Travis Prete

Lesson
Title/Focus

Mini Unit

1
Teacher
:
Date:

Introduction to Democracy
Rules and Laws, human rights.

Travis Prete
Day 1, 45 minutes

GENERAL LEARNING OUTCOMES

GLO 6.1 - Students will demonstrate an understanding and appreciations of the dynamic
relationship between governments and citizens as they engage in the democratic process.

SPECIFIC LEARNER OUTCOMES

SLO 6.1.2 - Demonstrate an understanding of the fundamental principles of democracy by
exploring and reflecting upon the following questions and issues:
(1) What is democracy (i.e., justice, equity, freedoms, representation)?
(2) What are the similarities and differences between direct and representative democracy?

LEARNING OBJECTIVES
1. SWBAT describe the importance of laws and rules.
2. SWBAT explain how some freedoms are limited by laws and rules in exchange for a certain
benefit.
3. SWBAT define human rights and how they are protected by rules and laws.

ASSESSMENTS
Observations:

Students will communicate their understanding of the need for rules

through writing and answering questions.
Students will begin their word banks, with entries for Rules and Human
Rights.

Key Questions:

Why do we have/need rules?

Why do we need government?

Products/Performan
ces:

Students will communicate orally and through writing their understanding

of how rules and laws limit freedom in order to gain a benefit.
Students will begin their Illustrated Glossary/Word Bank/Learning Log and
have entries for the following vocabulary: Rules, Laws, Fairness, Justice,
Equality.
Students will choose which format they will use for their performance task
out of Illustrated Glossary, Learning Log, or Mind Map.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Voices in Democracy, Action and Participation
Textbook and Teachers Resource.
Alberta Assessment Consortium Grade 6 Social
Studies Unit assessment Plan http://www.aac.ab.ca/wp-

MATERIALS AND EQUIPMENT

Smartboard, open writing space slide,
youthfohumanrights.org site.
Students notebooks, small booklet for each
student to create their word bank.
KWHL chart for each student
Illustrated Glossary, Learning Log, and Mind

Travis Prete

Mini Unit

content/uploads/2014/01/SS6_Unit_Assessment_Pl
an.pdf
youthfohumanrights.org website.

2
Map exemplars.

PROCEDURE
Introduction

Time

Attention Grabber

1. Write the word Rules on the board, using think/pair/share have

students reflect on what that word means to them.

3-5
Minutes

Transition to Body

Rules are important because they protect people and promote

fairness and equality.
Explain that it can sometimes be difficult to make rules that are
fair for everyone.
There are many different types of rules, and are so common we
may not even realize they are there.

1-3
Minutes

Body
Learning Activity
#1

Assessments/
Differentiation

Discussion - Has anyone even played soccer before? Are you

allowed to just go and trip the other team? Do both teams have
the same number of players on the field?
There are rules for any sport or game that are important because
they make the game fair and safe.
Take two minutes and write down (in their notebooks) a few of
the rules that help make the game fair for all players. (Try to
come up with five, but if you dont get that many thats ok)
(Circulate and look over students answers)
Have students share these rules with their elbow buddy partner
and explain why those rules are important to the game and how
it might be different without that rule.
(General discussion) Why are rules important? Take some
examples that students wrote down and shared, and explore
what would happen if that rule werent there or were changed
somehow. (I would expect a few responses similar to my soccer
example using other sports such as hockey or football. Students
might also think of games they play such as card or board
games)

Students will write 2-5 rules to a game or sport of their

choice. Then discuss with a peer why those rules are
important.
Students will participate in the general discussion of why
rules are important, as well as share some of the examples
they wrote down and discussed with peers.

