Unit Plan: Grade 9 Social Programs and Taxation To what extent should Canadians support social programs?

? Submitted to: Amy Von Heyking

Sarah Sampson March 4, 2013

Rationale for this Unit This unit is taught to show students how economic decisions made by the government can affect their quality of life. One way in which this is done is by comparing social programs in Canada to those in the US. Students are also taught to understand that societal beliefs and values are reflected in the social programs that a country offers. They need to understand how governments attempt to meet the needs of citizens and whose perspectives they are considering when they make such monumental decisions. All in all, the purpose of this unit is to demonstrate how the governments decisions can affect quality of life, citizenship, and group and/or individual identity. Students are asked to demonstrate their citizenship by participating in a group, specifically to learn the value and difficulty behind consensus and to solve a conflict peacefully. These are real world skills that will serve the students well as citizens of Canada. Students are also asked to appreciate the diversity of Canada, by considering multiple perspectives on an issue. In terms of identity, students can begin to understand both the personal and collective responsibility in place for the public good. As well, students should be empowered to maintain their individuality within a group while still being mindful of others and their needs. This unit does provide opportunity to bring in the experiences of aboriginals, linguistic, cultural, and ethnic groups, however I am still struggling with a way to uncover this issue in a considerate way. All of these groups are more likely to use social programs in Canada, however, with my limited time to teach this unit, I do not think I can uncover the true reasons and multiples perspectives for these groups and their use of social services. There is often a negative stigma placed on certain groups in regards to social program use. I do not want to perpetuate these beliefs without time to consider full-mindedness, fair-mindedness, and open-mindedness to

the issues. The francophone experience will fit into this unit near the end, when political parties in Canada are discussed. This will include discussing the Bloc Quebecois and the reasons this party has such wide support in Quebec. To approach planning this unit I went directly to the textbook, as to see how the topics are covered and what is expected of these students. I did this because this is a PAT year, thus I wanted to make sure I was covering the basic definitions and concepts as set up by the textbook. Second, I went to the Program of Studies to see how I could connect the textbook to the SLOs. I found that after looking at both, I was confident in bringing in my own activities and lessons, thus I will not relying on the textbook for every class. I do use the textbook a few times, as it does have relevant diagrams and short readings. Finally, I looked at critical challenges for this grade; however, I could not find anything that was adaptable for my time frame on this unit. To approach the teaching of this unit I included a wide variety of class discussions, group activities, written assignments, reflections, and reading guides. I did this because I want students to be active in their learning. I want my daily direct instruction to be kept short and allow students to work on understanding and using the concepts through activities. I will facilitate group discussions, but this will mostly be accomplished in smaller groups. At the end of every class, I bring the students together for a larger group discussion or reflective journal. This will allow me to assess understanding of the lesson. As well, I will implement a review/preview at the beginning of every class, which will hopefully help students retain and reflect on the concepts. Powerful Teaching and Learning Meaningful For this unit, depth and thoughtful understanding is much more important than learning all the facts on social programming and taxation. The goal is to give students the tools to make their own judgments on social programs by critically examining evidence and perspectives. It focusses on concepts and essential 3

questions that can engage students to give purpose to this unit Integrative This particular unit does draw on multi-disciplinary topics, such as economics, political science, sociology, geography, and history. Students will have to consider all these areas when making a reasoned judgment about supporting social programs and taxation. In addition, this unit integrates technology, reading, writing, and communication to further the students knowledge and understanding of the unit Value-based This unit allows students to assess their own values and the values of others when it comes to the need for social programs in Canada and the US. Students are asked to assess and consider a wide range of alternative perspectives which may differ from their own. As well, students are required to critically think through the use of discussions and research. Overall, students are given the opportunity to demonstrate fair-mindedness, full-mindedness, and openmindedness throughout the unit. Challenging Students are given the opportunity to think critically about issues, which may be a newer concept to some of the students. In addition, students are asked to look deep into specific programs and find relevant and rich details. This unit is not textbook based, and will require sophisticated concepts and the analysis of multiple sources of information. Active The unit on social programming gives students many opportunities to work individually and collaboratively to discuss issues, decide on implication/consequences, and reach understandings. Students will learn the material in variety of ways, which will allow them to experience this unit rather than just consume it passively. Finally, the performance task allows the students to actively participate in thinking critically on a group and individual level.

Special Considerations I am assuming that students have a grasp on previous chapters in this textbook, including economic systems in Canada and the U.S, as well as quality of life. This is because this unit 4

builds off the economic systems and heavily relies on understanding quality of life indicators. In my pre-assessment, I will assess this understand and adjust my lessons if need be. As well, I am assuming that they have skills in place to find credible and reliable sources of information. I will need to discuss this with my TA, as I would have no problem taking some of my class time to allow students to learn how to find and sort reliable sources of information from non-credible sites. I am also assuming that students possess skills which allow them to work effectively and be respectful within a group, as I do implement a lot of group activities. It could be a potential issue that some people in the class and community may rely on social programs as their main means of survival. A problem could arise when I ask students to critically examine these social programs. To address this I will have to make a disclaimer that millions of citizens are reliant on some form of social programs in Canada. As well, let them know that social programs are in place for a reason and the negative stigma around them is not always warranted. I will make sure to tell students that in order to make a reasoned judgement on any social program, they need to be educated on the issues and consider multiple perspectives before coming to a tentative conclusion. I stress a tentative conclusion because this is an ongoing issue within Canadian society, thus there is always more to consider over time, including current events and the new knowledge they will form with experience. There are a handful of ICT outcomes that are addressed in this unit, especially surrounding the performance task. For example, students will need to identify appropriate research material, assess the validity of sources, manage large volumes of information, and analyze and synthesize information to create a product. Students will be using technology in this unit, thus they need to know how to use it effectively, which is addressed by ICT integration.

The other subject area that could be addressed in this unit is Language Arts. For example, the Grade 9 Program of Studies for Language Arts (2000) has a particular SLO that states that students will examine and re-examine ideas, information and experiences from different points of view to find patterns and see relationships. In this unit, I present multiple points of view on an issue which students can use to find relationships and patterns of thoughts by citizens, politicians, and other relevant stakeholders. If I had more time on this subject, I would love to bring in more fictional literature, especially to illustrate why social programming was introduced during the Great Depression. The integration of literature would be the ultimate evidence of cross-curricular education. Finally, it will be important to make special considerations for individual differences. First, there are a few ESL students within my class, which I will have to make modifications for. I will need assistance from my TA on how to implement modifications to the readings and writing tasks that will best support their individual learning. Since I will be doing a lot of group work, I hope to arrange these students into groups which can help them gain the needed understanding. I will have to be cognizant of who I put together for discussions and readings. In addition, I do know that I have five IPP students in one class, which I will have to discuss further with my TA. Finally, individual differences are addressed by my implementation of multiple forms of assessment and a variety of activities. I hope that students learning needs are addressed by my use of group activities, audio-visual material, reading guides, class discussions, performance task and so on. Overall, I will need to be flexible in the classroom, as I do not yet know of all the individual difference that I will need to attend to.

