Canadian Government and Re s p o n s i b l e C i t i z e n s h i p Katarina Baziw December 9, 2016 Grade Five Social Studies Roles of Government and Responsible Citizenship
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Table of Contents TITLE PAGE 1 TABLE OF CONTENTS CONCEPTUAL/THEMATIC STATEMENT CURRICULUM EXPECTATIONS ESSENTIAL QUESTIONS AND LEARNING GOALS 7 ANTICIPATED UNIT PLAN
2 3-6
8-11
LESSONS 1-2 LESSONS 3-5 LESSONS 6-9 DEBATE UNIT ASSESSMENT POSTER
12-14
COLLABORATIVE GROUP PRESENTATIONS WRITTEN RESPONSES DEBATE
DETAILED LESSON PLANS RIGHTS AND RESPONSIBILITIES MUNICIPAL GOVERNMENT PROVINCIAL/TERRITORIAL GOVERNMENTS FEDERAL GOVERNMENT DO WE WORK TOGETHER? FIRST NATIONS SELF GOVERNMENTS HOMELESSNESS PUBLIC ACTIVITISM HOW DOES A BILL BECOME LAW? DEBATE
14-40
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Conceptual/Thematic Statement: The goal of this unit is to explore the different levels of government, the aspects of citizenship and the major environmental and social issues. The main focus is to engage how each student can become an active citizen and use their own voice to promote what they hold dear to their hearts. The reason behind such a unit is because prior to this point, there is little to no exposure to the Canadian government, the different levels of government, and how each of them can play a significant role in the running and managing of this fine country. Each student has a voice, and through this unit students will have an opportunity to inquire about what they feel deeply interested in when it comes to political, social and environmental issues, and how their voice can make change for the common good. Students will begin to look at the municipal, provincial, territorial and federal forms of government as well as the role of first nations in the writing of our modern history. The inclusion of the first nations story is imperative to show the different perspectives within Canada, and how these perspectives affect how legislation that is passed. This unit will also look specifically into the all-important issue of climate change for a debate. The debate is the culminating assignment for this unit as it allows students to use their voice to promote an opinion like This unit works in conjunction with the Ontario ministry of educations guidelines for grade five students for social studies and incorporates the language arts curriculum for readings and writing.
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Curriculum Expectations: Strand B: The Roles of Government and Responsible Citizenship Overall Expectations: B1. Application: assess responses of governments in Canada to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues (FOCUS ON: Interrelationships; Cause and Consequence) B2. Inquiry: use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues (FOCUS ON: Perspective) B3. Understanding Context: demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada (FOCUS ON: Significance) Three Levels of Government: B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools B2.6 Communicate the results of their inquiries, using appropriate vocabulary of the services provided by each. B3.1 describe the major rights and responsibilities associated with citizenship in Canada. B3.2 describe the jurisdiction of different levels of government in Canada B3.4 describe different processes that governments can use to solicit input from the public. How do we work together? B3.3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues Homelessness and Public Activism B1.1 assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance (e.g., homelessness, child poverty, bullying in schools, availability of physicians in remote communities), specifying the actions to be taken by the appropriate level (or levels) of government as well as by citizens Sample questions: “What types of services are needed to help homeless people? Who could best provide those services?”
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B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools B2.5 evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different positions on the issues, including the position of the level (or levels) of government responsible for addressing the issues B2.6 communicate the results of their inquiries, using appropriate vocabulary
First Nations Perspective B1.1 assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance (e.g., the effectiveness of the Far North Act in addressing concerns of Inuit and First Nations about development in northern Ontario; the effectiveness of municipal, provincial, and/or federal programs/policies aimed at reducing child poverty; the effectiveness of policies related to the management of the Great Lakes) B3.2 describe the jurisdiction of different levels of government in Canada (i.e., federal, provincial, territorial, municipal, First Nation, and Métis goverance; the Inuit Tapiriit Kanatami) and some of the services provided by each (e.g., health services, education, policing, defence, social assistance, garbage collection, water services, public transit, libraries) B3.3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues (e.g., services/issues related to transportation, health ca re, the environment, and/or crime and policing) B3.6 explain why different groups may have different perspectives on specific social and environmental issues (e.g., why oil industry representatives, farmers, environmentalists, and the Alberta government might differ on development of the oil sands; why the federal government and First Nations band councils might have different perspectives on housing problems on reserves) How Does a Bill Become Law? Debate B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues (e.g., the perspectives of different levels of government, non-governmental organizations [NGOs], professionals in the field, and people directly affected by an issue such as child poverty on reserves or in large cities, homelessness, bullying in schools,
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access to health care, climate change in the Arctic, waste disposal, or deforestation) B2.2 gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspective of the level (or levels) of government responsible for addressing the issues B2.5 evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different positions on the issues, including the position of the level (or levels) of government responsible for addressing the issues B3.5 describe key actions taken by different levels of government to solve some significant national, provincial/territorial, and/or local issues (e.g., federal policies relating to the effects of climate change in the Arctic or the issue of sovereignty in Canadian waters; provincial policies around child mental health issues; municipal recycling and waste diversion programs; government action to relocate elk from the town of Banff, Alberta) B3.6 explain why different groups may have different perspectives on specific social and environmental issues (e.g., why oil industry representatives, farmers, environmentalists, and the Alberta government might differ on development of the oil sands; why the federal government and First Nations band councils might have different perspectives on housing problems on reserves) B3.7 describe some different ways in which citizens can take action to address social and environmental issues (e.g., by determining the position of their local candidates on various issues and supporting/voting for the one whose position they agree with; through the court system; by organizing petitions or boycotts; by volunteering with organizations that work on specific issues; by writing to their elected representatives or to the media)
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Essential Questions 1. What is my role as an active citizen in Canada and why is it so important in Canadian society? 2. How do the various levels of government work for the common good? 3. Which social issues show different perspectives and how has this affected the way the Canadian government? 4. Why does our government run the way it does, and how can I make a difference in my local, provincial and federal community? Learning Goals: Students will analyze the various levels and discover how they work together for the common good of the country and its citizens Students will analyze the various perspectives involved with social and environmental issues and discover how they play a factor in how a bill becomes law Students will learn of how their voice is important, valued, and can create a difference on a municipal level Students will learn how their voice can play a role in changing the provincial and federal governments in Canada
Students will analyze how a debate is run in parliament to role-play an actual debate and begin to discover how the various perspectives come together in a safe way to be passed in parliament.