Time

5-10
Minutes

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Learning Activity
#2

Assessments/
Differentiation

Mini Unit
Explain that rules and laws can have an impact on how people
live and act, and often certain freedoms are exchanged in order
to serve a specific purpose. In order to fully understand a rule or
law we need to know how it will limit freedom, what will be
gained, and what other unexpected impacts it might have.
For example, some classrooms have a rule where students have
to raise their hand before they can speak. This is a limit on
students right to free speech in order to gain some semblance of
order in what might otherwise be a loud and potentially rowdy
classroom. However, there is a side effect that if five students
raise their hand and the teacher calls on only two of them, the
other three students dont get the chance to participate.
Take One minute and twenty six seconds and write down as many
classroom and school rules as you can.
Have students list one of the rules they wrote, then come up and
write it on the Smart Board. (By raised hand, choose the more
hesitant students first to give them a chance to come up before
their answers are taken, and try to get every student to write an
answer on the smart board, and save their answers for later)
Discussion. Take 2 minutes with your elbow buddy to discuss a
few ideas. Why is it important to have rules in the classroom or
school? What freedoms do we exchange by enforcing rules?
What is gained from this rule? What side effects might there be?
(touch base with students who might not have gotten their
definitions down)
Students will write a list of school and classroom rules in their
notebooks, then share some with the class, writing them on the
smart board. Students will participate in the discussion of school
and class rules and if/why they are important and what rules are
protecting.

5-10
Minutes

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Learning Activity
#3

Introduce
Performance task

Mini Unit
Introduce word bank assignment.
For this unit we will be learning some very important concepts
and in order to help you learn and remember them all we will
select some key vocabulary terms and create a word bank. You
word banks should have the key terms, and a definition in your
own words.
Take four minutes and thirty three seconds and start your word
banks with Rules as your first entry. Write down your
definitions, and when you and your elbow buddy are finished,
compare your definitions, and discuss if there is anything you
might add.
Pull up on the smart board the site youthforhumanrights.org and
watch the first 1:32.
Take Three minutes to create a new entry in their new word bank
for Human Rights and write what they already know about
human rights and what they learned from the video.
In your rows, make a list of what you think some human rights
are. Work together to come up with ideas but I want each of you
to write them down in your word banks.
(Bring up the list of classroom and school rules that the students
wrote earlier) Now take a look at the list you made earlier and
with your elbow buddy, discuss what human rights some of thee
rules are protecting.

15-20
Minutes

Introduce Performance Task.

For this (mini) unit you will have to demonstrate your deep
understanding of the concepts we are learning. You will take your
words from your word bank, and expand on those ideas. You can
make an Illustrated Glossary, a Mind Map, a Learning Log, or if
you have another idea that you would like to use you can come
and talk to me. Here are some exemplars of each of the three
options (display exemplars)
When you have decided what format you would like to use for
your performance task, come and tell me and grab a KWH(L)
chart then fill it out. (KWH chart will ask what students know
about democracy, what they would like to know, how they might
learn it, and at the bottom students should rate their
understanding of rules and human rights using the green, yellow,
red light system)
Assessments/
Differentiation

Students will write their first two entries into their word banks. After both entries
students will have a chance to confer with their peers in order to allow for self and
peer assessment. Those students who might be struggling will have a chance to get
help from a peer before seeking help from the teacher. Students will choose the
format for their performance task to get a chance to start thinking about it.
Cliffhanger/Closure

Assessment of
Learning:

Observe what students write down and discuss with their peers
during LA 1. Observe what students write and share with the
class during LA 2. Have a look at the first two entries in students
word banks during LA 3 (students should have entries for Rules
and Human Rights). Collect KWH charts and check over
responses and self evaluations.

Time

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Transition:

Cliffhanger/Closure
For your homework, find a dictionary definition of Rules, and
Human Rights and compare them with the definitions you have
in your word banks. You dont have to change your definitions,
just compare them and see how they are similar or different.
Tomorrow I am going to give you the chance to practice what
you are learning and create classroom rules. Think of some
things that you think our class or the school should include in
their rules.
Rationale

How does this individual

lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this
lesson connected to the
next lesson?

This lesson is designed as an introduction to the importance of rules and

laws. It assumes that students are familiar with rules in different settings
such as home, school, sports ect. The lesson is structured in a way that
allows students to think on their own, and then work in groups or as a whole
class in order to supplement the answers and conclusions that students
draw. By allowing students to work individually or in groups through most of
the learning activities there is an opportunity for those students who are
struggling to get some help from those who have a better understanding.
This lesson is an introduction of the importance of rules and laws, and
connects to the next lessons which will look more in depth at how rules and
laws are made.

Lesson Plan 2

Lesson
Title/Focus

Introduction to Democracy
Representative and direct democracy.

Teacher
:
Date:

Travis Prete
Day 2, 45 Minutes

GENERAL LEARNING OUTCOMES

GLO 6.1 - Students will demonstrate an understanding and appreciations of the dynamic
relationship between governments and citizens as they engage in the democratic process.