Annotated Bibliography Websites Government of Canada. (2013). Service Canada: People Serving People. Retrieved from http://www.servicecanada.gc.ca/ This site, which is an official Government of Canada resource, provides a list of all the social services and programs within Canada. This will be a valuable tool for introducing social programs to the class and for the students performance task. This is a credible source and will essential for this unit. EBSCOhost. (2012). Canadian Points of View: Reference Center. Retrieved from http://www.ebscohost.com/public/canadian-points-of-view-reference-centre This site illustrates the multiple points of view on a given topic. This will be a valuable source to find multiple perspectives on specific social programs in Canada. As well, it illustrates these perspectives in a multitude of source types, including newspaper articles, editorials, and media clips. I will use this to introduce topics, as well it will be used for the performance task. I believe this will be most useful for the section on health care in Canada, as it will provide insights that are often overlooked by citizens, especially those who rarely use health services. Federal Government of the United States. (2012). U.S Department of Health and Human Services. Retrieved from http://www.hhs.gov/ This is the official website for U.S Department of Health and Human Services. This will be a good site for comparing and contrasting similar social program in the US to those in Canada. This is a credible and valuable source as it is an official Government website. This will be used for both the performance task and as a resource to introduce the basic structure of social programs in the U.S. Canadian Museum of Civilization. (2012). Search: Social Programs. Retrieved from http://www.civilization.ca/exhibitions. This is the website of the Canadian Museum of Civilization, which is located in Gatineau, Quebec. It has an abundance of information on social programs that currently run in Canada, along with the history of social services. I would give the opportunity for students to look through some of the exhibitions online, which will be useful for their performance task. The exhibitions are not overwhelming full of text yet still provide all vital information, which will be useful for grade nine students.

Non-Fiction Books Lychak, P., Gerrts, D. A., Noque, A., & Parsons, J. (2008). Issues for Canadians. Toronto: Nelson Education. This textbook for the Grade Nine Social Studies provides useful readings for the students. It has also given me some direction for my own teaching of this unit. Though I will not be using the textbook every day in the classroom, there are some important illustrations, diagrams and short readings that I will use to clarify concepts. This textbook also provides important questions that I will consider using to frame some of my lessons. McGilly, Frank. (1998). An Introduction to Canada's Public Social Services: Understanding Income and Health Programs. Toronto: Oxford University Press. The book addresses the basic structural and financial changes that social programs faced in the 1990s. This book will be useful to understand social program in Canada by looking at both the historical and current structures. This could be used as a tool for students to look at the challenges of a welfare state. Though I do not believe I will take reading directly from this book, I do want to make it available for their performance task research. Fiction Books Greenwood, Barbara. (2007). Factory Girl. Toronto, ON: Kids Can Press. This is a fictional book about Emily Watson and her plight as a child worker in a factory during the early 1900s. This story incorporates photographs and factual accounts after each chapter, giving the story historical context and merit. I believe this will be a valuable tool to open the topic of social programs, as it depicts quality of life before social programs existed. As well, it illustrates casual events in history that led to the need and subsequent introduction of social services. It will also be a good tool to teach or reinforce how to distinguish between the fictional and nonfiction aspects of the text. Community Resources Calgary and Area Child and Family Service Office, Calgary This would not necessarily be a location for a field trip; however, it is a great place to know of in regards to resources offered in Calgary and Area. This would be used as a teacher resource, not necessarily as one for the students. I could also use it to illustrate that social programs are offered in all areas of the country to improve quality of life. This is a credible source of information, though it is not essential to the uncovering of this unit. 8

Audio-Visual Material Moore, Michael (Director), & OHara, Megan (Producer). (2007). Sicko. United States: Dog Eat Dog Studios. The movie Sicko will be used to illustrate the difference in the health care systems of selected developed countries. I will have students do a critical thinking assignment based on this movie. This will allow students to not only get relevant information but to assess the movie based on its conclusions, point of view, and other perspectives that it may have overlooked. This is a credible source, however I do believe it takes a specific stance and neglects some other point of views, such as the negatives associated with health care in Canada. However, I think this movie is a good opportunity to teach students to be critical consumers of information and the movie does make a valid claim CBC News in Review. (2009). The Great U.S Health Care Debate. Retrieved from http://www.learnalberta.ca/content/sscnir/index.html?ID1=health&movie=the_great_us_ health_care_debate This video is produced by CBC News in Review, a credible and valuable source of information. This shows alternative perspectives of the health care system in both Canada and the United States, though it does focus more on the U.S. I would use this, along with an adapted version of the provided PDF, to show regional differences in health care. This clip is about 15 minutes long, which could be a great introduction to a class or group discussion on the issue. All Other Resources Aboriginal Affairs and Northern Development Canada. (2012). Social Programs. Retrieved From http://www.aadnc-aandc.gc.ca/eng/1100100035072/1100100035076 Alberta Government. (2007). Calgary and Area Child and Family Services. Retrieved From http://www.calgaryandareacfsa.gov.ab.ca/home/index.cfm Alberta Government. (2012). Programs and Services. Retrieved from http://www.programs.alberta.ca/Living/9498.aspx?N=770+11437 Department of Finances Canada. (2011). Canada Social Transfers. Retrieved From http://www.fin.gc.ca/fedprov/cst-eng.asp Gerson, Jen. (2013). Albertas health officials spent taxpayer money on video games, hockey tickets and hotel rooms, says auditor general. Retrieved from http://news.nationalpost.com/2013/02/12/albertas-health-officials-spent-taxpayer-moneyon-video-games-hockey-tickets-and-hotel-rooms-says-auditor-general Historica Dominion. (2012). The Canadian Encyclopedia. Retrieved from http://www.thecanadianencyclopedia.com/index.cfm?PgNm=HomePage&Params=A1 9