Anticipated Unit Plan Lesson Title
Learning Goals and Success Criteria
Lesson Two: Three Levels of Government: Municipal Discuss the role of the municipal government by discussing the role of their city/town in their lives. Are they involved in sports? Design classes? What about their parents? Discuss the services the city provides through a detailed inquiry analysis of Nelson’s Social Studies Chapter on Municipal Government. Estimated Class Time: 2×40 minute periods Lesson Three: Three Levels of Government: Provincial/Territorial Discuss the importance of provincial Estimated Class Time: 2×40 minute periods
- Students are able to engage in an inquiry based discussion -Students are able to work in a collaborative group setting - Students are able to read a portion of a chapter and be able to summarize it, and answer an inquiry question - Students are able to present their research to the full class identify, analyze and discover
- Students are able to work in a collaborative group setting - Students are able to read a portion of a chapter and be able to summarize it, and answer an inquiry question - Students are able to present their research to the full class identify, analyze and discover
Assessment for/as/of Learning Assessment as Learning
Assessment as Learning
Lesson Four: Three Levels of Government: Federal Estimated Class Time: 2×40 minute periods
- Students will learn about the importance of a citizens vote. - Students will understand what a federal government is and how it is unique to Canada. - Students will learn from a media format, and be able to cite ways the video editors made the video more creative to them, and why that helped in teaching them this concept. - Students will be able to reflect on what they learned and summarize their learning to someone who has never learned about the federal government.
Assessment of Learning
Lesson Five: How do they work together? Estimated Class Time: 1×60 minute period
-Students will learn about specific events in Canadian history that caused different levels of government to work together. -Students will learn about how they can make a difference in their community as an active citizen. -Students will learn about previous events that have caused the various levels of government to come together for the greater good. -Students will learn about the presence of homelessness in their local community, their provincial community, and their national community -Students will learn that this issue surpasses just a government issue and that they can make a difference when it comes to this issue. -Students will learn of several statistics on homelessness, and that it can happen to anyone -Students will learn of some organizations that are working to eliminate homelessness -Students are expected to learn about the role of the first nations peoples within government, and begin to understand why the Canadian government may have a tense relationship with these groups -Students will analyze first nations self government -Students will research and explore their given inquiry question, and summarize the material the text provides for them -Students will work in collaborative groups to present their learning to the class
Assessment for Learning
Lesson Six: Homelessness Estimated Class Time: 2×40 minute period
Lesson Seven: The First Nations Perspective Estimated Class Time 2×40 minute class periods
Assessment of Learning
Assessment as learning
Unit Assessment Students will be assessed through the following means: Collaborative group presentations – assessment for learning Written responses – assessment as learning Debate – assessment of learning Poster – assessment for learning Videos – participation in class discussion and completion of notes Poster: The purpose of the poster assignment is for students to visually represent their learning in a way that makes them engaged with the material they are learning. For this assignment, they are required to make a poster about the three levels of formal government in Canada: the municipal, the provincial/territorial, and the federal. Their task is to include at least one service these levels provide, and how their lives are influenced by these levels. This assignment is open-ended in the sense where students can take the assignment in many different directions, and as long as it follows the requirements it will receive a level three.
