1

LOCAL GOVERNMENT UNIT:

GRADE 6 SOCIAL STUDIES
TMS MIDDLE SCHOOL
Spring 2017
Ed 3600

Ashley Enslen
001188480
 2

RATIONALE
During my Ed 3600 practicum, I will be teaching the local government unit to my
grade 6 social studies class. The local government unit is centered on building an
understanding of the different types and structures of local governments found in
Alberta, and understanding the services that they provide to various types of
communities throughout the province. Additionally, this unit aims to provide students
with an understanding of how municipal elections are structured, and how citizens are
able to participate in the process. The local government unit fits within the big picture of
the year, as the grade 6 social studies curriculum is focused on building an
understanding of the principles of democracy. Central to this is the importance of
promoting active and responsible citizenship and participation from members of society.
The most immediate aspects of citizen participation start at the local government level,
so it is important to teach students about the structure, function, and responsibilities of
their own community governments. In building this understanding in our students, we
are more likely to have active, informed members of society who understand that they
have the means to inspire change in their community.

This unit addresses core concepts of citizenship and identity, as it focuses on

ways that individuals are able to be involved in their local government. Community
involvement and active participation are aspects of responsible citizenship that
demonstrate core values of the social studies philosophy. Additionally, recognition and
respect of individual and collective rights are thought to be key attributes of a
democratic society. This unit provides students with an opportunity to establish their
collective identity as members of a community who share certain beliefs and values.

Given the geographic and social context of where I am teaching, I am choosing

to focus on the local government of the Blood Reserve. The local government unit
provides me with opportunities to embed a First Nations focus within the curriculum, as
there are outcomes that focus on the governance and structure of First Nations
Authorities. There are also opportunities to explore Metis settlements and Francophone
School Boards within this unit, which further address other linguistic and cultural
perspectives.

This unit provides opportunities for authentic and engaging learning activities, as
much of the material will focus on the student’s own local government and structure of
the reserve. Many examples and news stories will come right from their own community,
which will make the material easier for students to relate to. The performance task is
also based on meaningful learning activities and inquiries, as it gets students to
consider whether or not the governance structure of the reserve is able to meet the
needs of the community.

The biggest questions and considerations that I will attend to as the unit
progresses will likely focus on speed and pacing of lessons. As I will be teaching 3
separate classes, I will have to pace the lessons based on individual needs and levels
of understanding. In order to make decisions regarding this, I am prepared to make
regular observations, reflections, and check-ins with students.
 3
UNIT PLANNING ORGANIZER

SUBJECT: Social Studies

GRADE: 6
GLO: 6.1: Citizens Participating in Decision Making
UNIT: Local Government
UNIT DURATION: 6 Weeks (Approx. 24 classes)

1. Unit Overview – Critical Inquiry Question

GLO 6.1: Citizens Participating in Decision Making- Students will

demonstrate an understanding and appreciation of the dynamic relationship
between governments and citizens as they engage in the democratic process.

Critical Question: Who should govern our community?

2. Focusing Questions for Lessons (Related questions)

 How do I fit into my community (What is my identity?)

 What does it mean to be a good member of my community? (What is a
responsible citizen?)
 What does ‘govern’ mean?
 What is a government?
 What is a democracy?
 What are the different levels of government?
 What is a local government?
 Why is it important to learn about our local government?
 What kinds of local governments are there?
 How are local governments structured?
 What are the differences and similarities between urban and rural
governments?
 What are First Nations Authorities and what rights do they have?
 How do FNA’s reflect the rights and identity of First Nations peoples?
 How do different kinds of local governments reflect differences in
location and needs?
 What are the responsibilities of local governments?
 What are bylaws?
 What are taxes?
 What services do local governments provide to communities?
 How are local government representatives’ chosen?
 What steps are involved in the electoral process?
 What is a nomination?
 What is a campaign?
 What responsibilities do elected representatives and officials have?
 What are the roles of school boards?
 What are the different types of school boards found in Alberta?
 How can we make sure the needs of our community are being met?
 How can we be involved in our local government?
 4

3. SEE-I of Key Concept for Unit

S: State it
Governance refers to the action or manner of governing; broadly speaking, it is
the way in which power is distributed and shared, how policies are formed, and
how accountability is ensured.

E: Elaborate
Governance refers to the processes of governing; governance is typically
undertaken by an entity (most commonly, a governing body or government) over
a group, organization or territory through means such as rules or laws, norms,
power and/or language. Overall, governance refers to how society organizes
itself to establish policies and make decisions. Governing bodies, to ensure
transparency and accountability, monitor the proper implementations of such
policies and decisions. Authority, decision-making and accountability are
therefore understood as the foundations for a governing structure or body.

E: Exemplify
The Kainai Board of Education operates as a governing body over the schools on
the Kainai Reserve. The board has implemented policies and decisions for the
effective use of community and social resources, financial resources, and other
supports within the community. The board of Education as 8 members; 6
members are elected every 2 years, and 2 members are appointed by the Chief
and Counsil. Board members include the Chairperson, vice-chair, 2 Chief
representatives and 4 members who look after individual schools on the reserve.

I: Illustrate
I chose the image as a visual representation of governance, as the 3 pillars
represent the 3 foundations of governance; authority, decision making and
accountability.

Additional Concepts Central to Unit:

Democracy, government, citizenship, identity, collective identity, community,

electorate, FNA, municipalities, urban, rural, rights and responsibilities, bylaws,
taxes, services, mayor, reeve, council, authority, accountability, decision making,
school boards.
 5

4. Specific Learning Outcomes for Unit (Assessed by culminating task)

Knowledge:
6.1.4: analyze the structure and functions of local governments in Alberta
by exploring and reflecting upon the following questions and issues:

 (6.1.4.1) How are representatives chosen to form a local

government (i.e., electoral process)? (PADM)
 (6.1.4.2) What are the responsibilities of local governments (i.e.,
bylaws, taxes, services)? (PADM)
 (6.1.4.3) How are local governments structured differently in rural
and urban settings?
 (6.1.4.4) What role is played by school boards (i.e., public,
separate, Francophone) within local communities?