Unit Planning Organizer Subject: Social Studies Grade: 9

Unit/Topic: Social Programs in Canada; Chapter 8 Issues for Canadians Date and Unit Duration: April 2- 25, 2013 / 17 class periods 1. Unit Overview Critical Inquiry Question To what extent should Canadians support social programing and taxation? 2. General Learning Outcomes for Unit 9.2: Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity. 3. Focusing Questions for Unit (Related Questions) What are social programs? How could quality of life be improved by social programs? How do decisions about social programs and taxation in Canada and the U.S attempt to meet the needs of citizens? How much responsibility should individuals have for their own wellbeing? How do social program differ in Canada and the U.S? Why is this? What are the most important social programs in Canada? Why? What values shape the economic policies of political parties on social programs and taxation? Which levels of government fund social programs? What are the governments responsibilities in providing social programs to the public? What is consensus? What is a political platform? What are some examples of how political parties and their economic policies connect to social programs? What range of values and perspectives needs to be considered in determining social programs in Canada? How is taxation used to support social programs? What do taxes pay for in Canada? What is a taxation model? What is a sales tax? What is GST? How does paying or not paying for taxes affect social programs and quality of life? What is an underground economy? 10

**Many questions adapted/taken from Lychak, Patricia et al. (2008). Issues for Canadians, Chapter 8. Nelson Education. 4. Key Concepts for Unit Social program, tax base, underground economy, governance, economy, values, perspectives, policy, political platform, consensus, responsibility, rights, black market, tax evasion, income tax, sales tax, GST, public services, private services, health insurance, quality of life. 5. Specific Learning Outcomes for Unit Knowledge: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.6.3: How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? Attitude: 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.2.3 - appreciate the impact of government decision making on quality of life Skills: Dimensions of Thinking 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.1.1: determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue 9.S.1.2: evaluate, critically, ideas, information and positions from multiple perspectives 9.S.1.3: demonstrate the ability to analyze current affairs from multiple perspectives 9.S.1.4: re-evaluate personal opinions to broaden understanding of a topic or an issue 9.S.1.5: generate creative ideas and strategies in individual and group activities 9.S.2 - develop skills of historical thinking: 11

9.S.2.2: distinguish cause, effect, sequence and correlation in historical events and issues, including the long- and short-term causal relations 9.S.4. - demonstrate skills of decision making and problem solving: 9.S.4.1: take appropriate action and initiative when required in decision-making and problem-solving scenarios 9.S.4.2: participate in and predict outcomes of problem-solving and decisionmaking scenarios 9.S.4.3: propose and apply strategies or options to solve problems and deal with issues 9.S.4.4: propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making Social Participation as a Democratic Practise 9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building: 9.S.5.1: demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably 9.S.5.2: demonstrate a positive attitude regarding the needs and perspectives of others Research for Deliberate Inquiry 9.S.7 - apply the research process: 9.S.7.1: reflect on changes of perspective or opinion based on information gathered and research conducted 9.S.7.2: integrate and synthesize concepts to provide an informed point of view on a research question or an issue 9.S.7.3: develop a position supported by information gathered during research 9.S.7.4: draw conclusions based upon research and evidence 9.S.7.5: determine how information serves a variety of purposes and that the accuracy or relevance may need verification 9.S.7.6: organize and synthesize researched information 9.S.7.7: formulate new questions as research progresses 9.S.7.8: practice responsible and ethical use of information and technology 9.S.7.9: include and organize references as part of research Communication 9.S.8 - demonstrate skills of oral, written and visual literacy: 9.S.8.1: communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration 9.S.8.2: use skills of informal debate to persuasively express differing viewpoints regarding an issue 9.S.8.3: elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented in discussions 9.S.8.4: make reasoned comments relating to the topic of discussion 9.S.8.5: listen to others to understand their perspectives 9.S.9 - develop skills of media literacy: 9.S.9.1: examine techniques used to enhance the authority and authenticity of media messages 9.S.9.2: examine the values, lifestyles and points of view represented in a media 12

message 9.S.9.3: analyze the impact of television, Internet, radio and print media on a particular current affairs issue ICT 9.S.1.6: access diverse viewpoints on particular topics by using appropriate technologies 9.S.1.7: assemble and organize different viewpoints in order to assess their validity 9.S.4.5: identify the appropriate materials and tools to use in order to accomplish a plan of action 9.S.4.6: evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate 9.S.7.10: create a plan for an inquiry that includes consideration of time management 9.S.7.12: develop a process to manage volumes of information that can be made available through electronic sources 9.S.7.13: evaluate the relevance of electronically accessed information to a particular topic 9.S.7.14: make connections among related, organized data, and assemble various pieces into a unified message 9.S.7.15: refine searches to limit sources to a manageable number 9.S.7.16: analyze and synthesize information to create a product

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Class Schedule Outline Week # Monday April 1 Holiday Activity: Mystery Box PreAssessment Tuesday April 2 Introductions Wednesday April 3 Consensus and Quality of Life Activity: Sort and Defend Thursday April 4 Snapshot of Social Programs Activity: Venn Diagrams Pg.273 & 275 Friday April 5 Canadian Healthcare: Alternative Perspectives Activity: Jig Saw Readings Current Events April 12 Political Parties: Political Platforms Activity: Reading Guide Introduce Performance Task April 18 Quiz & Work Period April 19 System NonInstruction Day NO LESSON

Week 1

Week 2

April 8 Critical Thinking Assignment Introduction Activity: Movie Viewing Guide Start Sicko

April 9 Movie Activity: Movie Viewing Guide

April 10 Movie Activity: Class Discussion Critical Thinking Assignment Work Period

April 11 Taxation Models Activity: Definition Sort & Discussion Case Study

Week 3

April 15 Canadian & US Political Parties: Values and Social Programs Activity: Pitch it! Pg. 287- 290 April 22 Work Period

April 16 Work Period

April 17 Work Period

Week 4

April 23 Presentations

April 24 Presentations

April 25 Conclusions Activity: Reverse Mystery Box

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LESSON PLAN 1
Subject: Social Studies Grade: 9 Date: April 2, 2013 Lesson: Introduction to Social Programs and Taxation Time: 50 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.6.3: How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? Instructional Objectives: Knowledge Students will be able to: Explain the rationale for why certain objects connect to social programs. Demonstrate their prior knowledge of social programs, taxations, and political policies. Key Questions: What is a social program? Why are social programs important? What are some significant social programs in Canada? Materials: KWL Chart Mystery Box Mystery Box Items textbook, money, stethoscope, a picture of a house, aboriginal feather, teddy bear, a picture of a wheelchair, a sign that says FIRED, Chinese manuscript, SIN Card, blank check, paperwork, insurance card, map of Canada, map of United States, a picture of a pregnant women, political party logo, pay check (with taxes highlighted). Markers Giant Paper white Preparation: - Prepare Mystery Box - Headers on whiteboard - one side with potential items, the second side with in box.