Three Levels of Government Poster Checklist Poster Appeal
My layout design is attractive The heading grabs the readers attention
Content
It is clear what the poster is about There are details and descriptions on the three levels of government There are supporting facts on which service these three levels of government provide The graphics relate to the topic The graphics are neat and have details
Graphics Assigned Poster Requirements
I completed all parts of the assignment
Proofreading
I checked for spelling I checked for punctuation My writing/printing Is neat and easy to read
Collaborative Group Presentations: Due to the nature of this unit, and its goal to be discussion based to allow the students to time to think and grow in their knowledge on this subject, students will be assessed on their group participation, their summary of a given piece of information, their answer to a guided inquiry question, and audience participation by asking questions. The majority of this will be done through observation, but by the last discussion students will know what is expected, and therefore the last discussion will be marked through a checklist format.
Social Studies Inquiry Presentation Rubric Preparation and Use of Class Time
Level 1 Students did not use class time effectively and were unprepared to share their assignment
Understanding Social Studies Concepts: Summary
Student Displays a limited understanding of the concept
Social Studies Application: Answering the Inquiry Question
Assignment requirements are incomplete, and the question was not attempted.
Communication Students speak Skills: Voice and unclear and use Eye Contact little voice expression. Students establish little to no eye contact
Level 2 Students are somewhat prepared, but need more practice. Used some class time effectively Student displays a satisfactory understanding of concepts
Level 3 Students used class time well and were prepared to present their thoughts and ideas. Students display a god understanding of concepts
Level 4 Students used class time effectively and had noticeably practiced their presentation.
More than half of the assignment is complete, question still omitting important information. Students speak clearly for some of the time, only using satisfactory voice expression. Students establish some eye contact with audience
Assignment requirements are complete and question has been answered.
Assignment requirements are complete and go beyond assignment expectations.
Students speak clearly for most of the time, use good voice expression and establish focus eye contact with audience.
Students speak clearly all of the time, use excellent voice expression and establish consistent eye contact with the audience.
Students display a thorough understanding of concepts
Written Responses: The cross curricular nature of this unit with the language curriculum allows students to write down their thoughts on paper, and convey their learning. They will be required to write three written responses; one paragraph explaining the federal government
Social Studies: What is the Federal Government? Write a paragraph describing the Federal Government to someone who knows nothing about it. Include what the federal government is and some services that they provide. Introduction Sentence Body Sentences
Closing Sentence Research Proofreading
Final Copy
What I am looking for Has an introduction sentence, and introduces the paragraph in an interesting way Includes at least one service that the federal government provides Explains what the federal government is in a Canadian context Includes one interesting fact about the federal government in a Canadian context Closed the paragraph stating their main ideas from the paragraph The facts were written in my own words The facts were accurate with what we have learned about the Canadian federal government I checked for spelling I checked for punctuation Capitals I have a title, my name and the date My printing/writing is neat and easy to understand Sentences are complete and make sense
Social Studies: Municipal Governments Grade Five Strand b: People and Environments: The Role of Government and Responsible Citizenship Curriculum Expectations: B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools B2.6 Communicate the results of their inquiries, using appropriate vocabulary of the services provided by each. B3.2 describe the jurisdiction of different levels of government in Canada Learning Expectations: Students are expected to be able to work in a collaborative group setting Students are expected to be able to read a portion of a chapter and be able to summarize it, and answer an inquiry question Students are expected to be able to present their research to the full class Estimated Time: 2×40 minute periods Expected Prior Knowledge: Students will be able to present their knowledge to the class Students will know that there are three tiers of government; local, provincial and federal Summary Lesson Chart: Introduction Activity
Main Activity
Concluding Activity
Fact Session: Inquiry about Brampton What do you know about the government in our city? Who is the mayor? What do you think our local government deals with? Split into social studies groups. Each will be given a section of text and questions to answer. They are required to complete the questions on chart paper Present your findings to the class
Objective: Is for students to incorportate their prior knowledge of their local government, read the summarize their section of the chapter, do effective research into their topic, and present their learning to the class. Method: 1. Students will go to the carpet for an inquiry discussion
2. Explain the instructions and give students their section and inquiry questions 3. Students will then research in their text, and with a chrome book to find their answers 4. Students will then use a chart paper to write their summary and their answer to the question 5. They will present their opinion to the class, and pose a question about the topic to the class to answer and discover on their own. Assessment Strategies: Assessment as learning - Chart paper summary for writing - Group presentation of their thoughts - Asked a key question relative to their topic Materials: Chart Paper Markers Pencils Chrome books (5) Nelson Social Studies Text
Social Studies: Provincial and Territorial Grade Five Strand B: People and Environments: The Role of Government and Responsible Citizenship Curriculum Expectations: B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools B2.6 Communicate the results of their inquiries, using appropriate vocabulary of the services provided by each. B3.2 describe the jurisdiction of different levels of government in Canada B3.3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues Learning Expectations: Students are expected to be able to work in a collaborative group setting Students are expected to be able to read a portion of a chapter and be able to summarize it, and answer an inquiry question Students are expected to be able to present their research to the full class Expected Time: 3×40 minute classes Expected Prior Knowledge: Students will have worked with a chapter from the Nelson Social Studies 5: Canadian Governments and Citizenship prior to this lesson Students will be able to present their knowledge to the class Students will know that there are three tiers of government; local, provincial and federal Summary Lesson Chart: Activity Introductory Activity Main Activity
Concluding Activity