SPECIFIC LEARNER OUTCOMES

SLO 6.1.2 - Demonstrate an understanding of the fundamental principles of democracy by
exploring and reflecting upon the following questions and issues:
(1) What is democracy (i.e., justice, equity, freedoms, representation)?
(2) What are the similarities and differences between direct and representative democracy?

LEARNING OBJECTIVES

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Mini Unit

1. SWBAT explain the difference between fairness and equality.

2. SWBAT describe the difference between representative and direct democracy.

ASSESSMENTS
Observations:

Students will write what they think Fairness and Equality mean, and
discuss their definitions with their peers.
Students will research the definitions for Direct and Representative
Democracy.
Students will practice their growing democratic skills by participating in
either a Direct or Representative Democracy.

Key Questions:

What is the difference between Equality and Fairness?

What is the difference between Direct and Representative Democracy?

Products/Performan
ces:

Students will communicate orally and through writing their understanding

of fairness and equality, as well as direct and representative democracy.
Students will add to their word banks definitions for fairness, equality,
direct, and representative democracy.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies

Voices in Democracy, Action and Participation
Textbook and Teachers Resource.
Alberta Assessment Consortium Grade 6 Social
Studies Unit assessment Plan http://www.aac.ab.ca/wpcontent/uploads/2014/01/SS6_Unit_Assessment_Pl
an.pdf
Google search engine.
https://www.brainscape.com/flashcards/27925357/-What-is-thedifference-between-a-direct-democracy-and-representativedemocracy%253F-

Smart Board and markers.

Students word banks, and their Illustrated
glossary/Learning log/mind map.
Students smartphones/internet devices, any
laptops or iPads that can be borrowed so that
no more than two or three students have to
group up.

http://debatewise.org/debates/3009-direct-vs-representativedemocracy/
https://ca.answers.yahoo.com/question/index?
qid=20080322164714AAwmQsp
http://www.governmentvs.com/en/direct-democracy-vsrepresentative-democracy/comparison-34-43-0
http://www.differencebetween.info/difference-between-directand-representative-democracy
http://www.differencebetween.net/miscellaneous/politics/differen
ce-between-direct-and-representative-democracy/

PROCEDURE
Introduction

Time

Travis Prete
Attention Grabber

Transition to Body

Mini Unit
Begin by asking students to recall what they learned yesterday
in Social Studies? What did they talk about? Why are rules
important?
Before this class, draw on the white board a building (formed
from the word Democracy, repeated, with the foundation
written in different colour the words Fairness, and Equality.
Using think/pair/share have the students think about the image
on the board and discuss their ideas with a peer.

3-5
Minutes

Last class we talked about how it can sometimes be difficult to

make a rule that treats everyone fairly, today we are going to
explore why it can be difficult to treat everyone fairly.

23
Seconds

Body
Learning Activity
#1
Focus - Fairness and
Equality

Assessments/
Differentiation

Everyone take one minute and twenty two seconds to write down
in their word bank what they think fairness means, and what
they think equality means. (Write it down in your word bank)
Compare your definitions with your elbow buddy and see if
they match up or if you thought of something different.
What were some of the definitions that you wrote down? Do
you all agree with that? Is there anything that you would
want to add or change?
Give 2 examples.
Andy, Amy, and Ashley come into the hospital. Andy has an
upset stomach, Amy hit her head and is bleeding, and
Ashley has just broken her arm. As the doctor, I give them
all a bandaid and thats all. Have the students put their
heads down and vote with their hands when I ask: Did I treat
them equally? (yes) Did I treat them fairly? (no)
Jim, Jack, and Joanna are all working professionals. Jim
makes 60,000 a year. Jack makes 100,000 a year. Joanna
makes 1,000,000 a year. Im the tax man, and I say that all
three of them have to pay 7,000 a year in taxes. Again, have
students put their heads down and vote silently. Is that
treating them equally/fairly?
Take a few minutes to update/change the definitions you made in
your word banks for Equality and Fairness.
Students will write definitions in their Word Banks for what they think fairness and
equality mean, then after discussing with a partner and hearing some examples, will
make any necessary changes to their definitions.