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Lesson Procedure: 1. Ask students to do a KWL on social programs. 2. Students will be introduced to the concept of Social Programs. What is a Social Program? What are some examples in Canada or the U.S? 2. Introduce the mystery box. Ask for a volunteer to write on the board. 3. Ask students to make guesses of what is in the mystery box. 4. Once everyone has guessed, have two students pull items from the box, while a second writes the items on the board. 5. Ask students to explain why they think an item/object is on the board. 6. Ask: Is there was anything in the box that was surprising? Is there anything missing that you expected to be in there? Extension Activity: Make a graffiti sheet with any key words that you believe can be associated with social programs, taxation, or social programs. Markers and paper will be provided at the back of the classroom. Assessment: Class Discussion observation of students participation during the mystery box activity Pre-assessment KWL address what students know and want to know Lesson Reflection:

LESSON PLAN 2
Subject: Social Studies Grade: 9 Date: April 3, 2013 Lesson: Consensus Quality of Life Time: 50 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.4. - demonstrate skills of decision making and problem solving 9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building: Instructional Objectives: Knowledge Students will: Understand that the indicators of quality of life can reflect values and beliefs of individuals and/or groups. Appreciate that consensus may be a difficult process when multiple perspectives are represented in a group. 16

Skill Students will: Appreciate that decision making and problem solving in a group activity takes cooperation. Key Questions: What is consensus? How does it play out in a real-life situation? What are the most significant quality of life indicators? What are the most important social programs in Canada? What range of values and perspectives needs to be considered in determining social programs in Canada? How can these values be fostered by the political system? Materials: - Cards with Quality of Life - Cards with Social Programs (with description) - popsicle sticks (5 different colours) Preparation: - Make 8 sets of colour cards: Quality of Life and Social Programs - Put cards into groups, make sure each has all required cards. Adaptations: Lesson Procedure: 1. Review of previous class: What did we do yesterday? 2. Preview: We will be discussing the linkage between quality of life and social programs, as well as the concept of consensus. 3. Arrange students in groups by handing out popsicle sticks. 4. Allow students time to find their group. 5. Hand out Quality of Life Indicator Cards 6. Ask Students to arrange the quality of life indicators from most important to least. The group must come to a consensus and defend their choice. 7. Ask the students to defend their top choices to the class. 8. Tell students to put their quality of life cards aside, but keep them in order. 9. Hand out Social Program Cards 10. Ask students to arrange the social programs from most to least significant. Again this must be done by consensus and the groups choice must be defended. 11. Ask students to defend their top choices to the class 12. Look at what you ranked as the three most important quality of life indicators and compare them to the social programs your group decided as the most important in Canada. Are there similarities? Differences? Is anything surprising? 13. Move on to the concept of consensus: Was it hard to come to a consensus? How did group dynamics work when deciding? Was someone apathetic? Did someone take the lead? How could this play out in political decisions? Would it be difficult for political 17

parties to determine quality of life and/or social programs that the citizens consider important? What range of values and perspectives needs to be considered in determining social programs in Canada? 14. Ask students to answer the following questions: Would you change your answer if they were allowed to rank the cards individually, rather than in a group. What do you believe is the top quality of life indicator and top social program (and why). Inform students that this is a tentative answer; it will should change and develop with the unit. Assessment: Formative: Students response to activity (handed in at end of class). Teacher observation (checklist of participation). Lesson Reflection:

LESSON PLAN 3
Subject: Social Studies Grade: 9 Date: April 4, 2013 Lesson: Snapshot of Social Programs Time: 43 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.1.3: demonstrate the ability to analyze current affairs from multiple perspectives 9.S.7 - apply the research process: 9.S.7.16: analyze and synthesize information to create a product Instructional Objectives: Knowledge Students will: Distinguish why social programs may be considered more important than other services. Compare and contrast similar social programs based on regions (Canada and U.S). Skills Students will: Synthesize information to make a reasoned judgment Identify multiple perspectives on an issue Key Questions: What is a social program? Why are certain social programs important? How is this decided?

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What are the differences and similarities between social programs in Canada and the U.S? How does this reflect societal values? Materials: - Textbook - Venn Diagram copies Preparation: - photocopy Venn Diagrams Adaptations: - Quiet area available for those who need it Lesson Procedure: 1. Review from previous class: quality of life and consensus. 2. Ask students to think pair share about examples of social programs and why they think they are important in Canada or the U.S. 3. Give students will be given 2 minutes to think. Give students 3 minutes to discuss in pairs. Ask students to volunteer answers. 4. Ask students to take out their textbooks and open to page 273 & 275. 5. Explain that students will be making a Venn diagram for each of the three social programs listed, using the diagram to compare similar programs in the U.S and Canada. Canada is on page 273 and the U.S is on page 275. 6. Explain that students will also be asked to introduce one pro and one con for both Canada and the U.S (on all three programs), which will be outlined on their sheet. This could be their own personal opinion or what others may believe. This does not require research. 7. Tell students that they may work alone or in pairs. 8. Wrap up: ask students to go over pros and cons as a larger group. Have students fill in any they may have missed. Assessment: Formative Assessment: teacher observation and completion of Venn diagrams (will look over). Lesson Reflection:

LESSON PLAN 4
Subject: Social Studies Grade: 9 Date: April 5, 2013 Lesson: Healthcare in Canada Time: 35 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and

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quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.1.3: demonstrate the ability to analyze current affairs from multiple perspectives 9.S.1.4: re-evaluate personal opinions to broaden understanding of a topic or an issue Instructional Objectives: Knowledge Students will Understand that health care is an ongoing debate by political parties and citizens alike. Appreciate the values and beliefs that are behind individuals opinions on health care in Canada. Skills Students will Appreciate the diverse perspectives on a specific issue, in this case health care Re-evaluate their own perspective on health care in Canada Key Questions: What are the issues that arise with health care in Canada? What are the implications and consequences of universal health care? What are the societal values that are represented in the health care system in Canada? How does health care in Canada compare to health care in the U.S? Materials: - Position pieces from Canadian Points of View website (3) - reading guide for each article - Gerson, Jen. (2013). Albertas health officials spent taxpayer money on video games, hockey tickets and hotel rooms, says auditor general. Retrieved from http://news.nationalpost.com/2013/02/12/albertas-health-officials-spent-taxpayer-money-onvideo-games-hockey-tickets-and-hotel-rooms-says-auditor-general Preparation: - Find current and relevant articles - Photo copy reading guides. Adaptations: - Students may choose to work alone when reading the articles. Lesson Procedure: 1. Review of previous class: snapshot of social programs. 2. Ask students to do a two minute think about health care in Canada. What do you know? What do you want to know? What is your experience? Anything above and beyond what was discussed in the previous class. 3. Ask students to share their answers. 20