Activity Description Guess What Government: -students will be given the 13 licence plates Recording the Data: -Students then in their partners, will go to an area of the hallway designated for throwing the airplane -Students will begin at the marked “start” line to throw their airplane -Once the airplane has landed, students will use a metre stick -Reflective Response Worksheet to be done and handed in
-What do you want to learn? In KWL chart -Bible Verse: Genesis 1:26-28 (Creational Mandate) -Each student has a role in the creation! -Focus for the rest of the unit on learning and researching what we want to learn so that they may complete that chart at the end of the unit. -What ways does God call us to care for creation when it comes to invasive species? How can we be stewards for creation and be attentive to our impact on creation? Objective: Is for students to incorportate their prior knowledge from the previous chapters, read the summarize their section of the chapter, do effective research into their topic, and present their learning to the class. Method: Activity One: 1. Get the students into effective, collaborative groups 2. Each student will receive their groups “package” which contains 13 license plates, with the province/territory blurred out, another sheet with the names of the provinces and territories and finally the people in their group 3. Students must sort through and attempt to figure out which province/territory goes with the license plate 4. After 15 minutes, students are allowed to check their agendas for help in finding symbols that represent the provincial/territory government 5. Take it up on the board, asking why they chose the answers they did 6. Discuss how this level of government is important, and each one has symbols to help differentiate, and create unity within the province. Activity Two: 1. Get the students into effective, collaborative groups 2. Give each group a chrome book computer to help them with their inquiry question and the section of reading 3. Students are required to read their portion of the chapter, and summarize it effectively using main ideas Special Concerns: Keep in mind that this is a process that all students are involved in this activity. Set the tone for the story by clearly explaining the activity prior to the reading of the story so all students know what they need to do. The yarn needs to reach all the students, measure out your roll of yarn to make sure you have enough!
This is a guided inquiry process for the KWL chart. Questions and comments may come up that are unsuitable for the topic, or controversial in nature. Stand your ground as a teacher and encourage appropriate open exploration.
Assessment Strategies: Observation in collaborative work settings and groups Observation of effective use of the computers to help their presentation Presented their material clearly, effectively and in good time Assessment FOR learning Appendices: Materials Used Materials: Chrome book (computer), one per group Chart paper, one per group Markers, enough for two per group Nelson Social Studies Book
Social Studies: What is the Federal Government? Strand B: Roles of Government and Responsible Citizenship Grade Five Curricular Expectations: Social Studies B3.1 describe the major rights and responsibilities associated with citizenship in Canada. B3.2 describe the jurisdiction of different levels of government in Canada. B3.4 describe different processes that governments can use to solicit input from the public. Media Literacy: Understanding Media Forms, Conventions and Techniques Form 2.1 describe in detail the main elements of some media forms. Conventions and Techniques 2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience. Learning Expectations: Students will learn about the importance of a citizens vote. Students will understand what a federal government is and how it is unique to Canada. Students will learn from a media format, and be able to cite ways the video editors made the video more creative to them, and why that helped in teaching them this concept. Students will be able to reflect on what they learned and summarize their learning to someone who has never learned about the federal government. Estimated Time: 1×60 minute period, 1×20 minute period Expected Prior Knowledge: Students will know that there are three levels of government. Students will know what a citizen is, and that they have the right to vote. Summary Lesson Chart: Introduction Activity
-Watch Video: https://www.youtube.com/watch?v=USK3Q4rsgnw -Watch it again! -This time write your own notes! -Discuss: -What did this video do to capture your attention and make it interesting?
Main Activity
Concluding Activity
-Write chart of their notes of the main ideas of the video -How are classrooms similar to eachother? Different? -Would the rules in each classroom be the same or different? Why do you think so? -Who decides the rules in the classroom? The school? -How is this similar to our government? -What parts of our school are similar to the provincial governments? The federal? -In our video we talked about the federal government. Now, you will fill out this worksheet and answer the questions. -Part One: Four questions on the video -Part Two: Three questions of page 49 in the nelson text Activity Cards: -Migrant Workers -CBC Network Write a summary and answer one of the questions. Present their ideas to the class.
Objective: For students to understand what a federal government is, and how the federal government is decided among Canadians. Method: Part One: Video 1. Have students watch the video once, just watching and absorbing what they are seeing 2. Watch a second time and take notes 3. Discuss: What did the video do to make you interested in what they were talking about? 4. Write on a chart, their notes only highlighting the key, important material 5. Give students their handouts to work on- allow them to use a dictionary to help them with words they do not understand Part Two: Activity Card: Migrant Workers 1. Have students read the activity card as a class. 2. Discussion is imperative for this 3. Write about important key information on chart paper for them to use at a later date 4. Once students have finished with the activity card, have them check their answers for their worksheet and allow them to grab a Nelson Social Studies book for the last three questions
Special Concerns: Watching a video can be extremely challenging as students focus may not be on the video at all times. It is important to discuss after the first watch, and the second. Allow them to write notes and discuss key material on chart paper for them to use when writing their answers to their questions. Assessment Strategies: Assessment for learning. Able to make connections to their prior knowledge and gather evidence of their learning in their summary. Appendices: Materials Questions Handout Materials: Chart Paper Computer, Projector and Speaker Pencils and Markers Handout with Questions Nelson Social Studies Books Dictionaries. Questions: 1. What is a First-Past-The-Post Electoral system? Is it unique to Canada? 2. What are candidates? 3. In order for a bill to be passed, how much support of the members of parliament does there need to be? 4. Why is a single vote so important in Canadian elections? 5. What is a federation? 6. What is the Canadian Constitution? 7. Write a paragraph describing how the federal government works to someone who knows nothing of the Canadian federal government.
