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Unit Plan: Dean, Lorianne, Sarah, Tyler

Social Studies 9
Theme: Interactions and Interdependence of Nations
Essential Question: How might we determine whether a group of
people is a society?

# Objectives/Indica Activities Assessmen Resources


tors t
1 IN9.1/c 1) KWL Chart, -KWL Chart (Could be done with the
Introduction: Done board as a class)
2) Ask throughout -Definition of Society from the Social
HC: Evidence Essential the class Studies 9 curriculum glossary on page 28
Question, (Society is a structured community of
Group work, people bound together by similar
what do you traditions, institutions, or nationality)
think the
answer to
the question
is?
3) Relate to
rest of unit,
this is what
they will
learn
4) Definition
of Society,
how is that
different
from that
class came
up with
Unit Plan: Dean, Lorianne, Sarah, Tyler

2 IN9.1/a/b/d 1) Is our Points 1,2,3 Class 1


school a (Class A) Content
HC: Continuity society and -Informal -What makes our school a society
and change if so, what Assessmen -How do the characteristics connect
makes it a t, between each society
society. Discussion -Connection of definition to our school
(class) -Handout: Handout
2) Class Here is the -Questions for discussion
discussion definition, -If the discussion falls flat
3) Connect how does it Class 2
definition to relate to the Content
school school -How is our city a Society
society, -Connection between school as a society
what makes Points 4,5 and city as a society
up society (Class B) Compare and Contrast Sheet
4) Is our City -Structure for comparing city society and
a Society -Compare school society
5) How is and -Hand-in for Formal Assessment
our city contrast
society (Hand-in)
different or
similar from
our school
society
Unit Plan: Dean, Lorianne, Sarah, Tyler

3 IN9.2/a/c 1) Start with -Write a -Death Penalty Case study (Connected to


a Case Reflective back of unit plan)
HC: Ethical study that Paragraph -Reflective Paragraph paper (No
Dimension gets the on the Handout- On Loose leaf)
students death -Examples of each society thinking
thinking penalty differently
about a -They -Death Penalty vs. No death penalty
controversial should -Homework vs No-Homework
issue show their -School Hours (Starting later)
(Example: feelings on -Length of school year (Should there be
Death the subject a summer)
penalty) and why the
2) Class agree or
Discussion, disagree
why do you with the
believe that class.
way (For or
against the
death
penalty),
Once talked
through,
pose the
question: If
there was
no post-
conviction
evidence
should he
die?
3)
Introduction
of
worldview,
why do
people think
differently,
why do
cities think
differently,
why do
countries
think
different
(Talk about
Canada
specifically)
Unit Plan: Dean, Lorianne, Sarah, Tyler

4 IN9.2/b/d 1) Introduce Informal -Society British Empire, during and after


a different assessment -YouTube Video The History of the British
HC: Historical society (Listen to Empire (https://www.youtube.com/watch?
Significance, (European) class v=Qm9NlYfjqXw)
Historical 2) Discuss discussion) -Discuss YouTube video, what makes
Perspectives difference Formal Britain a society and what shapes/inform
between our assessment their worldview
society and (Lesson 5, -The amount of land England had
theirs look below) shaped other countries, due to the English
3) Why are influence
there -Britain was very large, this cause the
differences nation to have multiple small societies
4) Discuss within a society.
how -Britain shaped government and huge
differences migration within the world
represents -Britain created sports (golf and
the concept soccer)
of worldview -Britain is the main reason English is a
5) Define dominant language in the world
Worldview
5 Transition Research a This is Assignment handout (Attached to back of
assignment from Society's assessment unit plan)
IN9.2 to IN9.3 Worldview for lesson
on time, 4, as well
place, as connects
culture, to lesson 6
language,
religion,
gender
identity,
socio-
economic
situation and
education.
-Present
information
to class
Unit Plan: Dean, Lorianne, Sarah, Tyler

6 IN9.3/a/b/c/d/e 1) Look at a Formative City Society: Saskatoon


city society assessment Celebration:(Santa Parade, Concerts)
and its of student Art and Literature: Mendel Art Gallery,
HC: Significance characteristi involvement Libraries
cs: in Sports: Lacrosse, Hockey, Soccer
literature, discussion Tradition: Remembrance Day ceremony
art, and critical Education: Catholic, public, Indigenous
architecture, thinking, Recreation: Pool, Gyms.
culture there will be These are examples for helping students
celebrations no hand-in with discussion.
and but you will
traditions listen to
and conversatio
education, n to see if
sports and students
recreation understand
2) Group
work, think
about city
society and
relate to
significant
differences
between
your project
society from
lesson 5 and
your local
society.
3) After
group
Discussion
come to
together as
a class and
discuss
results.
Unit Plan: Dean, Lorianne, Sarah, Tyler