4. Tell students there are 4 stations set up in the class: each has an article that depicts evidence to communicate the authors support or opposition of health care in Canada. Students will work in groups and move from station to station. (there will be two stations for each article to keep groups smaller). 5. Explain that they will be given a reading guide for each article, as to direct their reading to the important concepts. The readings are each about half a page long. 6. Assemble the students into groups of 3 or 4. 7. Give students 7 minutes at each station. 8. Ask students to complete an exit slip. Has your opinion changed on health care? What have you learned? How would you rate your participation in the group today (1-5)? Justify your response. Assessment: Exit Slips: students understanding and a depiction of as learning. Teacher observation: to compare to students rating of participation Lesson Reflection:

LESSON PLAN 5-7

Subject: Social Studies Grade: 9 Date: April 8- 10, 2013 Lesson: Critical Thinking Sicko Time: Three Classes (230 minutes total) SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.9 - develop skills of media literacy: Instructional Objectives: Knowledge Students will: Distinguish the differences and/or similarities in health care and other social programs in Canada, the U.S, Britain, and France Skills Students will Demonstrate skills of critical thinking by responding to a documentary Demonstrate skills of media literacy by identifying points of views and values represented in a documentary 21

Key Questions: How could quality of life be improved by social programs? How do decisions about social programs and taxation in Canada and the U.S attempt to meet the needs of citizens? How much responsibility should individuals have for their own wellbeing? How do social program differ in Canada and the U.S? Why is this? What range of values and perspectives needs to be considered in determining social programs? Critical Thinking Assignment: 1. What is the main purpose of this movie? 2. What major evidence does the movie present? 3. How would you describe the point of view of the movie? 4. Is there a point of view that was not considered? 5. What is the major conclusion that the movie comes to? 6. At this time, do you believe the major conclusion is justified? Why or why not? 7. What are some important outcomes that could result from the movies reasoning? What are some positive changes that could result? What are some negative consequences? Materials: - Sicko by Michael Moore (2 hr 3 min) - Critical Thinking Assignment - Movie Viewing Guide - Projector Preparation: - Prepare projector - Make sure movie works on projector and is queued. Lesson Procedure: Class One: 1. Introduce the critical thinking assignment and movie viewing guide 2. Play Movie. Class Two: 3. Ask students to recap what had happened in the movie in the last class. 4. Continue Movie Class Three: 1. Ask students to recap what happened in the movie in the last class. 2. Finish Movie 3. Have a class discussion: What are you reactions to this movie? What societal values were represented in this movie? How much responsibility should individuals have for their own wellbeing? Any other comments? 4. Allow time for Critical Thinking Assignment due following day. 22

Assessment: - Formative Assessment: Movie Viewing Guide and class discussion - Summative: Critical Thinking Assignment Lesson Reflection:

LESSON PLAN 8
Subject: Social Studies Grade: 9 Date: April 11, 2013 Lesson: Taxation Time: 43 minutes SLOs: 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.3: How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? 9.S.4. - demonstrate skills of decision making and problem solving: Instructional Objectives: Knowledge Students will: Determine how an underground economy can negatively affect social programs Distinguish the difference between tax evasion and tax avoidance Skills Students will: Demonstrate their ability to problem solve based on both use of evidence and moral judgment by examining a case study. Key Questions: How is taxation used to support social programs? What do taxes pay for in Canada? What is a taxation model? What is a sales tax? What is GST? How does paying or not paying for taxes affect social programs and quality of life? What is an underground economy? Materials: - Lecture Guide - PowerPoint presentation - Case Studies (5) Preparation: - prepare and print case studies - make sure SMARTboard and presentation is working and queued. Adaptations: 23

Lesson Procedure: ** needs to be expanded 1. Review of previous class: Sicko. Ask students to hand in their assignment. 2. Introduction of tax terms. 3. Ask students to fill in Lecture Guide by writing under each heading 4. Class Discussion will be done throughout Ex. Do you pay taxes? 5. Introduce case study activity. Students will be given a case study that they must individually read and tentatively answer the question. It will have to do with concepts such as tax evasion, an underground economy, GST, and so on. Students will have ten minutes. 6. Organize students into alike groups (ie. Case study 1s together and so on) 7. Ask students to discuss their tentative answer as a group. They will have to present their case study and a working answer to the class. 8. Students will be asked to complete an exit slip: one thing they learned, one thing they are confused/struggling with, one thing they would like to know more on. Assessment: Formative: Exit Slip and Teacher Observation of Case Study Lesson Reflection:

LESSON PLAN 9
Subject: Social Studies Grade: 9 Date: April 12, 2013 Lesson: Taxation and Political Platforms Time: 35 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.8 - demonstrate skills of oral, written and visual literacy: Instructional Objectives: Knowledge Students will: Appreciate the differences in political partys philosophies which are represented by their distinct political platforms. 24

Understand that decisions made by a political party are based on certain societal values that they choose to represent.

Skills Students will: Demonstrate their ability to use persuasion to make an argument Show confirmation of their reasoned judgment which is supported by relevant evidence Key Questions: What is a political platform? How do decisions about social programs and taxation in Canada and the U.S attempt to meet the needs of citizens? How much responsibility should individuals have for their own wellbeing? What are some examples of how political parties and their economic policies connect to social programs? How can values and beliefs be reflected in a political platform? Materials: - Concept map - A political platform reading (can be made up possibly?) - Articles/resources on social programs Preparation: - Print/photocopy concept maps - Review exit slips from previous day Adaptations: - have certain individual work in pairs for concept map if needed. Lesson Procedure: 1. Review of exit slips from previous class. Discuss taxation further if needed, based on exit slips. 2. Ask students what they know about political platforms. 3. Introduce students to political platforms from major parties in Canada and the U.S. 4. Discuss what makes them a political platform. What values do these reflect? 5. Introduce the concept map. Explain that students are to make an argument and support their argument with evidence. 6. They will be making a concept map for their support or opposition to a particular social program. This will then turn into a political platform on the issue. 7. Students must address an issue that may arise from someone who disagrees with their stance and make a rebuttal to it. 8. There will be resources available if students need to utilize them for ideas. 9. Discussion: How does your choice reflect your personal beliefs and values? How does this concept map resemble a political platform? 10. Introduce Performance task