The Federal Government Part One: Based on the video we watched in class, answer the following questions. 1. What is a Frist-Past-The-Post Electoral system? Is it unique to Canada?
2. What are candidates?
3. In order for a bill to be passed, how much support of the members of parliament does there need to be?
4. Why is a single vote so important in Canadian elections?
Part Two: Use a Nelson Social Studies textbook, page 49 to help you solve these questions. 5. What is a federation?
6. What is the Canadian Constitution?
7. On a separate, lined piece of paper, write the definitions of each branch of government in the pictures below.
8. Write a paragraph describing how the federal government works to someone who knows nothing of the Canadian federal government.
Please put this sheet and your answer to this question in your social studies folders.
Social Studies: Do We Work Together? Grade Five Strand B: People and Environments: The Role of Government and Responsible Citizenship Curriculum Expectations: Social Studies assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues describe the jurisdiction of different levels of government in Canada (i.e., federal, provincial, territorial, municipal, First Nation, and Métis goverance; the Inuit Tapiriit Kanatami) and some of the services provided by each 3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues describe key actions taken by different levels of government to solve some significant national, provincial/territorial, and/or local issues Language Arts 1.1 identify the topic, purpose, and audience for a variety of writing forms 3.1 spell familiar words correctly 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details 1.5 use stated and implied ideas in texts to make inferences and construct meaning Learning Expectations: Students will learn about specific events in Canadian history that caused different levels of government to work together. Students will learn about how they can make a difference in their community as an active citizen. Students will learn about previous events that have caused the various levels of government to come together for the greater good. Expected Time: 1×60 minute classes
Expected Prior Knowledge: Students will know that there are three levels of government and be able to cite one or two services that they facilitate. Be familiar with several issues that the various levels of government work together to solve. Will have worked with the Nelson Literacy books. Summary Lesson Chart: Activity Introductory Activity Main Activity
Concluding Activity
Activity Description Read the first page of Nelson Literacy together as a class, and have a class discussion on it Each page has a different issue the levels of government had to collaborate for in order to either deal with it and solve it together, or band together to create something amazing. -divide the three “I Wonder” Activity -gather their I Wonder journal and answer one of the questions on the board in a paragraph.
Objective: Is for students to incorporate their prior knowledge from the previous inquiry presentations, and look at new issues that have happened to discuss how the various levels of government come together. Method: Activity One: 4. Gather all the students into their table groups, and have each pair grab a Nelson Literacy book 5. Read the first page together. Have students read out loud. 6. Discuss: What are the three levels of government? What could this book show the three levels of government working together before we read on? Activity Two: 1. Have students read and summarize their page (issue) on a piece of paper with their partner. 2. We will have a class discussion where some students will read their summary and will discuss as a group what they believe is important to gain from reading how governments come together Activity Three: 1. Have students return their nelson literacy books 2. Have student grab their I Wonder journals
3. There are questions on the board for students to answer in their journal. They must pick one and write a paragraph response. What they do not finish will be for homework. Special Concerns: Many students read and summarize at different paces, many even not able to work collaboratively in group when it comes to summarizing a section. Have an extra task ready for those who are done early to help in discussion. Assessment Strategies: Observation in collaborative work settings and groups I Wonder Statements and Paragraphs Assessment FOR learning Appendices: Materials Used Questions for “I Wonder” Materials: Nelson Literacy book Questions: If you were prime minister of Canada, what is the first thing you would do for the Canadian citizens? If you were in charge of planning and budgeting the next Olympics in Canada, where would you put most of the money? What is the most important thing to you? If you could vote today on a bill to stand against climate change and for environmental preservation, would you? Why or why not? If you could write a letter to your local political leader, what would you write to them about? What did you wonder about when you read this book on the levels of government and how they cooperate?