Time

5-7
Minutes

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Mini Unit

Learning Activity
#2
Focus - Direct and
representative
Democracy

Have students pair up with their research buddy. (Distribute

laptops/ipads as needed).
Do a google search for direct vs representative democracy
Choose one of the first six results and with your partner see if you
(For the research
can come up with a definition for both representative and direct
portion of this
democracy. Write these definitions in your word bank.
activity I am
assuming that I know Discussion.
Can you think of any examples of when you have
who in my class has
a smartphone with
participated in a direct democracy? (when voting in class on
internet access and
an activity or game, or at home voting on what to eat for
who would need to
dinner ect.)
borrow a device)
Can you think of any examples of when you or someone you
Also, for this Google
know have participated in a representative democracy?
search, I tried it
(student council, class presidents Having one of your siblings
multiple times over a
ask your parents for something)
weeks span and the Take a few minutes to update your word bank for Direct and
first six results are all
Representative Democracy. (Circulate class, clarify any
information based
questions)
pages (not
necessarily peer
reviewed), no
youtube videos.
Assessments/
Differentiation

Students will research the definitions for Direct and Representative

Democracy. Students who might struggle are paired with a
research partner that they can work effectively with and get some
support from. After researching and updating their Word Banks,
students will apply what they learned by coming up with examples
of each.

10-15
Minutes

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Learning Activity
#3
Direct/Representativ
e Democracy and
Equality/Fairness
For this activity I am
assuming that I have
25 students, and I
have them divided
into five rows of five.
I recognize that
splitting the class
into two groups (a
smaller and a larger)
potentially divides
my attention, but I
would expect that
the smaller group
would need less
attention and
management than
the larger group
would. And part of
the purpose of this
activity is to impress
upon students the
difficulty of direct
democracy in a large
setting.

Mini Unit
What we are going to do now is practice some of the things that
you have been learning. So we are forming our own
representative democracies, as well as direct democracies, and
we are going to see if we can create some classroom and school
rules that fair where they need to be fair, and equal where they
need to be equal. You are all going to be legislators, some of you
will be working in a representative democracy, and some will be
working in a direct democracy, but you are ALL legislators.
Each row must select one member of their row to be the
representative from their row. Make sure that you select the
member that will represent your best interests in legislating new
classroom rules, because they are your representative.
Remember, we are learning about democracy, so be the
educated democrats that you are and discuss it, and take a vote.
You have two minutes!
Once the row representatives have been chosen explain - Both
the elected representatives, and the rest of the class will be
legislating classroom rules. For this activity groups have to vote
on each rule, and a majority has to be in agreement in order for
the proposed rule to pass into legislation.

Hand the group of elected representatives a sheet of directions

and tell them to get legislating! (The sheet emphasizes that they
are responsible for their rows best interest as their
representative, so when they are making rules, they should
consider the perspective of each member of their row. In order
for rules to pass into legislation at least three of the five must
agree)
Some initial direction might be needed with the direct democracy
group. Explain that they are voting on their own behalf, but
should still consider that human rights are universal. Try to
create rules that promote fairness and equality. (If students in
either group need more of a primer to get them moving, or
perhaps moving in a different direction if they are simply
recreating existing rules, offer a suggestion. School uniforms,
yes/no, what do they look like?) If the direct democracy group
needs help organizing themselves and focusing on one rule at a
time, offer a talking stick that they can pass around to designate
who has the floor at that moment.

Regroup the class back into their desks. Invite some of the
students from the representative democracy group to share some
of the rules they created, and then ask them to share their
experience. Was it hard or easy? How do the rules you created
represent the best interests of your rows?
Invite some members of the direct democracy group to share
some of the rules they made, as well as their experience. (I
would expect that the direct democracy group would have a more
difficult time voicing everyones opinions and moving towards a
vote, let alone actually passing a rule)
Direct Democracy may allow for individuals to represent

9
20-25
Minutes

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Mini Unit

themselves and their own interests, but it is much more difficult

the larger the group is, and there will always be the tendency for
groups to form anyway, and smaller groups (minorities) may get
overridden. In Canada, we have a representative democracy
because there are nearly 40,000,000 Canadians. Can you
imagine what that would be like if we all had to vote on every
decision that was made? Not very much would get
accomplished.
Take the last bit of class update your Word Banks if you need
them, or start working on your performance tasks.

10

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Mini Unit

Assessments/
Differentiation

11

Observe students participation in the Direct vs. Representative

Democracy activity as students voice their opinions, seek
resolution, and vote together to create classroom and school rules.
Cliffhanger/Closure

Time

Assessment of
Learning:

Check a sample of students word banks to see where they are in

their progress and understanding of the key concepts. From this
class students should have Fairness, Equality, Direct Democracy,
and Representative Democracy defined in their Word Banks. See
how students work in their research pairs and how they
participate in the Direct vs. Representative Democracy activity.