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Assessment: Concept map check for understanding Teacher observation Lesson Reflection:

LESSON PLAN 10
Subject: Social Studies Grade: 9 Date: April 15, 2013 Lesson: Canadian and US Political Parties Time: 50 minutes SLOs: 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building 9.S.8 - demonstrate skills of oral, written and visual literacy: Instructional Objectives: Knowledge Students will: Identify how a political partys platform can depict their groups values and beliefs. Understand that political platforms of different parties may have similar beliefs and values, but clearly diverge from one another. Skills Students will: Develop skills of cooperation and consensus while working on a political platform Present their pitch in a clear and concise way which demonstrates oral literacy. Key Questions: What is a political platform? What are some examples of how political parties and their economic policies connect to social programs? What range of values and perspectives needs to be considered in determining social programs in Canada and the U.S? What are the most important issues that political parties lobby for? How do you know this? How does this reflect the political partys beliefs and values? Materials: - Markers and White Paper (big) 26

- Readings on each political party - Textbook - Review Guide for test. Preparation: - Find/condense readings for each political party - Prepare review guide Adaptations: Lesson Procedure: 1. Review: political platforms & ask students to hand in their three choices for the performance task. 2. Preview: Pitch it! taking on a political partys platform and persuade the class to follow you. 3. Students will be put into 6 groups, each representing a different political party in Canada or the U.S. 4. Explain that there will be access to a short reading and the textbook, of which students must pull out information on their political party. 5. Introduce the PITCH IT activity, which students must persuade other students to support their party. Students must pick out the three most important issues addressed by their party and why its important. Students must also visual represent their party and make an analogy. Ex. The Green Party is like a ghost; you almost never see them represented by a parliamentary seat but their presence is felt. (*revamp*) 6. Tell students they must pay attention to each performance as they will be picking a winner at the end. 7. Give students 30 minutes to prepare and each group 2 minutes to present. 8. Give the students 2 minutes after the presentations to pick the ONE winner of PITCH IT! Students must come to a consensus within their group and cannot vote for themselves. 9. Tally votes on the board. 10. Inform students of their groups for the performance task. 11. Give the students review sheet for their test Thursday. Assessment: - Formative Assessment: teacher observation of student participation and PITCH IT visual representation Lesson Reflection:

LESSON PLAN 11
Subject: Social Studies Lesson: Work Periods SLOs: Grade: 9 Date: April 16-22, 2013 Time: Four class periods (190 minutes total)

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9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.2 - develop skills of historical thinking: 9.S.4. - demonstrate skills of decision making and problem solving: 9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building: 9.S.7 - apply the research process 9.S.8 - demonstrate skills of oral, written and visual literacy 9.S.9 - develop skills of media literacy Instructional Objectives: Students will: Work on their performance task which will demonstrate their mastery of the specific outcomes for this unit Key Questions: To what extent should Canadians support social programs and taxation? **Others outlined in the performance task Materials: - Markers, paper, art supplies - Performance task outline - Popsicle sticks (two different colored dots) Preparation: - Book computer lab - Prepare Popsicle sticks. Adaptations: - have a quiet area where groups can work if they need to 28

Lesson Procedure: 1. Review of last class: political parties 2. Have one representative from each group come pick a popsicle stick blue will present Tuesday, red will present Wednesday (Possibly do this Thursday?) 3. Tell students they are able to use the computer lab, hallway, or classroom. 4. Explain rules, go over expectations. Must tell teacher where they are going, that they must stay on task, must be back 5 minutes before end of class. 5. Allow students time to work, while walking around/observing/helping Assessment: - Formative assessment: Teacher observations - Summative assessment: Performance task Lesson Reflection:

LESSON PLAN 12
Subject: Social Studies Grade: 9 Date: April 23-24, 2013 Lesson: Presentations Time: Two Class Periods (100 minutes total) SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.1 - appreciate the values underlying economic decision making in Canada and the United States 9.2.3 - appreciate the impact of government decision making on quality of life 9.S.1 - develop skills of critical thinking and creative thinking: 9.S.2 - develop skills of historical thinking: 9.S.4. - demonstrate skills of decision making and problem solving: 9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building: 9.S.7 - apply the research process 9.S.8 - demonstrate skills of oral, written and visual literacy 9.S.9 - develop skills of media literacy 29

Instructional Objectives: Knowledge and Skills Students will: Present their performance task in front of the class Understand the key features and multiple perspectives associated with significant social programs in Canada and the U.S Key Questions: To what extent should Canadians support social programs and taxation? Materials: - Projector - 3-2-2-1 sheet - Rubrics Preparation: - set up projector and make sure it is working - photocopy rubrics - put presentation order on board Adaptations: - In certain cases, students may present to the teacher during lunch hour Lesson Procedure: 1. Explain the 3-2-2-1 sheets that must be filled out during the presentations. Students are to record the (3) most important facts, (2) pros, (2) cons, and (1) fact that is surprising (and why) for every presentations 2. Go over the presentation order. 3. Begin presentations fill out rubrics. Assessment: Summative Assessment Performance Task Formative Assessment 3-2-2-1 sheet Lesson Reflection:

LESSON PLAN 13
Subject: Social Studies Grade: 9 Date: April 25, 2013 Lesson: Reverse Mystery Box - Conclusions Time: 43 minutes SLOs: 9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: 30

9.2.5.1: What are the indicators of quality of life? 9.2.5.6: To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? 9.2.5.7: What societal values underlie social programs in Canada and the United States? 9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: 9.2.6.1: How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? 9.2.6.2: How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? 9.2.6.3: How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? 9.S.1 - develop skills of critical thinking and creative thinking Instructional Objectives: Knowledge Students will: Reflect on what they have learned from the unit on social programming, taxation, and political policy. Skills Students will Demonstrate their capacity to reflect on and answer a critical inquiry question in a group setting. Key Questions: To what extent should Canadians support social programs and taxation? How could quality of life be improved by social programs? What range of values and perspectives needs to be considered in determining social programs in Canada and the US? How can an object be used to explain a concept, such as social programming? Materials: - Mystery Box - Mystery Box items (6) one item for each knowledge SLO - Large White paper - Markers Preparation: - Go over the students self-evaluations and identify questions that the students still have - Assemble mystery box Adaptations: - Students can work independently for thinking about the critical inquiry question Lesson Procedure: 1. The beginning of class can be used if there are any presentations left. 31