Social Studies Lesson: Homelessness Strand B: Government and Responsible Citizenship Grade Five Curricular Expectations: B1.1 assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance (e.g., homelessness, child poverty, bullying in schools, availability of physicians in remote communities), specifying the actions to be taken by the appropriate level (or levels) of government as well as by citizens Sample questions: “What types of services are needed to help homeless people? Who could best provide those services?” B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools B2.5 evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different positions on the issues, including the position of the level (or levels) of government responsible for addressing the issues B2.6 communicate the results of their inquiries, using appropriate vocabulary Learning Expectations: Students will learn about the presence of homelessness in their local community, their provincial community, and their national community Students will learn that this issue surpasses just a government issue and that they can make a difference when it comes to this issue. Students will learn of several statistics on homelessness, and that it can happen to anyone Students will learn of some organizations that are working to eliminate homelessness Estimated Time: 1×40 minute period Expected Prior Knowledge: Students are expected to know that there are three levels of government
Students are expected to know that these governments work together for the common good Students are expected to know what the idea of homelessness is
Summary Lesson Chart: Introduction Activity
Main Activity
Concluding Activity
Cards Activity: -Students will each receive one card. The card number they are assigned, is a role they are expected to have. They are not allowed to look at their card. Everyone else can see their card -On the board is a reminder as to which number is which, and how to act around someone with that number -For five minutes, students will walk around the classroom attempting to communicate. They must follow the rules on the board and act according to the way you are supposed to around certain numbers News clipping Activity -Students are divided into their five groups. One group will summarize the video for the class citing important points, and what they believe needs to happen in the local community to solve this problem -The rest will have sections of the article to summarize for the class, and answer what they believe needs to be done for Canadians to get homes. -Has Canada been doing enough? Worksheet on Homelessness
Objective: To have students understand that this is a major social issue within our Canadian society, and that each level of government is working together to solve it. Method: Activity One: Cards 1. Explain to the students that they will be doing a role-playing activity 2. Write on the board prior to the activity commencing, how students should act around each number Activity Two: News clipping from CBC 1. Students will get into their groups, and be given either their section to summarize or their video to watch
2. Students must then answer the question of what they believe needs to be done to help the homeless in Canada 3. They are allowed to use a netbook to help them with their answers Activity Three: 1. Complete the worksheet independently to see if they are grasping the material they were given Special Concerns: Students may be sensitive to discuss this topic due to the nature of homelessness, and having no money. Be careful when discussing this issue; discuss it as a way of life that someone has fallen into due to MANY reasons, not just drugs or alcohol. The activity may cause those to feel bullied. It is imperative to make this a role-playing scenario, and to guide children who may feel more shy into roles of the higher up, and those who are very talkative to the lower end to balance it out and create a more rich discussion. Assessment Strategies: Assessment for learning Materials: Netbooks (one per group member) Newspaper clipping printed for students Headphones for the group that needs to watch the video
Social Studies: First Nations Strand B: The Roles of Government and Responsible Citizenship Grade Level: Five Curricular Expectations: B1.1 assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial/territorial, and/or local significance (e.g., the effectiveness of the Far North Act in addressing concerns of Inuit and First Nations about development in northern Ontario; the effectiveness of municipal, provincial, and/or federal programs/policies aimed at reducing child poverty; the effectiveness of policies related to the management of the Great Lakes) B3.2 describe the jurisdiction of different levels of government in Canada (i.e., federal, provincial, territorial, municipal, First Nation, and Métis goverance; the Inuit Tapiriit Kanatami) and some of the services provided by each (e.g., health services, education, policing, defence, social assistance, garbage collection, water services, public transit, libraries) B3.3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues (e.g., services/issues related to transportation, health ca re, the environment, and/or crime and policing) B3.6 explain why different groups may have different perspectives on specific social and environmental issues (e.g., why oil industry representatives, farmers, environmentalists, and the Alberta government might differ on development of the oil sands; why the federal government and First Nations band councils might have different perspectives on housing problems on reserves) Learning Expectations: Students are expected to learn about the role of the first nations peoples within government, and begin to understand why the Canadian government may have a tense relationship with these groups Students will research and explore their given inquiry question, and summarize the material the text provides for them Students will work in collaborative groups to present their learning to the class Estimated Time 2×60 minute classes Expected Prior Knowledge:
Students are expected to know that the first nations groups inhabited Canada before the Europeans, and how this plays a role in the relationship between governing bodies Students will know that there has been tensions in the past between the current government, and the previous
Summary Lesson Chart: Introduction Activity
Main Activity
Concluding Activity
Inquiry Discussion: How much do you know about the first nations in Canada? What about their relationship to the government? Do you believe that there are governing bodies to represent these diverse groups? Social and Environmental Issues affect these people in current culture. Can any of you name a few? - access to clean water - oil pipeline - access to education - access to resources and food Research and Summarize - get the students into their groups and give them the assigned question - required to summarize their section and use that information to help them answer their question - create a chart to present their thoughts to the class - create one question they have from their reading that they will pose to the class Presentation of their chart - discuss their summary and their answer to the question - discuss their questions they pose to the class and write them on the board - further discussion on these questions at a later date
Objective: For students to recognize that this diverse group of people living within Canada has a governing body, a tense relationship with the federal government, and are activists for social justice and environmental conservation. Method: 6. Students will go to the carpet for an inquiry discussion 7. Explain the instructions and give students their section and inquiry questions
8. Students will then research in their text, and with a chrome book to find their answers 9. Students will then use a chart paper to write their summary and their answer to the question 10. They will present their opinion to the class, and pose a question about the topic to the class to answer and discover on their own. Special Concerns: This is considered one of the sensitive topics in elementary education. The hope is to promote awareness of these people groups, as well as a history on how they got to where they are today, and how they are treated today. Each student must show respect to this group, and it is your duty as a teacher to setup the learning in such a topic. Assessment Strategies: Assessment as learning - Chart paper summary for writing - Group presentation of their thoughts - Asked a key question relative to their topic Materials: - Chrome books (5) - Chart paper (5) - Lined paper and pencils - Nelson Grade 5 Social Studies book Questions: Page 43: Question One Page 59: Question One- Inuit Tapiriit Kanatami Page 59: Question One- Metis National Council Page 58: Thinking about Interrelationships Bubble o Question: Research some responses to the Indian Act of 1867 and discuss why there might be tensions between the first nations people and the federal government Page 59: Citizenship in Action o Question Research Shannen Koostachin and describe why she chose to challenge the federal MP and what happened. Why is the opening of a school on the reserve so important in your perspective?
