them a handout with which nation
they are in charge of, who they are in a
clan with, and what their role is in the
confederacy. Have students go from
one station to another after 20 minutes.
Have them fill out a passport at each
station.
Week
Nine:
Week
Ten:
6.2.4 3 Analyze the

of the Iroquois
Confederacy by
upon the following
What was the role and
status of women within
the Iroquois
Confederacy?
6.2.4 3 Analyze the

of the Iroquois
Confederacy by
upon the following
What was the role and
status of women within
the Iroquois
Confederacy?
Have a picture of the

long house on the smart
board.
Show this YouTube clip
https://www.youtube.co
m/
watch?v=yIs3aiFrTQc
Ask students what they
think the longhouse is?
Then explain what it is.
Ask them how that is.
Talk about the roles of

women more in depth.
Show them how the
social structure and
council worked. Draw
the diagram on the
board and have them
copy it in their journals.
different from their own

family. Have the
students compare and
contrast in groups
women in
Canada/Athens/Iroquois
society.
Come back and have a
group discussion.
6.2.4 3 Analyze the
of the Iroquois
Confederacy by
upon the following
questions and issues: To
At the end ask students

what were womens main
roles? What was their
status?
6.2.4 3 Analyze the

of the Iroquois
Confederacy by
upon the following
questions and issues: To
6.2.4 3 Analyze the structure

questions and issues: How did
the six nations use the
consensus building process?
Ask students what type of
decision-making they think the
Iroquois use? Tell them that
they use consensus. Ask them to
take a couple minutes to talk to
a partner about how they think
it is used, keeping in mind the
roles of women talked about the
day before in council.
Draw another diagram, but this
time showing how decisions and
consensus are used when
making a decision
No School
6.2.4 3 Analyze the structure and

questions and issues: What are the
advantages and disadvantages of
consensus as a decision making
model for the government?
Have students list what type of
decision making is used in Canada,
Athens, and then Iroquois society.
Then have students work with a
partner listing advantages and
disadvantages. Come back as whole
class and write down the list as well
as discuss the points the students
came up with.

questions and issues: How did the
social structure of the Iroquois
Confederacy impact its political
6.2.4 3 Analyze the

structure and
functions of the
Iroquois Confederacy
by exploring and
reflecting upon the
following questions
and issues: What are
the advantages and
disadvantages of
consensus as a decision
making model for the
government?
have the students form
an argument for
whether consensus is
the best way decision
making for the
Iroquois. They will
need to write down
their decision and give
at least three
supporting points why
and explain using one
supporting reason the
opposing is not.
6.2.4 3 Analyze the

structure and
functions of the
Iroquois Confederacy
by exploring and
reflecting upon the
following questions
Week
Eleven:
what extent did the

decision-making process
within the Iroquois
confederacy reflect
democratic ideals of
equity and fairness?
what extent did the

decision-making process
within the Iroquois
confederacy reflect
democratic ideals of
equity and fairness?
Have a review of equity

and fairness.
Have a review of equity

and fairness.
Have students sit in their

table groups and discuss
how it supports the
ideals and any ways that
it possibly does not.
Then bring it back to a
whole class discussion.
Have students sit in their

table groups and discuss
how it supports the
ideals and any ways that
it possibly does not.
Then bring it back to a
whole class discussion.
6.2.4 5 Analyze the

of the Iroquois
Confederacy by
upon the following
How did the wampum
belt address collective
identity?
6.2.4 5 Analyze the

of the Iroquois
Confederacy by
upon the following
How did the wampum
belt address collective
identity?
Show the students

examples of wampum
belts and describe what
they are for. Also explain
the meaning for each of
the examples. Define
collective identity and
then have students
brainstorm in groups
and create a poster how
Have students think up a

wampum design that
represents them and
their identity. Have them
map it out in white and
purple beads in their
journal.
structure?
Have students go to the computer lab
and work in partners to answer this
question. Have them research and
brainstorm together, and then
individually describe the social
structure, the political structure, and
the impact they had on each other.
6.2.4 5 Analyze the structure

questions and issues: How did
the wampum belt address
collective identity?

questions and issues: How did the
wampum belt address collective
identity?
Show students how to make

their own wampum belt with
cardboard, string, beads, and a
paperclip.
Have them create their design
to take home.
Show students how to make their

own wampum belt with cardboard,
string, beads, and a paperclip.
Have them create their design to take
home.
Finish up their wampum belts
and issues: How did

the social structure of
the Iroquois
Confederacy impact
its political structure?
Continue researching:
Have students go to
the computer lab and
work in partners to
answer this question.
Have them research
and brainstorm
together, and then
individually describe
the social structure,
the political structure,
and the impact they
had on each other.
Have a review day of
the Iroquois and
Athens and how they
are similar, different,
and the foundation of
democracy
the wampum belt

represents collective
identity.
Week
Twelve:
Week
Thirteen
:
Week
Fourteen
:
Week
Fifteen:
6.2.1
Explain to the
students what a venn
diagram is.
Venn Diagram
activity: make a venn
diagram with values
on one side then
government on the
other and the
relationship goes in
the middle. Also have
a class discussion at
the end.
Teach Research
Skills. Have students
write down helpful
terms for when in the
lab.and hand out the
project
Research/computer
time
Flex
Day/Presentations
6.2.2
Venn Diagram
Wrap up day
Finish completed
Talk about the test and hand
out a study guide
Class study day

Students can work together on their
study guides.
Assessment Day
Have students map out

their terms and ideas.
Give them the assignment,
go over expectations, and
then give them the map
template.
Finish up mapping out ideas.

Have them then hand it in for
formative feedback.
No School
No School
Research/computer time
Research/computer time
Put together project
Put together project
Flex Day/Presentations
Flex Day/Presentations
No School
No School
Values of society and

the opportunity to
make decisions in
various democratic
societies. The
relationship in the
middle. Then a class
discussion at the end.

Unit Plan Social

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Unit Plan Social

Transféré par

Droits d'auteur :

Formats disponibles

Week

How are our decisions

What are different ways that groups

Activity: Split into groups and

Three ways to make decisions:

Introduce Among the

Consensus, everyone can vote, one

Activity: Pizza activity

6.1.2a What is a Democracy?

6.1.2a What is a Democracy?

Bring up that you will

Students are asked to

how justice is demonstrated in

(Yes and No), and they must figure

Students are asked to come up with

Students are asked to

The four pillars of

Students are asked to

Students will make a

Students will look back

6.1.1 Recognize how

6.1.1 Recognize how

Inquiry Task continued

Share with the class.

6.1.1 Recognize how individuals

6.1.1 Recognize how individuals and

6.1.1 Recognize how

within their local and

within their local and

How does the

What services does the

How do governments pay for

6.S.4 Decision Making and Problem

6.1.1 Recognize how

6.2.3a Analyze the

6.2.3 Analyze the structure and

6.2.3 Analyze the structure and

change within their

article and then discuss

6.2.3 Analyze the

6.2.3 Analyze the structure and

6.2.3 Analyze the structure and

6.2.3 Analyze the

6.2.3 Analyze the

6.2.3 Analyze the structure and

6.2.3 Analyze the structure and

6.2.4 a Analyze the

6.2.4 a Analyze the structure

6.2.4 a Analyze the structure and

6.2.3 Analyze the

Confederacy by exploring and

Confederacy by exploring and

6.2.4 3 Analyze the

6.2.4 3 Analyze the

Have a picture of the

Talk about the roles of

different from their own

At the end ask students

6.2.4 3 Analyze the

6.2.4 3 Analyze the structure

6.2.4 3 Analyze the structure and

6.2.4 3 Analyze the structure and