Understanding By Design Unit Template

Society 9
Title of Unit Grade Level
Social Studies Appox. 11, 60 min. lessons
Subject Time Frame
Leah McMurtry
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

This unit will enable students to become life long learners because they will gain knowledge about their place in
a community and society, and how they are an essential unit in the development of critical understandings, and
making their society, community, and world a better place.
Students will become engaged citizens throughout this unit because as they gain knowledge about what a
society is, they will become more confident and competent in the ability to shape positive change for the benefit
of all.

Cross curricular Competencies

How will this unit promote the CCC?

Students will learn about different worldviews and how they shape the way we view society. They will understand
that everyone sees the world through a different lens, and therefore has a different perspective on issues. They
will understand what constitutes a society, and how depend on our environment to sustain our lifestyles. They
will gain appreciation for our cultural heritage and be able to engage in productive conversation about our
nations history.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

IN9.1 Explain what constitutes a society

IN9.2 Compare the factors that shape worldviews in a society, including time and place, culture, language,
religion, gender identity, socio-economic situation, and education.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired?
(what you want students to understand & be able to use
several years from now)
What misunderstandings are predictable?
Students will understand that...
A society is a complex system that is filled with diversity.
They will understand how a society operates, and how it
often does not benefit all who take part in the
community.
What provocative questions will foster inquiry into the
content? (open-ended questions that stimulate
thought and inquiry linked to the content of the
enduring understanding)
Content specific.
How does a society function?
What are the benefits of different types of societies
and communities?
How can we encourage change and equity within
society?

Related misconceptions FNMI, multicultural, cross-curricular

Students may think that the government provides This unit will be focused around treaties in particular.
certain societies with more than they actually do. They We will study how treaties have shaped out society,
might not know much about other societies within and how they are still influencing us today.
Canada.
Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Skills
What skills will students acquire as a result of this
unit? List the skills and/or behaviours that students
will be able to exhibit as a result of their work in this
unit. These will come from the indicators.

Students will know... Students will be able to

What attributes a society has, and the issues or
concerns that arise within one.
How to work cooperatively within a group
IN9.1 a: Relate functions and services of institutions of
the community
IN9.1 b: know the roles and responsibilities of individuals
within institutions in a society
IN0.1 g: know the effects of ethnocentrism on
Indigenous peoples
Find reliable and credible sources
Read information critically and analytically
Understand communication and responsibility with
and within peer groups
Gain empathy for different people
Become engaged citizens

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge,
and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation
that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation.
Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Students will be able to explain with evidence what constitutes a society. They will
What should students accomplish by be analyzing a new society that has emerged in Canada, and reporting if they
completing this task?
believe it to be a complete society or not. They will then be split into two groups:
R Role
What role (perspective) will your
one group who will argue the society is valid, and the other arguing that this group
students be taking? of people are not a society. They will then, using their notes already made,
A Audience engage in a debate. They will have to back up their arguments with evidence that
Who is the relevant audience? they have researched on their own, or with information they have learned in class.
S Situation
The context or challenge provided to
the student.
P Product, Performance
What product/performance will the
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess their
observations, quizzes, tests, journals or other means) learning?
will students demonstrate achievement of the desired
results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.
The students will keep an online journal (class blog), Students will be provided with a self-evaluation at the
and be asked one critical question at either the start or end of the unit after listening to all presentations. They
end of each lesson. will be given a KWL chart at the beginning of the unit
They will be working on creating their own society and then revisit it at the end. They will be able to see
throughout the unit to show their understanding of how what they have learned throughout the unit.
a society works. Throughout the unit students will be given chances to
By taking in individual entrance/exit slips and evaluate their findings and research based on their
beginning engaged conversations within the class, I will effort in class. By giving the students exit slips,
be able to observe their progress and their ability to journaling prompts, and entrance slips they will be able
think critically and analytically. to explain, reflect and assess their own learning from
each lesson.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students
know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been
ascertained? Have the learners been part of the pre-planning in any way? What individual needs do
you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be
arranged to enhance learning?
By the end of this unit students will be able to define what a society is. They will be able to differentiate between
what makes a society strong, and what makes a society weak. They will be conscious of imbalances of power in
societies and power struggles specifically in Canada. We will need desks in pods to enhance communication
between the students.
The students will be able to know how to work creatively and respectfully as a group for this unit. They will have
learned about sourcing (differentiating between good sources and bad) and know how to get their ideas across.