Social Studies: Debate! Strand B: The Role of Government and Responsible Citizenship Grade Five Curricular Expectations: B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues (e.g., the perspectives of different levels of government, non-governmental organizations [NGOs], professionals in the field, and people directly affected by an issue such as child poverty on reserves or in large cities, homelessness, bullying in schools, access to health care, climate change in the Arctic, waste disposal, or deforestation) B2.2 gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspective of the level (or levels) of government responsible for addressing the issues B2.5 evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different positions on the issues, including the position of the level (or levels) of government responsible for addressing the issues B3.5 describe key actions taken by different levels of government to solve some significant national, provincial/territorial, and/or local issues (e.g., federal policies relating to the effects of climate change in the Arctic or the issue of sovereignty in Canadian waters; provincial policies around child mental health issues; municipal recycling and waste diversion programs; government action to relocate elk from the town of Banff, Alberta) B3.6 explain why different groups may have different perspectives on specific social and environmental issues (e.g., why oil industry representatives, farmers, environmentalists, and the Alberta government might differ on development of the oil sands; why the federal government and First Nations band councils might have different perspectives on housing problems on reserves) B3.7 describe some different ways in which citizens can take action to address social and environmental issues (e.g., by determining the position of their local candidates on various issues and supporting/voting for the one whose position they agree with; through the court system; by organizing petitions or boycotts; by volunteering with organizations that work on specific issues; by writing to their elected representatives or to the media)
Learning Expectations: Students will learn how an official debate runs in parliament Students will discuss a current hot issue in Canadian politics and decide as a class if it is a priority Will role-play the research they have done to support the point they wish to come across Estimated Time: (5) 40 minute classes Expected Prior Knowledge: Students are expected to know some of the roles in government Students are expected to know what parliament is, and how a bill is passed to help them in their debate Students are expected to know how to work together and to do appropriate research Summary Lesson Chart: Introduction Video: Activity https://www.youtube.com/watch? v=NHYNQiHSiwA&index=4&list=LLlViusR7W6fnzArzr09ucjg Discuss: What does this mean? What have we learned that supports what we just heard? What is a debate? Are there sides to a debate? Hand out Role Cards and assign. Introduce topic and timeframe Main Activity Students will work to create their case and side for the big debate. There are three major parties the MPs will be a part of , and a testimony piece.
Concluding Activity
The big Debate will take place during a two block period and be run by the students of the neutral party. It is important that each side states their case, and that voting takes place Results: How did the vote turn out? Who won? Why did they win? What precautions is Canada taking for climate change? The pipeline results What did each side do great? What is something they could have worked on? Why is it important to debate in such a manner? Reflection Journal
Objective: For students to understand how a formal debate within a legislative assembly works, and for students to see how different perspectives affect what happens in government. Method: Day One: (One 60 minute Period)
Explain the roles of the debate and how a debate runs (15 minutes) Answer any questions Give out roles Have groups brainstorm their roles and discuss what they need to do in a graphic organizer o Make sure the students are on track and understand the assignment
Day Two: Work period day Period One: Meet with the groups (10 minutes each) to discuss how they are feeling, where they are in their work, and what goals they wish to set for the day o During this time other students are working on their tasks Go around and make sure students are on task and ask questions to make sure students understand their role Make sure students are on the correct websites Day Two: Work period day Meet with the groups (10 minutes each) to discuss how they are feeling, where they are in their work, and what goals they wish to set for the day o During this time other students are working on their tasks Go around and make sure students are on task and ask questions to make sure students understand their role Make sure students typing up their work to be printed to memorize Homework in between Make sure there is a day or two for the students to memorize their parts. In this case, there was a weekend where the students were able to take home their work to be memorized Day Three: Debate Day Have the neutral party write out the agenda for the period (this is to be done during two-three periods) Seating plan should be arranged where the opposition and the affirmative are facing each other, with the neutral party in the middle The neutral party will introduce the debate, and have a time to keep the students on task Follow their agenda, making sure to make notes of observation during the debate Make sure that each group is listening intently and making appropriate rebuttle remarks At the end, each student will vote. Day Four: Voting Results and Debrief
Discuss the debate: What happened? How did this happen? How did you feel during the debate? Have each group discuss this on their own for five minutes and then come together for ten to share what they thought Announce results. How did this happen? Why? Neutral party shares why they voted the way they did How does this affect current Canadian politics? What did you learn throughout this experience? Create a reflection on the experience to be done for homework, ranging from at least a paragraph to a maximum of one page. 1m 30s video on Justin Trudeau’s decision on the Kinder Morgan Pipeline (CBC)
Special Concerns: The debate topic is very risky to do because of the range of perspectives in the class. It is important to note to the students that they are role-playing in these scenarios. They are becoming this role. Even though they may not particularly agree with what they are arguing, that is okay! They are to become a role and then discover why that person or that role may feel that way. Assessment Strategies: Observation of Effective Use of Class Time Meeting: Create anecdotal notes on the students responses to see if they are on task, working cooperatively, are creating appropriate content for their statements and had good time management skills Debate Time: Independent work on their portions. Did they use their five minute time period to effectively convey their points? Did it make sense with what they were arguing? Did they speak with expression and fluency? Appendices: Question Agenda made by students Materials Role Cards Materials: Two chrome books per groups Paper for their role cards Folders for each group to put all of their written information Question:
Is climate change something the government should be more proactive about? Should they create more bills to stop climate change?