6.1.6: analyze how individuals, groups and associations within a

community impact decision making of local and provincial governments by
exploring and reflecting upon the following questions and issues:

 (6.1.6.2) How do associations such as the Association canadienne-

française de l’Alberta (ACFA), the Métis Nation of Alberta
Association (MNAA) and the First Nations Authorities (FNA) provide
their members with a voice, at local and provincial levels, exercising
historical and constitutional rights? (C, I, PADM)

Attitude:
6.1.1: recognize how individuals and governments interact and bring about
change within their local and national communities:

 (6.1.1.1) Recognize and respect the democratic rights of all citizens

in Canada (C, I)
 (6.1.1.4) Value citizens’ participation in a democratic society (C)
 (6.1.1.5) Value the contributions of elected representatives in the
democratic process (PADM)

Skill:

6.S.1: Develop skills of critical thinking and creative thinking:

 (6.S.1.2) Critically evaluate ideas, information and positions

 (6.S.1.3) Re-evaluate personal opinions to broaden understanding
of a topic or an issue

6.S.4: Demonstrate skills of decision making and problem solving:

 (6.S.4.1) Propose and apply new ideas, strategies and options,

supported with facts and reasons, to contribute to decision making and
 6
problem solving

6.S.8: Demonstrate skills of oral, written and visual literacy:

 (6.S.8.1) Express opinions and present perspectives and

information in a variety of forms such as oral or written
presentations, speeches or debates
 (6.S.8.2) Express reasons for their ideas and opinions, in oral or
written form