How will you engage students at the beginning of the unit? (motivational set)

The students will be given their example society from the beginning. They will know what the end goal of the unit
is, and be reminded to think about and refer back to this society during each lesson. They will be given a chart
split into two columns of legitimate society and non-legitimate society and can fill it out throughout their
learning to create a outline for their argument during their performance task.

What events will help students experience and explore the enduring understandings and essential
questions in the unit? How will you equip them with needed skills and knowledge?
# Lesson Lesson Activities CCCs Resourc
Title es
1 What is a This lesson will be inquiry and previous knowledge based DT Paper,
Society? (10 min) Quick Write: What is a society? What makes up a society? What writing
does an ideal society look like to you? utensils,
(20 min) Discuss answers, write on board Final
is a structured community of people bound together by similar traditions, assignme
institutions, or nationality nt and
Cooperative, benefits everyone (how do we decide this?), do you think rubric
there is such thing as an ideal society? Split into groups of 3-4 and
discuss an ideal society. Have the groups present their ideas.
Together: decide a final definition.
(10 min) Final assignment will be handed out for them to begin thinking
about and discuss what they think they should be graded on/what
elements should be apparent in the rubric. Have them split into groups of
4 and make the important parts of the rubric. Take pictures of each groups
 rubric and design one with what they think is important in mind.
(20 min) Set up a blog (use wix) together where they can answer their exit
slips, entrance slips, and journal on.

2 What does IN9.1 a. Relate the functions and services of institutions in the community (e.g., schools, churches, local DT Pictures
a governments, parents, Elders, traditional knowledge keepers) to the needs of the people in that community. DSR of
community (10 min) prep the computers, have the coggle up and ready to go on each! communi
look like? (15 min) Split into groups, given different community to look at for 2 ties
minutes each (one community like their own, a rural community, a larger Compute
community, reserve community). After 2 min, rotate to new community rs
and write about the next one. How does this community function? How do Coggle
they survive with the institutions in the community? Remind them to Link
focus on function and institutions in the community
Students will rotate to each computer filling up as much space as they can
with their group without repeating anything a group has said previously.
Set up 4 coggles (this may take 5 minutes for each group to begin the
coggle)
(15 min) Go over bigger questions as a class about the needs of each
community, how/if theyre being met etc, how do their needs differ, how do
we decide who gets funding? Who splits up funds? Why do some people
get more than others? Can you think of an example in our society of a
group of people who get less? Why do you think they get less than other
people? Do you think it is fair/just? Why or why not?
(10 min) Go over the different types of institutions we have in society,
which institutions are in which community, how do they serve the
communities etc.
(10 min) Think, Pair, Share: on the blog answer: Do all communities
benefit the same from what our Canadian institutions have to offer?
3 What are IN9.1 b. Investigate the roles of individuals in the institutions of the local community, including the DT Compute
the roles of expectations attached to those roles (e.g., school: student, principal, teacher, caretaker, secretary; hospital: DI rs
doctor, nurse, traditional healer, receptionist, paramedic, medical technician, patient).
individuals Write Indicator on the board. Paper
in a (10 min) Bring out their large sheets from last time with the different types from last
community of institutions. As a group, fill in the types of people who contribute to class
? these. With the use of padlet to brainstorm Assignme
https://padlet.com/mcmurtryleah/utlknkdtbmjl password: social9 nt and
(30-45 min) In pairs, pick one role to research. They will then make a brief rubric for
summary of this persons expectations/responsibilities and share with Create
others in the class as if they are this person (JIGSAW) your own
(10 min) Closing of the lesson: Exit Slip: (using blog) Pick one person you Society
 know and discuss their role in our community. How does what they do
effect your life? How does it effect the lives of other people? How does it
affect our society? Our world?
(10 min) End of lesson: Split into Society Project groups: go over who will
be doing which part. See attached assignment & rubric for more details.
4 Uncovering IN9.1 c. Research a list of characteristics and attributes that formulate a definition of a society. DT Compute
Society (10 min) Quick Write: What are five things that would allow a group of DI rs
people to be characterized as a society? share with a partner Handout
(10 min) As a class: how are communities related to society? Smaller parts
of society, function on their own but still have to conform to society. Are
communities from the same society all different? How are they different?
How are they the same? Why do you think there are more similarities or
differences? Do you think they are different for a reason? What is that
reason? Funding, government operations, privilege. How does the concept
of worldview tie into society? Society is usually based on whoever has
control (usually White) worldviews. This is how we end up with power
imbalances. How do we separate worldview and society? Can we? Why or
why not?
(40 min) Students will then, in their pairings be given a society to research.
They will be looking for attributes that make this group of people a society
eg: shared culture, traditions, government, language, geography etc. (Give
them handout to fill out)