7 IN9.4/a 1) Apply Hand-in Current Events


current How do you -American Election
HC: Cause and event to influence -Canada election (Why would people
Consequence show how your society vote the way they did)
people (Done on -SRC Representative
influence Loose-leaf) -Dakota access pipeline
worldview Examples of how students influence
and society society
(Example -Course
politics) -Extra- Curricular
2) Ask the -Homework (Did you do it)
question -Sports
How do you -Charity work
influence -Social group
your society
(School or
Home)
8 IN9.2 1) What are Hand-in of Hand-out
the reasons the Question sheet on controversy within first
HC: Cause and that questions nation society (Attached to the unit plan)
Consequence Indigenous sheet to
peoples show
have understandi
different and ng of
similar world concepts
views in
regards to
their colonial
settlers
2) What
controversy
was created
because of
them
3) Talk
about how
one
society's
advanceme
nt can hurt
another
society
Unit Plan: Dean, Lorianne, Sarah, Tyler

9 IN9.4/b/c Field trip to After Handout for students to carry with them
Batoche visiting the on the field trip with guidance questions to
HC: Historical To see how site of help them pick out key information
Perspective the Batoche throughout the tour.
conflicting students
views will write a
between the reflective
Metis people paragraph
and the on their
European experiences
settlers during their
resulted in time there
conflict. and discuss
why they
think this
conflict
occurred.
10 IN9.1, IN9.2, 1) Informal Review questions handout (Attached to
IN9.3, IN9.4 Reintroduce Assessmen back of unit plan)
By Essential essential t: Answers
Question question, to essential
how are the question
HC: Historical answers will show if
interpretation different students
then at the understand
beginning of the purpose
the unit of this unit.
2) Discuss
the answers
to the
question
3) How do
worldview
affect the
essential
question
4) How do
people
affect the
essential
question
Unit Plan: Dean, Lorianne, Sarah, Tyler

11 End of Unit How did Assessmen Assignment sheet (attached to back of


Projects your society t of unit, did unit plan)
Focus on IN9.4/D affect, they hit all
influence, the goals.
and impact
worldview
on the
progress or
decline of
other
societies?
Unit Plan: Dean, Lorianne, Sarah, Tyler

Annotative Bibliography
Nicholson, B. (2016, November 11). Police arrest dozens of Dakota Access pipeline
protesters. Global News. Retrieved from
http://globalnews.ca/news/3063035/police-arrest-dozens-of-dakota-access-
pipeline-protesters/
This news article would act as a case study for the discussion of worldviews relating to
current events. This example also offers an opportunity to discuss an indigenous
perspective and contrasts that with a different worldview within the same country. This
exercise works to show students that worldview can and should be considered in
current events.

Social Studies 9 Glossary: Saskatchewan Curriculum. Retrieved from Saskatchewan


Curriculum Web site
https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?
lang=en&subj=social&level=20
In defining a term, the most appropriate source is the curriculum. The definition
provided is succinct and simple to decipher. For these reasons, it is a strong resource
for this Social Studies 9 lesson.

The Troy Davis Case. Retrieved from The Ohio State Moritz College of Law website
http://moritzlaw.osu.edu/students/groups/osjcl/amici-blog/the-troy-davis-case/
The website provides a thought-provoking case study for this class discussion.
The case study looks at the case of Troy Davis and his appeal while being on death
row. The case involves numerous appeal attempts based on redactions from witnesses
and new evidence. This case study would be provided to initiate discussion and debate
among students over the merits of the decisions relating to this case and the morality of
the death penalty, and how perspectives in these debates and discussion are informed
by and represent worldview.

Watch Mojo. (2010, May 27). The History of the British Empire [Video file] Video posted
to https://www.youtube.com/watch?v=Qm9NlYfjqXw
This video provides a brief overlook of the rise and fall of the British Empire, and
its subsequent influence globally. This video provides a source from which to discuss
worldview. After watching, the students will be asked to debate and discuss the
worldview of Britain and its citizens during and after the age of its empire, as well as
consider the ways in which Britain has influenced the worldview of countries and
regions formerly under British rule. Additionally, students would be asked to further
reflect on the similarities and differences between Canadian worldview and British
worldview, and how the British Empire influenced Canadian worldview.
Unit Plan: Dean, Lorianne, Sarah, Tyler

KWL Chart
Know, what do you know What do you want to Learn, what did you learn
know
Unit Plan: Dean, Lorianne, Sarah, Tyler

School as a Society
The definition of a Society is Society is a structured community of people
bound together by similar traditions, institutions, or nationality. How could
we relate that to our school?

Answer the questions below about society and school and discuss with
your group

Definitions
Traditions: The beliefs or customs passed down generation to generation

Institutions: an organization founded for a religious, education, social or


similar purpose

Nationality: Belonging to a particular nation

1. What are some examples of how our school is a society? (Think about people,
events and traditions in our school)

1 Is there a institution that brings us together as a society? Why or why not

1 Does a society have to be a single nationality why or why not?

1 Is our school a Society? Why or why not?


Unit Plan: Dean, Lorianne, Sarah, Tyler

Death Penalty Case Study


Death Penalty Case Study
Read the below case study and answer the questions at the bottom of the page about
the Death Penalty, write your answers on a separate piece of loose leaf

Troy Davis has been on death row for 17 years for a crime he maintains he did not
commit.