2. Preview of class: conclusions of unit with artifacts and critical inquiry question. 3. Organize students into groups of 4 4. Ask students to do a graffiti map on words associated with their object How does this object relate to social programs and/or taxation? Discuss different perspectives on this item (in relation to social programs/taxation) 5. Show an example of a finished graffiti map and object 6. Hand out objects. Give students 15 minutes. 7. Go around the classroom and have the students present their graffiti map. 8. Collect the graffiti maps. 9. Have students in their groups discuss the critical inquiry question 10. Ask for volunteers to give their answer (as a group or individual). 11. Go over any questions students still had on social programs (based on self-evaluation from performance task) Assessment: Teacher Observation of student participation and understanding Lesson Reflection:

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Performance Task
To what extent should Canadians support social programs and taxation? Overview: The Government of Canada is being pressured to cut the budget of social programs in Canada. Your goal is to make a reasoned judgement about if taxpayers should continue to support a certain social program. Working in a group of 4, you will research one Social Program that is currently operating within Canada. As a group, you will present your findings in a creative manner to be judged by high officials in Canada. There are four components to this project. Presentation Date: April 22-23, 2013. Marking: The group presentation and self-reflection will be graded based on the attached rubric. The group and individual written work will be graded based on the bolded number next to the question. Make sure to answer all components of the question to receive full marks. Objectives: Students will: access and retrieve information (9.S.7, 9.S.9) work cooperatively and present as a cohesive group (9.S.1, 9.S.4, 9.S.5, 9.S.7, 9.S.8, 9.S.9) demonstrate how quality of life can be improved by a specific social program (9.2.1, 9.2.3, 9.2.5, 9.S.2) explore the major differences and similarities between social programs in Canada and the United States (9.2.1, 9.2.3, 9.2.5, 9.2.6) look at both historical and current discussions on a social program (9.2.5, 9.2.6, 9.S.1, 9.S.2, 9.S.9) Social Programs: (Choose ONE) Old Age Security (OAS) Employment Insurance (EI) Disability Benefits Canadian Pension Plan (CPP) Canada Student Loans Program

Welfare Assistance Universal Child Care Benefit (UCCB) Canada Child Tax Benefit Other please see teacher for approval

Instructions: Part One: Group Research Each of the questions below must be answered about the chosen social program. You must use a minimum of 5 sources. These must be put on a reference page. Everything must be written in your own words. Answers need to be typed and handed in before the group presentation date. Make sure to complete all components of the question to receive full marks. 33

1. A brief description (4-5 sentences) of the social program. 2. The Five Ws A) Who can apply to/use this social program? o All Canadians? Aboriginals? Seniors? Etc. B) What are the requirements to apply to/use this program? C) Where does the funding come from? (Federal/provincial) o How much funding does this program require to operate? OR how much funding does it receive? D) When and why did this program begin? o Give a brief history (5-6 sentences). 3. Two pros associated with this social program. Each of the two points must be explained in 2-3 sentences. 4. Find one article written by someone who supports this social program in Canada. Attach the article and describe it in your own words (4-5 sentences). 5. Two cons associated with this social program. Each of the two points must be explained in 2-3 sentences. 6. Find one article written by someone who opposes this social program in Canada. Attach the article and describe it in your own words (4-5 sentences). 7. Find a political party whose platform has a connection to your chosen social program. Do they support this program or not? Discuss their viewpoint in your own words (4-5 sentences). 8. Does the United States have a social program that is similar to this? Briefly discuss this program in 5-6 sentences. Make sure to include one major similarity and one major difference. Part Two: Group Presentation (20 marks) Each group will be required to present their information to the class. The presentation should be between 5-10 minutes. Every person in the group must have a speaking part. All questions from part one must be addressed in the presentation. Each member will be marked separately based on the rubric attached. A typed script must be handed in. Suggestions of Ways to Present: Debate News Report Dramatization Other please see teacher for approval

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Part Three: Written Component Individual (10 marks) Working individually, you must answer the following questions. This component will be completed after your group presentation. 1. In your opinion, should Canadians support the social program you have presented on? Give three reasons why you believe this. (3) 2. According to the 2007 budget, the Canadian Government spent 32% of collected tax money on social services. Do you think this in an appropriate amount to spend on social services? OR do you believe there should be more or less funding? Give two reasons to support your response. (3) 3. What is the most important social program offered in Canada? Defend your position with supporting evidence. (4) Part Four: Self-Reflection (4 marks) Working individually, you must answer the following questions. This component will be completed after your group presentation. Think about the process of this project: 1. Identify two of your strengths. 2. Identify one area that you need to improve on. 3. What did you find most challenging? 4. Are there any questions you still have on social programs within Canada or the US? Resources to Consider: http://www.servicecanada.gc.ca/ This is the official website for Service Canada, a department within the Government of Canada. It provides a list of all the social services and programs within Canada. This is a great place to start when researching your social program. http://www.ebscohost.com/public/canadian-points-of-view-reference-centre This site illustrates the multiple points of view on a given topic. This will be a good source to find pros and cons on specific social programs in Canada. Please ask the teacher for login information. http://www.hhs.gov/ This is the official website for U.S Department of Health and Human Services. This will be a good site for comparing and contrasting a similar social program in the US to your chosen social program in Canada. http://www.civilization.ca/exhibitions. This website will give relevant information on many social programs in Canada.

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Checklist: Written Component - Group

Component Description of Program Date: April 17, 2013 Date: April 19, 2013

Who?