5 Lesson 4 (15 min) Groups of 2 will make groups of 4 and compare their societies DL Handout
continued they researched. from
What similarities do we see in some of these societies? How are they previous
different? Would you rank any of these societies better/worse than class
another? Why? Exit Slips
(10 min) Quick Write: How do you rank one society as better than
another?
(15 min) End of Lesson: bring rough draft of section to have peer edited
and handed in to teacher of Society Project
(5 min) Exit Slip: What is worldview?
6 Worldview IN9.2 b. Define the concept of worldview DT http://ww
(10 min) Begin by asking the class, what is world view? May begin as a DI w.cbc.ca/
very broad answer, make it more specific (its the glasses we view the DL news/can
world through)how we view right from wrong etc., explain different kinds of ada/sask
lenses. Explain: Each of us has adopted onewhether we realize it or not. atchewa
Principles and precepts shape the way we view the world around us. Those principles n/first-
nation-
are imprinted upon us through what we have learned, heard and experienced. Once a teen-
 worldview is established we interpret everything around us dependent on what has told-not-
shaped on our lenses. Unlike optical lenses, however, our worldview impacts not only to-wear-
got-land-
what we see but also what we hear and experience. Everything that enters our mind shirt-at-
for consideration enters through the lens of our worldview and we will respond school-
accordingly. (http://www.crosswalk.com/church/pastors-or-leadership/worldview- 1.249700
which-lens-are-you-looking-through-11595738.html) 9
(20 min) Brainstorm: After defining, ask what shapes our worldview?
What institutions in our society shape the way we think? What affects how
you think? (record on blog post Worldview)
Add anything that might have been missed (time and place, culture, socio-
economics, education, language, religion, gender identity)
(30 min) Have all students read the attached article that some people
found offensive. Have them discuss the article in small groups (2-3),
must say why they feel a certain way (teacher can discuss their stance on
the story to get conversation going) have groups write down their thoughts
(10 min) Closing: how did your worldview affect the way you read the
story? Why do you think some people might have been offended?
Bring forward ideas of treaties What do we know about treaties? We are all
treaty people. We all benefit differently from treaties. The Indian act
(bringing to light the fact that treaty signing was meant to be mutually
beneficial, but it was very one sided)

7 Exploring IN9.1 g. Analyse the effects of ethnocentrism on indigenous peoples. DSR Argume
Ethnocentri (10-20 min) Students will be given 2 articles to read, putting checks beside DT nt for
sm points they agree with/want to remember, exes beside things they dont DI Ethnocen
agree with, and question marks beside things they want to learn more trism by
about. Craig
(20 min) After reading: think, pair, share: what is ethnocentrism? How do Storti &
you think we connect to these articles here in Canada? http://ww
Do you think there are different kinds of ethnocentrism? Define subtle and w.asahik
overt and give examples (WWII Nazis, Canadian government and First awakita.h
Nations peoples) okkaido-
Do you think these acts are comparable, or not? Why? Can we ever c.ed.jp/ki
compare acts? tapage/s
(10 min) Contribute your ideas to the blog at the end of the lesson under elhi/H21_
Ethnocentrism 3year_R_
L8_Text.p
df
8 Worldview IN9.1 g. Analyse the effects of ethnocentrism on indigenous peoples. Shi Shi Et
 & IN9.2d.Construct a comparison of the worldviews of the societies studied. Co
Ethnocentri (5 min) Opening: discuss the definition of ethnocentrism (judging another Children
sm culture solely by the values and standards of ones own culture). Explain s book
that ethnocentrism can lead to stereotypes (not a lot of minorities in power questions
etc.)
(5 min) In groups of 3-4 think of examples of ethnocentrism they have seen
or experienced
(30 min) Split into new groups 2-3 and each have a childrens book, and
have them answer the questions attached.
Each group will present their answers about their book, and guiding
questions can be asked of the class
(10 min) Exit Slip: How are ethnocentrism and worldview related? Can you
think of an example you have read/seen/heard that connect the two
concepts? How does your worldview affect the way you view other
cultures? Have you ever felt youre your culture is undervalued based on
preconceived notions other people might have? Explain. Record on Blog
9 Create (30 min) Revisit assignment sheet and rubric. Look over the initial rubric Handout
your own and discuss any changes we should make considering their newfound for layout
society knowledge of society and worldview. Highlight deadlines for rough draft of project
and final project. & rubric
They will have to create their own island & society. Large
Begin by having them map their island: how big is it? What shape is it? piece of
What is the terrain like? What is the weather like (seasons)? Are there paper
cities/is the island developed? Art
Main focus of the project: the civilization living on their island, and the supplies
issues that arise from their society
Remind them that they will have to explain why their society functions well,
how it is different from our society, how it is similar to our society, how we
could learn from this new society, why they have chosen every aspect that
they have and how they think it would be beneficial to run things that
way/who it would benefit etc.