LESSON OVERVIEW
LESSON # AND LESSON DESCRIPTION
TOPIC
Lesson 1 – Introduction and (See lesson plan #1)
Identity
Lesson 2 – Citizenship & (See lesson plan #2)
Democracy
Lesson 3 - Community  FOCUS QUESTION- What groups do you
belong to?
 OVERVIEW – This lesson will focus on
concepts of collective identity, asking
students to reflect on the types of groups
that they belong to. Examples could be:
class, team, family, grade, school, tribe,
COMMUNITY. Get students to reflect on the
various ways that being involved in groups
benefits them. Introduce term ‘municipality’
to students- remind them that the unit is
focused on community government – so
what is the identity of the community? How
does the identity of the community reflect
varying needs? Just like being an active
member of a team is beneficial for
individuals, being an active member of the
community is beneficial, too. Why?
 LEARNING ACTIVITY – Group Identity Flow
Chart/web – students will create a flow chart
that represents the different groups that they
belong to within their community. How does
being a member of a group shape your
identity? Purpose of the activity is to provide
students with the understanding that they all
belong to the same group- have common
goals, values, identity and needs.
 7
 ASSESSMENT- Formative assessment
through class discussion and observation.
Students will have the opportunity to share
about the groups they belong to & how it
shapes their identity.
Lesson 4 - Governance  FOCUS QUESTION- What would happen if
no one was in charge?
 OVERVIEW- Purpose of this lesson is to
introduce the performance task; “Who
should govern our community?”
Introduce concept of governance- clearly
define. Authority, accountability, decision
making. Relate to POWER. Who governs
you at home? What needs to they provide?
In the classroom? In the school? School
board? Community? (Pyramid) What is the
role of a government? What levels of
government are there? Pick apart critical
inquiry question; specifically looking at
governance of community. Task will be to
create a project cube that answers the
question. 4 sides of the cube will focus on 4
specific knowledge outcomes. What would
life be like if no one was in charge? Could
would you have your needs met? Would you
get to school on time (or at all?) Would you
graduate? Get a job? Get help if you need
it?
 LEARNING ACTIVITY: WHAT WOULD
LIFE BE LIKE? Have students create a short
story, comic, picture, or poem that depicts a
life without any sort of governance or
structure. What would that look like?
 ASSESSMENT Collect the ‘What would life
be like’ activity for formal assessment.
Lesson 5 – Types of local  FOCUS QUESTION – What forms of local
government government are found in Alberta?
 OVERVIEW – The purpose of this lesson is
to introduce the different types of municipal
governments found in Alberta (Urban, rural,
FNA, Metis, etc). Give a brief overview of the
different types, focusing discussion around
the different types of needs found within
each type of government. (Pg 200-204 in
text).
 LEARNING ACTIVITY – Students will have
time in the computer lab to explore the
‘Building Communities through local
government’ interactive web resource. It
 8
allows students to explore different types of
municipalities found within Alberta.
 ASSESSMENT- Observe students as they
are engaging in class discussion, and while
on the computer. Assign an exit slip at the
end of class, asking students to give one
unique feature of each type of municipal
government.
Lesson 6- Urban  FOCUS QUESTION- What are different
Municipalities kinds of urban municipalities found within
Alberta?
 OVERVIEW- The purpose of this lesson is to
provide students with the understanding that
local governments are organized based on
population size. The types of urban
municipalities that we will focus on will be
cities, towns, and villages. Students will
understand that all urban areas share one
commonality: people live in close proximity
to one another. Show video/news clips that
showcase different municipalities found in
Alberta. (Pg 204-205 in text)
 LEARNING ACTIVITY- Tourism Alberta-
Students will be split into groups of around
3-4, with each group being assigned one of
the following: City, Town, Village. Choose an
example of a community & sell it: explain
features of place, population, etc.
 ASSESSMENT- Formally assess students
based on participation & completion of task-
ensure they have included all criteria of task
( name, population, fun fact, general info,
why should we visit your place?)
Lesson 7 – Rural &  FOCUS QUESTION- Why are rural
Specialized Municipalities communities so much larger in area?
 OVERVIEW- Explore different examples of
Rural communities in Alberta. Focus on
characteristics, needs, and representatives.
Contrast these with urban features.
Emphasize that the population of rural
municipalities are spread out over a large
area.
 LEARNING ACTIVITY – Ping Pong review
game- review similarities and differences
between urban and rural municipalities.
Focus on key terms and definitions – split
class into two teams. Game will function
similar to beer pong, but in a race format-
whoever gets question right, gets to shoot-
 9
teams collect points.
 ASSESSMENT: Exit Slip- How good do you
feel about tomorrow’s quiz?
Lesson 8- FNA and Metis  FOCUS QUESTION – In what ways do First
Settlements Nations Authorities demonstrate democratic
principles?
 OVERVIEW – The purpose of this lesson is
to demonstrate the unique features of FNA
and Metis settlements, as well as highlight
the commonalities they share with other
local governments found in Alberta. Create a
T- Chart with students to represent these
features. Lesson will also focus on the
concept of treaties and Treaty rights –
discuss the geographical aspects of treaties
in Alberta, focusing on Treaty 7. Showcase
Blood Nation website for students.
 LEARNING ACTIVITY – T- Chart: Students
will create a T-chart that depicts the
similarities and differences between FNA
and other types of municipal governments.
 ASSESSMENT- Terms and definitions quiz
(formative/summative assessment)
Lesson 9 – FNA focus –  FOCUS QUESTION – How does my local
Case Study government meet the needs of my
community?
 OVERVIEW- This lesson will focus on
discussion surrounding the opening of the
grocery store that recently opened in
Standoff. Lesson will include examination of
various news articles and sources that
discuss the impact the grocery store has had
on the community. Discuss personal
experiences in a sharing circle. Ask students
to consider how this is an example of their
local government working to meet the needs
of their community. How is their community
better because of this? News Story found at:
http://www.cbc.ca/news/canada/calgary/calg
ary-kainai-marketplace-blood-reserve-
1.3950445
 LEARNING ACTIVITY- “The best thing
about the Marketplace is…” Students will be
asked to reflect on how the Marketplace has
improved their own lives. They will be asked
to answer the following questions: What is
your favourite thing about the Marketplace?
How does the Marketplace make your life
better? Responses to questions may take
 10
various modalities- song, rap, poem,
drawing, verbal response, journal entry,
menu, etc.
 ASSESSMENT – Students will hand in their
responses/reflections at the end of class.
Will be for formative assessment- ensuring
students have answered both questions.
Lesson 10- FNA focus  FOCUS QUESTION- How do FNA’s provide
opportunities for members to showcase their
identity?
 OVERVIEW (Pg 210-211) Discuss various
aspects of First Nations culture such as
beliefs, values, activities, etc. Use the
pictures in the text to guide discussion-
asking students how the pictures provide
examples of First Nations people sharing
their identity and exercising their democratic
rights.
 LEARNING ACTIVITY – Guest Speaker?
 ASSESSMENT – First Nations Art & Identity
Reflection- students will use art to showcase
their Aboriginal Identity (Draw picture of
tradional dress, art found in their community,
etc.)
Lesson 11- Representative  FOCUS QUESTION- To what extent does a
democracy representative democracy provide citizens
with a voice?
 OVERVIEW- Review concept of democracy
and the 4 principles. Go over other types of
government – oligarchy, dictatorship. Try to
apply these principles to these forms of
government. Ask students if these kinds of
democracy provide them with a voice. Go
over concept of representative democracy-
explaining why it is fair and most efficient.
Give an example of how many decisions you
make on a daily basis – purpose of
representative democracy is to give people a
voice, but to provide efficiency for the public
(representatives are responsible for
community decisions).
 LEARNING ACTIVITY – Mock Dictatorship
(during lesson). Introduce ‘Election’ activity
– ask if anyone would be interested in
representing the class.
 ASSESSMENT- Students will reflect on the
“Mock Dictatorship’ experience. How did it
make them feel? Was it fair? Did it allow
them to have personal freedoms? Did it

Lesson 12- Nomination
Lesson 13- Campaign
Lesson 14- Polling stations
11
represent their views? Was it just?
Reflection will be handed in for Formative
assessment.
 FOCUS QUESTION- What makes a good
community leader?
 OVERVIEW- In this lesson, students will
learn about the nomination process, and
what a nomination form looks like.
Information about the roles and
responsibilities of elected representatives
will also be provided. Class discussion will
center around qualities of a good leader-
such as being involved, informed, well
spoken, charismatic, etc.
 LEARNING ACTIVITY – Design a
nomination form- students will be asked to
create a nomination form that entails specific
information and specification of candidates
(that in their opinion, is indicative of a good
leader). Include aspects such as name,
community, position, signatures,
qualifications, etc.
 ASSESSMENT- Nomination forms will be
collected for formative assessment at the
end of class.
 FOCUS QUESTION- How do we decide
who is best for the job?
 OVERVIEW- Purpose of the lesson is to
give an overview of the campaign process.
Topics of discussion will include campaign
offices & volunteers, campaign literature,
debates, forums, and public meetings. Show
students examples of campaign offices,
posters, ads, etc.
 LEARNING ACTIVITY – Design a campaign
poster- create a logo/slogan for your
campaign poster & sign. What does it say
about your identity? Why are you best for
the job?
 ASSESSMENT- Collect campaign poster for
assessment (formative or summative)
 FOCUS QUESTION – Why is secrecy so
important?
 OVERVIEW- Explain the concept of a polling
station, and include details such as the
location, organization and process.
Emphasize the importance that is placed on
secrecy- oaths, training, safe-guards, etc.
Show photo of Trump looking at Melania’s