Transition:

Tomorrow you will get some time to start/keep working on your

performance tasks. We are almost done adding new key terms
and concepts to your Word Banks so you can all start working
on them at home!
Rationale

How does this individual

lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this
lesson connected to the
next lesson?

This lesson focuses on the concepts of fairness and equality, and defines the
difference between direct and representative democracy. This lesson
connects more closely to the program of studies than the first, but the first
lesson I feel is a necessary starting point. The entire unit is designed to
scaffold learning in that it allows students to take one connect at a time and
examine it on their own, with a partner, and with the class in order to
connect their own understanding with a broader context. This lesson builds
off of the concepts learned in lesson one, and leads into the third lesson as
students deepened their understanding of democracy by examining how
some of these concepts are practiced in real life situations. By having
students participate themselves in a representative and direct democracy I
feel like they will engage more with these core concepts of democracy.

Lesson Plan 3
Lesson
Title/Focus

Introduction to Democracy
Elections: Building towards next unit - Provincial Politics.

Teacher
:
Date:

Travis Prete
Day 3, 45 minutes

GENERAL LEARNING OUTCOMES

GLO 6.1 - Students will demonstrate an understanding and appreciations of the dynamic
relationship between governments and citizens as they engage in the democratic process.

SPECIFIC LEARNER OUTCOMES

Travis Prete

Mini Unit

12

SLO 6.1.2 - Demonstrate an understanding of the fundamental principles of democracy by

exploring and reflecting upon the following questions and issues:
(1) What is democracy (i.e., justice, equity, freedoms, representation)?
(2) What are the similarities and differences between direct and representative democracy?

LEARNING OBJECTIVES
1. SWBAT explain the basic process of an election.
2. SWBAT describe what a candidate is and what it means to be a representative of a
particular riding.

ASSESSMENTS
Observations:

Students will employ research skills and internet literacy in order

to find out who the candidates were for the recent federal
election, and who won their riding.
Students will complete their word banks with definitions for the
vocabulary words and work towards completing their performance
tasks.

Key Questions:

What is an election?
What do Candidates do once they are elected?

Products/Perform
ances:

Students will communicate orally and through writing what a

candidate is in a democracy, and how they represent an area or
group.
Students will continue to update their Word Bank and have entries
for the following vocabulary: Candidate, election, representation.
Students will continue to work on their performance task, the
Illustrated Glossary/Mind Map/Learning Log.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Voices in Democracy, Action and
Participation Textbook and Teachers
Resource.
Alberta Assessment Consortium Grade 6
Social Studies Unit assessment Plan http://www.aac.ab.ca/wpcontent/uploads/2014/01/SS6_Unit_Assessm
ent_Plan.pdf

MATERIALS AND EQUIPMENT

Smartboard, open writing space slide.
Students Word Banks and performance
task booklets.
Students smart phones and school
ipads/laptops.

PROCEDURE
Introduction
Attention Grabber

Can anyone recap what we learned and did yesterday?

(ask for more than one student in order to get a more full
recollection of what happened)
Yesterday we learned about fairness and equality, and
the difference between Direct and Representative
democracy.
Can anyone tell me the major event that took place in

Time
3-5
Minutes

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13

Canada just recently on October 20th? (Federal Election)

Who is our new Prime Minister?

Transition to Body In Canada we vote for a Candidate that will represent

the riding, or area in which we live, and that candidate, if
they win their riding becomes a Member of Parliament
and joins the government in Ottawa.
Body
Learning
Activity #1
Discussion about
the 2015 Federal
Election

Class discussion - Who can tell me what an election is and

how it works? We just had a federal election, but what
actually happened? Who gets to vote? Who do we vote
for? Who wins? How many votes or what percentage of
the votes do they need to win?