What? (Requirements)

Where? (Funding)

When/Why? (History)

Pro #1 + Explanation

Pro #2 + Explanation

Article of Support + Description

Con #1 + Explanation

Con #2 + Explanation

Article of Opposition + Description

Political Party Platform

Use of 5 Different Sources

United States Social Program

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Rubric: Group Presentation Criteria Gold Silver

Content Skills and Research x2 (Group Mark) - Facts are rich and detailed. - Examples were current and relevant -All required questions & components are present - All sources are thoughtfully selected, of high quality, and from a credible source

* Adapted from Ms. Mahs Rubric, Grade 7 Humanities, 2012

Bronze
- Facts were simplistic - Examples were not current - Two or three of the required questions and components were missing - At least three of the resources are thoughtfully selected, of high quality, and from a credible source - Volume is not loud enough, straining to hear - Limited eye contact - Some filler words - Dialogue and actions fit together and are simplistic - Awareness of multiple perspectives in the presentation - Both the pros and cons are present - Presentation has some pauses; a vague sequence - Props are not used effectively - Generally holds the audiences attention

Rusty
- Facts were undeveloped - No examples given - Four or more of the required questions and components were missing - Resources appear to be randomly selected and of low quality

Insufficient
No mark is awarded because there is insufficient evidence of student performance based on the requirements of the assessment

Presentation Skills (Individual Mark)

- Volume is loud and clear - Makes eye contact with the audience - No filler words - Dialogue and actions fit together and are compelling - Insightful presentation of multiple perspectives - Discussion of the pros and cons is perceptive - members are ready, cued, and well-rehearsed - Components are engaging and entertaining - Effective use of props. - The audience is engaged

- Facts are specific - Examples were somewhat current and relevant - One required question and/or component is missing or lacking - At least four of the resources are thoughtfully selected, of high quality, and from a credible source - Volume is loud enough to hear - Occasional eye contact - A few filler words - Dialogue and actions fit together and are effective - Multiple perspectives are accurately discussed - Both the pros and cons are relevant and thoughtful - Group is generally prepared - Components are logically organized - Props are used - The audience is interested

- Minimal eye contact - Volume is barely audible - Lots of filler words - Dialogue and actions do not fit together and were ineffective - little awareness of multiple perspectives - missing elements

Demonstration of Multiple Perspectives (Group Mark)

Creativity and Organization (Group Mark)

- Presentation lacked organization, sequence was unclear or not evident - No props used - Does not maintain audiences attention

Rubric: Self-Evaluation
Criteria Content Gold
Answers are insightful and detailed

Silver
Answer are thoughtful

Bronze
Answers are simplistic

Rusty
Answers are missing and/or undeveloped

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Reasoning for Assessment The reason I have chosen to do the marking in two different ways is to make sure I am truly assessing the students learning. First, in the individual written section, I provide a number that each question is worth. In the question, I ask for a certain number of components that dictate the mark. For example, I made #1 is worth four marks because the students must state three supporting reasons to justify their response. I believe this is good way to make sure students achieve the outcomes on an individual level. Students will be hearing the answers multiple times as they prepare and practise for the presentation, which they will have to synthesize in order to make their own judgment in the end. Second, I made the presentation based on a rubric so that the students can see the multiple criteria that they must achieve for each level. Rubrics are beneficial for presentations because they are multifaceted. I will make sure to go over the rubric so each student understands the criteria required to achieve each level. As well, I made the selfevaluation based on a rubric because it shows the level of thinking I am requiring of them. I do not expect quick, simple answers, thus the rubric is beneficial to show the depth of responses that are required to receive full marks. While each group is presenting, I am going to have the students in the audience fill out a 3-2-2-1. They will need three important facts about the social program, two pros, two cons, and one thing they found surprising (and why). This way, every student is getting relevant information so they can make their own reasoned judgement to the critical inquiry question. I believe that by including both group and individual components it will be a fair assessment of student learning. Students must both be accountable to the group and to themselves as well. In the end, it is the student that is answering the critical inquiry question, which will be based on their group research. Overall, I believe that each assessment provides a clear indication of what is expected of students. This performance task is clearly linked to all the outcomes of the unit, yet still gives the students freedom of choice in their topic and presentation method.

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Performance Task Exemplar: Healthcare

* This will be done as a class discussion, which will also be used as review. * This is not a completed example, just enough to give students a direction. * This will NOT be included in the handout, rather discussed out loud. 1. Canada has a public healthcare system. All citizens receive basic health care from a system paid for by taxes. This is also known as universal healthcare, because it is available to everyone. It is run by the government for no profit. 2. a) All Canadian citizens receive basic health care. b) All basic health care is free; however there may be extra services that cost money. c) The federal and provincial government both fund Canadas health care system. However, each province decides what services are paid for by taxes. The Canadian Health Transfer (CHT) will provide $30.3 billion to the provinces in 2013-2014. d) The first step towards universal healthcare came with Hospital Insurance and Diagnostic Act in 1957. This gave the Canadian government the opportunity to enter into discussion with the provinces regarding establishing a comprehensive universal plan. The Medical Care Act of 1966 extended health insurance to cover doctors services. Services were further expanded in 1977 when transfer payments were altered and provinces could use funds for extended health care and drug-benefit plans. 3. One pro is that the public health system is not for profit, thus doctors, businessmen, and corporations cannot make money of sick and injured Canadians. A second pro is that everyone has access, thus money does not dictate who receives health care. 4. Pg. 227 Issue for Canadians Textbook 5. One con is that there is often high wait times for health care, as access can become based on need. This can lead to que-jumping which is an issue being investigated in Canada now. A second con is that there is a huge cost put on the government and taxpayers, which is subject to budget cuts by the government 6. Pg. 276 Issues for Canadians Textbook 7. Pg. 289 Issues for Canadians Textbook. All four parties support universal public health care (2007). 8. The US has a private health care system. Individual citizens must cover the costs of their own medical needs. Health care is run like a business, thus health services in the US make a profit. US citizens can buy health insurance, but it too is expensive. One similarity is that federal government provides fund for health care, just like in Canada. One difference is that US health care is not universal thus many citizens cannot afford even basic health care. Resources: Dunlop, Marilyn. (2012). The Canadian Encyclopedia: Health Policy. Retrieved from http://www.thecanadianencyclopedia.com/articles/health-policy Lychak, Patricia et al. (2008). Issues for Canadians, Chapter 8. Canada: Nelson Education. 39

Guidelines for Debate **This will be given to students who choose to preform by a debate and need guidance. Ms. Mah has told me they have done a debate before. Here is an example of one debate format. Please note this is not the only way it can be performed. Make sure to include all components from part one. Each component below should be about 1 minute long. 1) Introduction from Position 1 Ex. Canadians should support the public healthcare system in Canada. 2) Introduction from Position 2 Ex. Canadian should move to a private health care model, just like the United States. 3) Pros About Position 1 4) Cons About Position 1 (said by opposing side) 5) Rebuttal From Position 1 6) Pros About Position 2 7) Cons About Position 2 (said by opposing side) 8) Rebuttal From Position 2 9) Closing Remarks Position 1 10) Closing Remarks Position 2 Guidelines for Other Performances ** Students can come to the teacher and ask for suggestions on how to do a news report, dramatization etc.

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