Lesson 15- Casting Vote &
Outcome
Lesson 16- Participating in
local government
Lesson 17- Services
12
ballot. Relate this back to the 4 principles of
democracy. Introduce concept of showing
eligibility to vote.
 LEARNING ACTIVITY- Creating voter ID
cards.
 ASSESSMENT- Exit Slip- why are votes
kept secret?
 FOCUS QUESTION- Have your say: What
chocolate bar is best?
 OVERVIEW
 LEARNING ACTIVITY – Candy Bar
Election- Students will finish ID cards and
participate in a class election (what is the
best kind of chocolate bar?) There will be
designated election workers, returning
officer, etc. Outcome will be declared at the
end of class.
 ASSESSMENT- Students will hand in their
photo ID cards- criteria: 18 years old & has a
photo (other info can be made up).
Formative assessment. Observe
participation.
 FOCUS QUESTION How can I be involved
in my local government, without being able
to vote?!
 OVERVIEW This lesson intends to outline
the ways that citizens can be involved with
their community government. Council
meetings are central to this lesson; their
purpose, function and structure will be
explained. Concept of transparency will be
explained and related back to the principles
of democracy. Responsibilities of counselors
will also be addressed.
 LEARNING ACTIVITY Students will work in
groups to design questions that they would
ask in a council meeting. Questions will be
shared with the class in our ‘council
chamber.’
 ASSESSMENT Observation of participation
and completion of question construction.
Questions may be handed in to check for
completion/ comprehensiveness.
 FOCUS QUESTION- What is the most
important thing my local government
provides?
 OVERVIEW
 LEARNING ACTIVITY – Students will be
split into groups and will be assigned a
 13
department/entity within their local
government. Give an overview about what
the department is responsible for. Can do
this in various formats- poster, skit, etc.
Class time given- will present next class.
 ASSESSMENT- Formal assessment
through observation, and exit slip question:
In your opinion, what is the most important
service in your community?
Lesson 18- Services  FOCUS QUESTION: What services do
different local governments provide?
 OVERVIEW Students will present on the
different departments in their local
government, and the different types of
services they provide. Services between
different types of municipalities will be
compared. (pg.226-227)
 LEARNING ACTIVITY – Venn Diagram-
Concept sorting activity- determining the
similarities and differences in services
among different types of local governments.
 ASSESSMENT- Observation of students,
discussion, check for completion of Venn
Diagram.
Lesson 19- Taxes  FOCUS QUESTION How is our local
government able to provide services to the
community?
 OVERVIEW Purpose of this lesson is to
provide students with an understanding of
what taxes are, why they exist, and how they
are determined. Give an overview of the
different types of taxes- property tax, income
tax, etc. Related back to democratic
principles of equity and fairness – are taxes
fair?
 LEARNING ACTIVITY – “How much would
you pay?” activity. Have students think back
to the service that they deemed most
valuable. Imagine that your community didn’t
collect taxes and could no longer pay to
provide those services- what would you be
willing to part with first? How would this
affect your life? How might this impact
others?
 ASSESSMENT- Students will hand in their
‘How Much Would You Pay’ assignment for
formative assessment.
Lesson 20- Bylaws  FOCUS QUESTION Why do communities
have laws?

Lesson 21- Types of School
Boards
Lesson 22- Responsibility of
school boards
Lesson 23- School Board –
Guest Speaker
14
 OVERVIEW Purpose of lesson is to define
bylaws and explain their purpose within
communities. Discussion will revolve around
the democratic principle of justice. How do
bylaws impact you? Investigate different
bylaws in different cities: Graffiti Bylaw in
Medicine Hat, or Footloose Bylaw in Taber.
 LEARNING ACTIVITY – Pick a bylaw we
learned about and argue for/against it.
Explain your position and justify it. Create
your own bylaw for the class, school, or
community. How would you go about getting
it enacted?
 ASSESSMENT- Collect bylaw activity for
formative assessment.
 FOCUS QUESTION Who governs the
schools in our community?
 OVERVIEW Students will learn about the
different types of school boards found in
Alberta- Public, Separate and Francophone.
Discuss that First Nations are in charge of
their own school boards- the Kainai Board of
Education. Investigate different school
boards around Alberta, showcasing their
differences and similarities. Discuss trustees
and their responsibility to the community.
 LEARNING ACTIVITY – Compare/Contrast
different types of school boards found in
Alberta. Class time to work on performance
task.
 ASSESSMENT – Collect comparison chart.
Observe student work and behavior.
 FOCUS QUESTION How did you get to
school today?
 OVERVIEW Purpose of this lesson is to
highlight the responsibilities of school
boards- such as budget, transportation,
buildings, staff and accountability. Could you
go to school if there wasn’t a school board
that looked after these things? Why or why
not? Why is education so important within a
community? Job Profile a school trustee.
 LEARNING ACTIVITY – Class time to work
on performance task.
 ASSESSMENT- Check in opportunities for
performance task. Exit slip – How far are
you on your project cube? (1-10)
 FOCUS QUESTION Why do we need
school boards?
 15
 OVERVIEW- Guest Speaker?
 LEARNING ACTIVITY – Class time to work
on performance task
 ASSESSMENT- Check in opportunities for
performance task – final questions.
Lesson 24- Review  FOCUS QUESTION How well do you know
your local government?
 OVERVIEW This class will serve as a final
work period for the performance class, as
well as a review period as the unit comes to
a close.
 LEARNING ACTIVITY – Jeopardy Game
 ASSESSMENT Observe students as they
play the game, noting difficulty with any
particular topics or concepts. PROJECT
CUBES ARE DUE.