(Judge students responses to the questions, and if they

For the first bit of
need some slight clarification provide it, if most of the
this discussion I
class is really in the dark, have them research the
want to get a feel
questions on the internet) An election is where citizens
for how much
vote for a candidate that they feel will best represent their
students already
interests when they participate in the Government. In
know about
Canada we have a multiparty system which means that
elections. Most of
that there are potentially many candidates in any given
what they already
riding. Citizens over the age of 18 get to vote, and they
know will likely
vote for a candidate that represents the area in which
come from home,
they live. In Canada the candidate with the most votes
and may be
wins, even if it is not the majority of the votes, this is
coloured one way
called a First Past the Post electoral system, but you
or another, some
dont have to remember that for this unit.
care should be
Ask students to put their heads down and tell me with
taken when
your thumbs, how you feel about your understanding of
allowing students
what an election is (thumb up = confident, thumb
to recount how
sideways = still learning, thumb down = need help!) Take
their parents feel
note of any students that need help or are still learning.
about politics. The
point of this first
discussion isnt to Take a minute and Write down in your Word Banks your
understanding of what an election is. (Visit with any
know the exact
students who said they needed help, call them to the side
details of a
group work table if there are a few)
Canadian election
as that is later in
the program of
studies, this just
Class research activity - With your research buddy, take 3
gets students
minutes and look up who the candidates were who ran in
familiar with the
your home riding, which parties they represented, and
basic concept.
which candidate won your riding, and for bonus points see
if you can find out what percentage of the vote the
winning candidate in your riding received. (display
questions on the smart board to help students remember

Time
15-20
Minutes

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Mini Unit

what they are searching for) and make an entry in your

Word Banks for what a Candidate is in a democracy.
(Circulate class, participate in discussions, ask probing
questions, clarify any questions)

Assessments/
Differentiation

Pay close attention to who is answering the class discussions, and who is
hesitant to participate. Judge students answers to see if they need more
information or if they understand already. Check Students Word Banks to
see how they are progressing or where they might be lacking. See how
students are using their research skills, give suggestions if needed.

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Discussion - Yesterday we talked about representative

democracy, can someone share their definition from their
Word Bank for representative Democracy?
The candidate who won the riding is now a Member of
Parliament, and acts as the representative for the people
who live in his constituency. Take two minutes and make
Focus on
an entry in your Word Bank for Representation what you
representation
think it means to represent someone else or a group of
people.
With your elbow buddy, discuss the following question
(Display the question on the smart board) Based on our
discussion and activity from yesterday about direct and
Students are given
representative democracy, what do you think the
time to complete
advantages and disadvantages are of having someone
their Word Banks,
represent you in the government? Write the advantages
which are to be
and disadvantages in your Word Banks under the Direct
handed in at the
and Representative Democracy. (Circulate class,
end of class for
participate in discussions, ask probing questions, clarify
assessment.
any questions)
Students will have
some in class time
to work on their
Performance task. Use the remainder of the class to complete any entries in
your Word Bank (which will be due at the end of class)
A bit more time
and continue working on your performance tasks. I will be
can be given in the
coming around to help you and answer questions, but if
next class as well
you need me and I am occupied ask one of your
as needed.
neighbours and see if they can answer your question.

15

Learning
Activity #2

Assessments/
Differentiation

15-20
Minutes

Word Banks should be complete by the end of this point in the lesson, and
students should be well on their way towards completing their performance
tasks. While students are working with their elbow buddies, circulate to see
which students need more help, or which ones do not have all of their
definitions in their Word Banks. If there are a few students who are
struggling, bring them to the side group work table and help them stay on
task and complete their definitions.
Cliffhanger/Closure

Assessment of
Learning:

Students written and oral responses to questions and discussion should

be used to gage where students are at in their learning.
Word Banks are due at the end of class.
Students should be well on their way with their performance tasks
(Mind Map, Learning Log, Illustrated Glossary)

Transition:

That concludes this unit! Great Job everyone!

Next class I will give you a bit more time if you need to
complete your Performance tasks, but please work on
them at home so that you can turn them in tomorrow.
Rationale

Time

Travis Prete
How does this
individual lesson
scaffold learning
opportunities for
students?
What assumptions
does this lesson make
about what students
already know?
In what ways is this
lesson connected to
the next lesson?

Mini Unit

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This lesson concludes the introduction to democracy and opens the floor for
examining provincial politics, which is the next SLO in the program of studies. All
three lessons are designed to encourage and develop collaboration and group work
skills, research skills, critical thinking, and ethical thinking which are all core skills
and attributes that the Alberta Program of Studies intends for students to learn. As
students work together they are able to help, and be helped, and it frees the teacher up
to circulate the classroom to give feedback and help guide students learning. I think
that having students conduct their own research is important because it is a skill they
will use for the rest of their lives, and will be needed more and more as they progress
through school and university.