Affirmative: Yes, they should because climate change is real and dangerous. We should do everything in our power to reduce our actions that effect climate change Opposition: No because climate change is not real, or is not an issue we should be focusing on. We should be focusing on our economy. Sources: http://creativeclassroom.pbworks.com/w/page/16604623/Debate%20Topics http://discoveryportal.ontla.on.ca/en/teach-learn/lesson-plans-0/grade-5/debateclassroom http://csdf-fcde.ca/UserFiles/File/resources/teacher_debate_guide.pdf
Affirmative. About: The Affirmative position is in favour of the bill being discussed. In this case, they are in support of climate change. Your task is to create an opening statement, two points in support of climate change, and a closing statement. During your time researching, it is important to work as a group and make sure everyone understands the position that you are arguing. This is because each party will have an opportunity to argue against one of the point that the opposition party will make. Research well together so that anyone of you can argue against the opposition during the debate Ian
Gulnoor
Ratna
Surtaj
Malraven
Harleen
Opposition About: The Opposition position disagrees with the bill being passed. In this case, they are against climate change. Your task is to create an opening statement, two points in support of climate change, and a closing statement. During your time researching, it is important to work as a group and make sure everyone understands the position that you are arguing. This is because each party will have an opportunity to argue against one of the point that the opposition party will make. Research well together so that anyone of you can argue against the opposition during the debate. Jasveer
Srijan
Toya
Sahibjot
Rida
Roopali
Testimony
About: This is a personal statement made by a person discussing their agreement with one side of the debate. You will be the testimony for the Affirmative Side. Use the information below to help you research: Canada Wildlife Federation Member: Explain the contribution to Canada Fossil Fuel Divestment: Bill McKibben What is it? What are the positive impacts on the environment? Sharandeep Website: https://en.wikipedia.org/wiki/Fossil_fuel_divestment Neutral Party About: The Neutral Party are the people who do not have a specific side they are with. They will watch the debate and vote for the side they believe convinced them to support climate change, or to be against it. Speaker, Clerk, Sergeant-at-Arms and the Premier are the three roles. What are your roles in the house of commons? Explain them to the class at the beginning of the debate. How does a debate run? How will this debate run? Create a voting ballot for the class to vote on If Canada should be supporting more actions for climate change, or should they be focusing on economic advancements? Create an agenda for how the debate will run. How much time does each position get to speak? Create a seating plan that reflects one of the house of commons. “Agree Disagree” Keerthana
Adiya
Wahegurupal
Sarujan
Testimony About: This is a personal statement made by a person discussing their agreement with one side of the debate. You will be the testimony for the opposition side. Use the information below to help you research. Kinder Morgan Company Expansion of Trans Mountain Pipeline What is it? Why is this a positive investment from a business perspective? Dilip Website: http://www.cbc.ca/news/business/tmx-pipelines-kinder-morganworth-1.3852162
Self and Peer Evaluation
Self and Peer Evaluation
Name:_________________ Date:_________________
Name:_________________ Date:_________________
How much work did you contribute to this group assignment? 1 2 3 4 5
How much work did you contribute to this group assignment? 1 2 3 4 5
Why did you answer the way you did? Is there anything you did spectacular with?
Why did you answer the way you did? Is there anything you did spectacular with?
Do you believe each member of your group worked well together and contributed an equal amount?
Do you believe each member of your group worked well together and contributed an equal amount?
Circle the heart if you liked this
Circle the heart if you liked this
Is there anything about this assignment that should be improved? Comment below.
Is there anything about this assignment that should be improved? Comment below.