He was scheduled to be put to death on 27 October 2008 but on 24 October, the US


Court of Appeals for the 11th Circuit granted him a provisional stay of execution.

Troy Davis was convicted in 1991 for the murder of 27-year-old police officer Mark Allen
MacPhail -- who was shot and killed in the car park of a Burger King restaurant in
Savannah, Georgia on 19 August 1989. Troy was also convicted of assaulting Larry
Young, a homeless man, who was accosted immediately before Officer MacPhail was
shot. At the trial, Troy Davis admitted that he had been at the scene of the shooting, but
claimed he had neither assaulted Larry Young nor shot Officer MacPhail. There was no
physical evidence identifying him as the gunman and the weapon used in the crime was
never found. The case against him consisted of witness testimony. In affidavits signed
over the years since the trial, a majority of the states witnesses have recanted or
contradicted their testimony. In addition, there is post-trial testimony implicating another
man as the gunman.

In March 2008, the Georgia Supreme Court denied Troy Davis a new trial or a court
hearing in which post-conviction evidence could be presented. The Chief Justice of the
state Supreme Court, joined by two other Justices, dissented from this decision, arguing
that In this case, nearly every witness who identified Davis as the shooter at trial has
now disclaimed his or her ability to do so reliably. Three persons have stated that
Sylvester Coles confessed to being the shooter. Two witnesses have stated that
Sylvester Coles, contrary to his trial testimony, possessed a handgun immediately after
the murder. Another witness has provided a description of the crimes that might indicate
that Sylvester Coles was the shooter. The Chief Justice stated that the collective effect
of all of Daviss new testimony, if it were to be found credible by the trial court in a
hearing, would show the probability that a new jury would find reasonable doubt of
Daviss guilt or a least sufficient residual doubt to decline to impose the death penalty.

The 11th Circuit has not yet ruled on the case

1. Should Troy Davis get a retrial that allows for all evidence to be presented, Why
or why not
2. Do you think post-conviction evidence should be able to be presented to overturn
previous convictions?
3. Should Troy Davis be sentenced to death for the crime that he was Convinced for
Mid-Unit Project
Unit Plan: Dean, Lorianne, Sarah, Tyler

In this project, in partners, you will be considering a society outside your own nation. It
is your job to consider the societys
Culture
Heritage
Nationality
Traditions
Religion
Government
Language
Gender Roles
Laws
Global Influence
Relationship with Environment
Relationship with other Society
Relationship with own Society
Make-up of Country

Once you have completed your research, you must then present your findings to the
class in a creative way. This could include a PowerPoint, Video, Skit, or any other way
you can think of.

Examples of Societies you could focus on are


Britain
Spain
France
Unite States
Mexico
Maori People
Cree Nation
Dakota Nation
Metis Nation

Confirm the nation you are going to be researching along with how you are going to be
presenting with the teacher before starting your research. If you think of another society
to focus on that is not listed above, confirm that with the teacher during this time.
Unit Plan: Dean, Lorianne, Sarah, Tyler

Discussion: Canada-First Nations Relations


Social Studies 9

Instruction: With a partner, discuss the questions provided and agree on an answer to each. Be
sure to list both of your names on the assignment. Do not be afraid to refer to resources and
research.

1) Discuss the different perspective and worldviews of European settlers and North American
indigenous groups?

2) What are the reasons that Indigenous peoples have different and/or similar worldviews in
regards to the European settlers?

3) What controversy was created because of these differing worldviews?

4) How one society's advancement can hurt another society, in this case, European settlers
against North American indigenous groups?
Unit Plan: Dean, Lorianne, Sarah, Tyler

What to look for?


Who were the people who lived at Batoche?

What was their daily life like?

Who was Louis Riel?

Who was Gabriel Dumont?

Why did the people form a resistance?

What happened after the resistance of 1885?


Unit Plan: Dean, Lorianne, Sarah, Tyler

Review Questions
What is a society and what components do you need to create one?

What is the meaning of Worldview and how does it relate to the creation of
a society?

Why do different groups share different worldviews? Name another group


of people with differing worldviews than your own.

When people have differing worldviews, conflict can occur, give an example
of this.
Unit Plan: Dean, Lorianne, Sarah, Tyler

End of Unit Project


Look back at the society that you researched for your Mid-unit Project. How
did this society affect other societies?

How did your society affect, influence, and impact worldview of the general
world? Also, look at if your society helped or hindered another society.

In this project, you will find and research another society that is related to
your own and compare and contrast it to your own society

What makes your society different?

What makes your society the same?

Did your society change the worldview of the other society? Did the
other society change your societys worldview?

Did your society help or hinder the other society? How?

Did any of your two societies get destroyed due to another society

Once you have answered the questions above use a creative way to show
an example of one of the questions above. This could be a video, diorama,
Photo story, also you must do a 2 page write up on your findings.

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