ANNOTATED BIBLIOGRAPHY
(Ordered Alphabetically)

1. 2learn.ca Education Society of Alberta. (1997-2017). Social Studies – Gr. 6

Interactives. Retrieved from
http://www.2learn.ca/kids/listSocG6.aspx?Type=2

This website features interactive games for students that focus on the different types of
local governments, and the different services that they provide. Specifically, I would use
2 activities for the students- ‘Building Communities Through Local Government’ to help
students understand the different types of local government found in Alberta, and ‘Make
a Better City’ to help students better understand the purposes of bylaws, and the
services that local governments provide.

2. Alberta Municipal Affairs. (2008). Building Communities Through Local

Government- A Resource for Teaching and Learning about Municipal
Governments. Edmonton, Alberta.

This Resource has been central to my planning and teaching of the local government
unit. It includes easy to understand yet extensive information about terms and concepts
central to the unit, ideas for activities, assessments, and sample rubrics. It also breaks
the unit into different sections that has helped in my organization of lesson flow and
structure. It also offers ideas for differentiation and opportunities for community
involvement. Additionally, the resource includes ‘trading cards’ for students to use to
help understand key terms and concepts.
 16
3. Blood Tribe Administration. (n.d). Official Website of the Kainai First Nation.
Retreived from http://bloodtribe.org

As my school is located on the Kainai Reserve, a main emphasis of the local

government unit will rest on student’s own experiences within their community. This
website is useful for myself and my students, as it helps to give a better understanding
of the structure of the Blood Tribe and the services that are offered to the community.
This website will be used in several ways throughout the unit, such as profiling the Chief
and Counsil members, or looking at an overview of the departments and entities of the
Tribe.

4. City of Lethbridge. ‘City Government.’ (2017). Retrieved from

http://www.lethbridge.ca/City-Government/Pages/default.aspx

The City of Lethbridge website will be a useful resource for the unit, as it provides
information about the structure and responsibilities of an urban municipal government. It
will be a useful resource to use in comparison with the Blood Tribe website, to
showcase the differences in structure and function. The website also provides specific
information about bylaws, which will be useful to use as a case study (for example, in
comparison with the ‘Footloose’ bylaw in Taber).

5. Elections Alberta. (2008). Building Future Voters- A Resource for Teaching &
Learning About Citizen Participation, Elections and Democracy. Retrieved
from http://www.elections.ab.ca/wp-content/uploads/Grade6.pdf

This resource has been helpful in planning, as it gives activity ideas that revolve around
the concepts of democracy and the importance of citizen participation. Some of the
activities will be particularly useful when discussing the election process, as well as
reviewing concepts of direct and representative democracy. This resource is useful in
providing ideas to ensure that students understand that they a voice in answering the
question “Who should govern our community?”

6. Institute on Governance. (2017). Defining Governance. Retrieved from

http://iog.ca/defining-governance/

This website gives an in-depth explanation of the concept of governance, and has been
useful in helping me shape a comprehensive definition of the term to share with my
students. It features a video to further explain the concept, and a list of ‘Principles of
Good Government’ to refine what characteristics a good government should embody.
As the critical question for my unit is “Who should govern us?”, it is crucial that my
students clearly understand the concept of governance. This website is an important
resource in helping to ensure understanding of the term.

7. Kainai Board of Education. (n.d). Kainai Board of Education. Retrieved from

http://kainaied.ca/index.php

As school boards are a topic within the local government unit, it will be helpful to show
students the website for their own school board in order to give them a better
understanding of the structure and the services that they provide. Additionally, the
school board office happens to be located beside the middle school, so this offers an
 17
added element of reliability. The website is also a useful resource for me, as it gives me
contact information to potentially use to ask a guest speaker to visit the class.

8. Lawrynuik, S. (Jan 25 2017). ‘Blood Tribe Reaps Big Benefits From First Local
Grocery Store.’ CBC News. Retrieved from
http://www.cbc.ca/news/canada/calgary/calgary-kainai-marketplace-blood-
reserve-1.3950445

This news article looks at the impact of the opening of the first grocery store on the
Blood Reserve. It features a video and interviews with community members about the
impact that the store has had on the community. As the grocery store opened at the end
of last year, it is a current and relatable news story to share with students to showcase
the services that their local government provides for people within the community.

9. Learn Alberta. ‘Understanding Local Government in Canada: A Series.’ (n.d).

Retrieved from
http://www.learnalberta.ca/Search.aspx?lang=en&search=local+goverment
&grade=&subject=&audience=&language=&format=&type=

This video series on the Learn Alberta website is a bit dated in appearance, but still high
in quality. It reviews concepts of democracy and citizenship, gives an overview of the
entire structure of the Canadian democratic system, and focuses on the similarities and
differences of various local governments. I would use this video series in sections, to
supplement lecture and text material.

10. Tyerman, M., & Anderson Gerrits, D., & Lychack, P., & Nogue, A., & Parsons,
J. 2008. Taking Part in Our Democracy: Teaching Resource. Toronto,
Ontario. Nelson Education Ltd.

This resource directly correlates with the textbook for the grade six social studies year.
It is a useful resource for my planning, as it gives detailed information about First
Nations Authorities and Metis Settlements, both of which I am unfamiliar with. It also
gives a variety of lesson activities and assessment ideas for each topic within the unit,
and provides evidence of alignment with course objectives.
 18

CULMINATING TASK - Option #1

WHO SHOULD GOVERN OUR COMMUNITY?

Performance Task: Local Government Unit

At the beginning of the unit, you were introduced to the

question
“Who should govern our community?”

Now that you’ve learned more about local governments and their
responsibilities, you are able to make a REASONED JUDGEMENT.

YOUR JOB:

1.Create a project cube that is focused around the question ‘Who

should govern our community?’