The Social Studies program is very much geared towards preparing students
to be able to function in society as an informed and effective citizens. It does this by
focusing on learning concepts of identity and citizenship and developing certain
values and attitudes that promote social cohesion, understanding, diversity, and
equality. While the general and specific learning outcomes range through different
disciplines such as economics, philosophy, political science, history, geography and
law, the long term learning and skills that the Social Studies curriculum hopes that
students will gain is what makes up the core philosophy and rationale of the program
of studies.

The unit that I have chosen for this project is Grade Six which focuses on
democracy and the relationship between citizens and government. My mini unit is an
introduction to government and democracy, which lays the foundation for further
investigation of democratic processes at the federal, provincial, and municipal levels

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Mini Unit

as well as historical investigations into Ancient Athenian democracy and the Iroquois
federation. The main inquiry of my mini unit is what is democracy? In order to
answer this question I will have my students reflect on what they know or think they
know, and expand from there in order to create a good foundation of understanding of
the key principles of democracy.

This unit is important to the lives of students because they are living in a
democracy and in order to be effective and informed participating citizens they need
to understand the rights and responsibilities that they have. I will help students
understand the importance of understanding the fundamentals of democracy as well
as their rights and responsibilities as citizens by teaching and reinforcing the need for
rules and regulations, as well as individual and collective human rights. This unit
should be able to address a number of the benchmark skills and processes that the
program of studies intends for students to learn because it engages students in a
number of activities such as inquiry, listening, writing, critical thinking, and
collaboration. It also helps students prepare for life in a democratic society, and while
they will not be able to be full participants for a number of years yet, it is still important
to prepare students so that they understand the kinds of decisions they will be making
down the road.

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Mini Unit

Some of the The key questions that my mini unit will explore are: Why are
rules important? What is democracy? What is the difference between direct and
representative democracy? What does representation mean? Some of these inquiry
questions are building off some of the knowledge and skills they gained in previous
grades such as national identity and historical and critical thinking. These questions
connect well into the general learning outcomes of the grade six Social Studies
program because the grade six general outcomes are all about understanding the
foundation of democracy so that students can engage in the democratic process.
Some of my inquiry questions come directly from the prompted specific learning
outcomes and so I feel that the entire unit aligns well with the intent of the curriculum.

I plan on incorporating visual, written, and oral elements into both my

instruction and into my assessment in order to help students ensure that they can
learn and communicate in a way they are comfortable with. I also have some
activities divided into group work and others as individual parts, and the time will also
be divided by teacher instruction and student inquiry and work in order to give
students the guidance they need in order to guide their research and help them
complete their performance task. In order to assess learning I plan on using different

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Mini Unit

forms of anecdotal assessment such as question and answer, instructional

conversation with the class, groups, and individuals, as well as more concrete forms
of assessment such as word bank definitions, reflection questions, and the final
product of their performance task, which will be to create an illustrated glossary, a
mind map, or a learning in order to demonstrate students learning.

The resources that I have been using so far are the Programs of Studies
themselves, as well as some of the recommended teacher resources, and the
textbooks that I have been reading so far in PS1. The teacher resource that I found
in the Library is called The Voices in Democracy and is a specific resource for grade
six social studies, and gives general advice on how to employ the Voices in
Democracy textbook in the classroom. Both of these resources address a brief
introduction to democracy as well as more in depth look at different parts of the grade
six curriculum. I also found a resource from the Alberta Assessment Consortium that
has helped me develop my performance task and give me direction for some of my
learning activities.
All in all, I feel that the activities I have planned, as well as the assessment
methods I have chosen will help bring learning to live in the classroom. I feel like I
have structured the activities in such a way that students in grade 6 will find them

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Mini Unit

challenging enough, but they are scaffolded in such a way that students tackle bits of
the assignment each day so that they are continuously accomplishing tasks, and
working towards their goal. This assignment has helped me to think about a number
of things that I had not considered before such as some teacher details like
anticipating students answers to questions, and potential hangups in some of my
activities. All in all, this experience has been valuable to me as it gets me to see the
big picture of planning and teaching. I am looking forward to getting into the
classroom and honing my abilities to plan and pull together meaningful lessons that
will bring the program of studies to life for my students.

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