10 (55 min) Students will continue working on their society. DT Exit Slips
Creating (5 min) Exit Slip (for the group) Blog: What different kinds of
your own worldviews might be present in your society? Do they all look the same, or
Society are some of them different?

11 Groups will present their society to the class. They can make posters or Projector
Presentatio use prezi etc. s,
ns See attached Rubric Compute
 They will be given self and peer evaluations to fill out. rs
Evaluatio
n sheets
12

13

14

15

16

17

18

19

20

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to
the curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs
and diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and
student centered instructional
approaches?
Each lesson is directly related to the main outcome I am trying to
achieve. Within this unit I am looking for depth of comprehension,
rather than amount of information covered, therefore we will be
hitting each indicator directly.
For struggling students:
In many of my lessons the students have the opportunity to work
together. This will allow me to observe which students work well
together and pair them accordingly. Pairing them by academic
skill likeness will allow me to observe and help the students who
need more individual attention.
Many of the assignments they have in this unit can be presented
in numerous ways giving each student an opportunity to show
their understanding in a variety of ways.
For students who need a challenge:
By allowing the students to be catalysts in their own learning, the
depth at which they research and understand the topics is entirely
up to them. By having exit and entrance slips, and daily mini-
assignments, I will be able to observe their understanding, and
see if I can push them further, and ask deeper questions.
I have used visuals, written work, research and video. By using
many modes of instruction I can target different kinds of learners.
By keeping my instruction period short and having the students
self-guide through most of their learning they will gain a sense of
independence and responsibility of their own learning. I have also
included teacher prompts in each lesson, as well as student-lead
research periods. Each lesson will depend on student interaction
with the subject.
By allowing the students to learn in groups and have active roles
in their own path of learning they will gain a more in depth
understanding of how societies function well and how societies
can improve.
By adding in a technological approach (blogging, padlet, research,
coggle) allows students to use their phones, computers, iPads etc.
for educational purposes.
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity
while honoring each childs identity?
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
The students will have resources from online, text, books, etc.
throughout the unit. They will have the opportunity to be artistic,
analytical, and creative. They will also be keeping a journal via
class blog made on Wix. This will help me keep track of their
learning and allow them to track their own growth.
By observing culture, society, and community each student will
feel as though they have a place in the daily conversation. By
showing the students many different forms of society and the
benefits and drawbacks of different types, they will learn to have
empathy for different cultures, languages, religions, genders,
education, government etc.
Showing the students diversity and creating dynamic, trusting
relationships, they will feel important and responsible in their own
society. They will understand the importance of equity versus
equality.
Resources:
https://www.stf.sk.ca/sites/default/files/unit-plans/e110_1.pdf
http://www.asahikawakita.hokkaido-c.ed.jp/kitapage/selhi/H21_3year_R_L8_Text.pdf
Storti, C Argument for Ethnocentrism
http://www.brighthubeducation.com/middle-school-social-studies-lessons/12573-create-a-society-project/