WHAT SHOULD I CONSIDER WHEN ANSWERING THIS QUESTION?:

 Who is in my community (identities and culture)

 What kind of community do I live in?
 What needs does my community have?
 What services are essential to my community?
 What would happen without them?
 Why are school boards so important?

2. Write a paragraph explaining how you think your

community government should be chosen. Is it different from how
your local government is currently decided? Explain in full
sentences.

What’s a Project Cube?

A Project Cube is a visual representation that is able to demonstrate a problem,

idea or response. For this assignment, it will be used to represent the critical
inquiry process that has shaped our unit. Students will respond to the critical
inquiry question that will be stated at the top of their cube. The 4 sides of the
cube will give evidence leading to a reasoned judgment, which will be stated
on the bottom.

Example & Template

 19

CRITERIA FOR PROJECT CUBE:

1. Top of Cube – Introduction

a. Write your name
b. Write the Question “Who Should govern our
community?”
2. Side #1- What kind of community do we live in? (Outcome
6.1.4.3)
a. State the type of municipal government your
community falls under, & briefly describe it
(Minimum 2 features)
b. What is the identity of the community? (What
common values, beliefs, customs, goals are shared
by members of the community? (Minimum 3 points)
3. Side #2- Community Rights and Needs (Outcome 6.1.6.2)
a. List some of the needs of your community (start
with your own needs: what do you need on a daily
basis?) (Minimum 3 needs)
b. What rights does your community have / what rights
should your community have? (x1 of each)
 20
4. Side #3- Essential Services (Outcome 6.1.4.2)
a. In your opinion, what is the most important service
your community needs to function? (State & briefly
explain service.)
b. Why is this an important service? What would
happen without it? (1 point for each)
5. Side #4- School Board (Outcome 6.1.4.4)
a. Why is your school board an essential part of the
community? (3 responsibilities of school board)
b. What would happen if there weren’t a school board
in your community? (1 point)
6. Bottom of cube- Reasoned judgment
a. Answer to question “Who should govern our
community?”
b. Person, group, no one, you?

CRITERIA FOR PARAGRAPH:

(Outcome 6.1.4.1)

 Based on your answer to the critical inquiry question, explain in FULL

SENTENCES how you think members (or the member) of your
community government should be chosen. Is this different from the
current process used in your community? Explain why/why not.
 STEP ONE: How do you think members of your community
government should be decided?
 STEP TWO: How is your local government currently decided?
 STEP THREE: Are these similar or different? In what ways?

Evaluation Map: Areas for Feedback

 21
Areas that need work Criteria Areas of excellence
Knowledge Outcome:
6.1.2.1 – Student
demonstrates
understanding of election
process.
Knowledge Outcome:
6.1.2.2 – Student
demonstrates
understanding of the
services a local government
provides
Knowledge Outcome:
6.1.2.3 – Student
demonstrates
understanding of different
types of municipalities
found within Alberta
Knowledge Outcome:
6.1.2.4 – Student
understands the role of
school boards in their
community
Grammar, neatness,
legibility, correct use of
writing conventions
Polished product – use of
colour, design. Visually
appealing

CULTINATING TASK – OPTION #2

 22
LOCAL GOVERNMENT UNIT QUIZ
April 6 2017
Grade 6 – TMS
18 MARKS

NAME: ____________________

Section 1 – Multiple Choice

Please circle the best answer. Each question is worth 1 mark.

1. What do we call a region that contains cities, towns and villages?

a. A rural municipality
b. An urban municipality
c. A specialized municipality
d. A Metis Settlement

2. Chris Spearman is the head of government in the city of Lethbridge. What

is his title?
a. Chief
b. Reeve
c. Mayor
d. Premier

3. What is the name of the Chief?

a. Roy Fox
b. Leroy Little Bear
c. Ramona Big Head
d. Ty Shade

4. The population of __________ municipalities is spread out over large areas.

a. Rural
 23
b. Urban
c. Specialized
d. Country

5. A _____________ is a formal proposal that a person become a candidate

for an elected position.
a. Scrutineer
b. Ballot
c. Nomination Form
d. Polling Station

6. Places where people go to vote are called:

a. Polling Stations
b. Campaign Offices
c. Returning Officers
d. Voting Stations

7. A __________ is a person who has been approved to observe the voting

and the counting.
a. Returning Officer
b. Mayor
c. Scrutineer
d. Candidate

8. The election official responsible for adding up the votes in an election is

called the:
a. Mayor
b. Candidate
c. Election worker
d. Returning officer
 24

9. What is a bylaw?
a. A local rule that community members must follow
b. A rule everyone in the province follows
c. A rule everyone in the country follows
d. A rule no one follows

10. Who is responsible for enforcing bylaws?

a. Bylaw officers
b. Peace officers
c. RCMP

d. Justin Trudeau

Section Two – Short Answer

Please answer both questions in full sentences. Marks are listed beside each
question.

1. Why do we have bylaws? (1 mark )

________________________________________________________________________
________________________________________________________________________
______________________________________________________

2. What are 2 ways that the Kainai Marketplace in Standoff helps meet the
needs of the community? (2 marks)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
 25
Section Three – Matching
Please draw a line from the term to the correct definition that it matches. This
section is worth 5 marks.

BALLOT A local government

CANDIDATE A voting form

DEBATE A person who wishes to be voted for or

chosen to represent a group of people

TREATY A discussion that explores two opposing

views on a topic

MUNICIPALITY A formal agreement signed by the

Canadian government and First Nations
Peoples

LESSON PLAN 1

Subject: Social Studies Grade: 6 Date: March 6 2017

Critical Inquiry Question: “What makes up your personal identity?”
Lesson: Lesson #1- Intro & Identity Time: 45 minutes

SLOs:

6.S.8 - demonstrate skills of oral, written and visual literacy:

o (6.S.8.1) Express opinions and present perspectives and information in a variety
of forms such as oral or written presentations, speeches or debates
o (6.S.8.4) Respond appropriately to comments and questions, using language
respectful of human diversity
 26

Instructional Objectives:

Knowledge:

o Students will understand the expectations for the class, and the unit that we will
be covering.
o Students will have an understanding of my own identity, values, and hobbies –
the relationship building process will have begun.
o Students will understand the different aspects and factors that can shape one’s
identity.

Skill:

o Students will communicate effectively and respectfully during the 20 Questions

game.
o Students will create a visual representation of their personal identity, including
various aspects and components of self.

Key Questions:

What is my personal identity?

Who am I?
What are different aspects that make up my identity?
What are beliefs and values?
How does culture shape my identity?
How does location shape my identity?
What is my collective identity?
How do I fit into my community?

Materials:
o PowerPoint
o Post-It Notes
o 20 Questions sheet
o Whiteboard markers
o Extra pencils and supplies
o Plain Paper

Preparation:

o Create PowerPoint ahead of time – set up prior to class

o Create lecture notes ahead of time
o Prepare answers to ’20 questions’
o Set out sticky notes for students
o Write daily agenda on the board
o Write QOTD on the board
o Set out paper for students
o Set out supplies for students (extra pencils, ect)
 27

Adaptations:

o Lesson may be carried over to next class if the explanation of classroom

expectations or 20 questions game goes longer than anticipated.
o If Internet connection is poor – Have printout of PowerPoint & write information
on the whiteboard for students to follow along with.
o Able to skip ahead to next lesson (democracy review) if students aren’t receptive
to game or if lesson goes faster than planned.
o Could play ‘Would you rather’ or a student-suggested game if students aren’t
receptive to 20 questions.

Lesson Procedure:

INTRO
o Welcome students
o Agenda- Explain that there will be an agenda posted for every class. Purpose is
to give a sense of direction for the day, and to help keep everyone on task (me
included!)
o Sticky Notes: Pass out a sticky note to each student. Demonstrate how to fold
sticky note to create a nametag. Explain that they will make a sticky nametag for
every class. Purpose: helps me learn names, place to respond to QOTD
(relationship building), and also will serve as an exit slip on occasion.
o QOTD – Explain that there will be a Question of the Day posted on the board for
every class. Instruct students to answer the question on the back of their
nametag. Purpose: Relationship building. I will respond to the question on the
board, so students can get to know me better, too. Students will hand in sticky
notes to the blue basket at the end of every class. THIS IS NOT OPTIONAL.

BODY
o Introduce myself to students- share about where I’m from, school history, sports,
family, hobbies, etc. Show them Weebly portfolio- read introduction letter aloud to
class.
o 20 Questions: Explain that this game is for us to get to know each other better.
20 questions to choose from- go around circle, students can choose question to
ask me (1 question/ student). Students will be expected to also respond to the
question that they have chosen to ask. Play until all questions have been asked
and answered.
o Expectations:
o Asking questions – raise your hand please!
o Sit somewhere you know you can learn- if I ask you to move, please do so
quietly.
o Have a good attitude & be prepared to learn!
o Group work- be prepared. Respect your classmates.
o No hoods up
 28
o No ipods/ personal electronics
o Bathroom – wait until individual work-time to ask
o Attention Getters: At the start of class, during an activity, etc: “Good to
go?” Explain that you expect students to respond appropriately.
o Misbehaviors & Consequences: 3 strikes you’re out – if I talk to you 3 times in a
class, you get to stay in at lunch. Possible consequences prior to this may be a
change in seating, conversation, etc.
o Bad vs. good behavior.
o Pencil loan system: 1 for 1
o Direction for Unit- Explain that we will be learning about local government.
Discuss what this will entail; looking at different types, structure, services, how
they are chosen, etc. Introduce focus questions for the start of the unit (what is
my identity, what is a good citizen, what is a community, what is democracy, how
democratic is my community). Introduce critical inquiry question: Who should
govern our community? Explain to students that we will discuss this in more
detail in the next few lessons, but get them to start thinking about the question.
o Ask if students have any questions about what we have covered so far. Take this
time to say that I am learning, may make mistakes, and that I appreciate their
patience.
o Discuss the concept of identity with students-
o Individual vs collective identity
o Aspects and factors that shape one’s identity: beliefs, values, etc.

CONCLUSION

o Pass out pieces of blank paper; instruct students to create a mind-map, picture,
chart, list, etc. that describes their own personal identity. Ask students to include
specific examples of things such as ‘hobbies’ or ‘values’ that shape their personal
identity. Share an example with students of my own mind map.
o Instruct students to put their name on their page, respond to the QOTD on the
back of their sticky, and pass both into the front of the room. Explain that they will
be given class time to finish their mind maps next period.

Assessment:

o Throughout the lesson, I will be observing students to ensure that they are
paying attention and understanding the expectations that I am setting up for the
class. I will give a number of opportunities for students to ask questions, and will
check-in frequently to ensure that my explanations are clear.
o I will be collecting the ‘Identity’ mind maps as a form of formative assessment, to
ensure that my students understand the various aspects and characteristics that
may shape an individual’s identity. This will also give me an opportunity to learn
more about my students, and will aid in the relationship building process.
 29
LESSON PLAN 2

Subject: Social Studies Grade: 6 Date: March 7 2017

Critical Inquiry Question: “What makes a good member of your community?”

Lesson: Lesson #2 – Citizenship & Democracy Time: 45 mins

SLOs:
Values & Attitudes

6.1.1 - recognize how individuals and governments interact and bring about
change within their local and national communities:
 6.1.1.1: recognize and respect the democratic rights of all citizens in Canada
 6.1.1.4: value citizens' participation in a democratic society

Knowledge & Understanding

6.1.2 - demonstrate an understanding of the fundamental principles of democracy

by exploring and reflecting upon the following questions and issues:
 6.1.2.1: What is democracy (i.e., justice, equity, freedoms, representation)?
 6.1.2.3: What are the rights and responsibilities of individuals living in a
representative democracy?

Skills & Processes

6.S.1 - develop skills of critical thinking and creative thinking:

 6.S.1.1: generate original ideas and strategies in individual and group activities

Instructional Objectives:

Knowledge:
o Students will review concepts of identity, democracy and citizenship to enhance
their understanding of these terms. It is important that students understand the
context behind their collective identity, in order to understand how to be
responsible citizens within their community.
o Students will construct a definition of ‘responsible citizenship’ to understand how
individuals are able to contribute to decision making in their community.
Skill:
o Students will review concepts of democracy and citizenship individually, in pairs,
and in groups. In doing this, students will practice effective communication skills.
o Students will use creative thinking skills to produce a visual representation of a
responsible citizen in their community.
 30

Key Questions:

“What makes a good member of your community?”

“What is a democracy?”

What is self-identity?
What is collective identity?
Why is sense of belonging important?
What is a democracy?
What is fairness?
What is the difference between equality and equity?
Why would we want someone to make decisions for us?
What are the 4 principles of democracy?
What is a citizen?
What rights and responsibilities do citizens have?
What makes a responsible citizen?

Materials:
o PowerPoint
o Lecture notes
o Worksheet
o Chart paper
o Whiteboard markers
o Extra materials for students
Preparation:
o Prepare PowerPoint ahead of time
o Prepare worksheet ahead of time
o Write agenda on the board
o Write & respond to QOTD
o Set out sticky notes

Adaptations:

o If students appear to need further clarification on self- concept and identity,

spend additional time going over this. Make clear distinctions between individual
and collective identity with a concept attainment activity (sorting through a T-
chart, Venn diagram, etc.)
o If students are having difficulty with writing or do not appear to be receptive to the
worksheet, go over the questions at the end of class instead, in the form of a
class discussion. Alternatively, students could answer 1 or 2 of the questions on
the back of their nametag, and hand it in as an exit slip.
o Instead of a gingerbread man, ask students to pick a figure / visual that
represents them as a group (same visual used by all). Could incorporate the
voting process.
 31
Lesson Procedure:

INTRO (15 minutes)

 Welcome, nametag, QOTD (If you had to eat one food for the rest of your life,
what would it be?)
 Agenda for the day
 Give students time to work on their identity maps from last class.

BODY (20 minutes)

 Hand out worksheets to students – instruct them to write their names at the top
and fill them in as they go. Not for marks, but will be collected.
 Review from last class – go through concept of identity. Discuss what makes up
our own identities; values, beliefs, experiences.
 Write down definitions of individual and collective identity on the board- ask
students to fill in on their sheets.
 Ask students to discuss questions from PowerPoint with their elbow partner
(What does freedom mean to you? Why would you want someone to make a
decision for you?) Give 2-3 minutes for discussion.
 Review concept of democracy – ‘government for the people, by the people’ and
‘citizens have a voice in decision-making.
 4 principles of democracy – write definitions on board, use pizza example
o Equity – getting the right amount, based on need
o Representatives- people assigned to find out what toppings
o Freedom- having a choice, a chance to vote
o Justice- consequences if one person makes decision for all
 Play democracy video (linked in PowerPoint)
 Discuss concept of ‘responsible citizenship.’ See what students think it means.
Show ‘Kid President’ video to give additional ideas and direction. After showing
video, re-visit discussion. Come to a reasonable definition.
 Gingerbread Citizen – Ask students to number off (base this on class size- want
roughly 4 students in each group). Assign them to create a ‘gingerbread man’
that represents beliefs, values, actions and attitudes of someone considered to
be a ‘good citizen’ in their community. Give them chart paper, and ask them to
work in their groups.

CLOSURE
o After giving students about 10 minutes to create a visual, have them display their
work around the class. Have students observe their classmates’ work. Discuss
similarities and differences in Gingerbread men.
o Final 5 – Have students clean up, and hand in sticky note and worksheet to the
front of the room.

Assessment:

o Observation – I will observe students as we review concepts of democracy and

citizenship as a group, to gauge students’ level of understanding before moving
 32
on to new concepts. I will provide students with opportunities to question and
clarify material as needed.
o I will collect the democracy handout at the end of class as a means of formative
assessment, in order to ensure all students have a clear understanding of the
concept of democracy, as well as its 4 principles.
o Gallery walk – After creating a visual of a ‘Good Citizen’, students will display
their work around the room and observe the work of their peers. This will allow
me an opportunity to view their work, to ensure that they are participating in the
activity and understand the concepts of citizenship and responsibility.

Worksheet for Lesson:

Name: ___________________________

WHAT IS A DEMOCRACY?

Stay cool – This isn’t for marks! It’s just to help you review, and to help me understand
what you know. Please follow along with the questions during class. Put your name on it,
and hand it in at the end. 

IDENTITY- what makes you, you!

1. Self-Identity:

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

2. Collective Identity:

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

3. Democracy is ___________________ for the _______________, by the people.

 33

4. In a democracy, ____________________ have a voice in making _______________.

5. 4 PRICIPLES OF DEMOCRACY: Please fill out the chart!

PRINCIPLE DEFINITION EXAMPLE

Freedoms

Representation

Equity

Justice

6. A citizen has __________________ and ______________________.

7. Responsible citizenship:

_____________________________________________________________________________________

_____________________________________________________________________________________