Understanding By Design Unit Template

Society 9
Title of Unit Grade Level
Social Studies
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 socities
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 a journal, and be asked one Students will be provided with a self-evaluation at the
critical question at either the start or end of each end of the unit after listening to all presentations. They
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.
By taking in individual entrance/exit slips and
beginning engaged conversations within the class, I will
be able to observe their progress and their ability to
think critically and analytically.

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.

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? Quick Write: What is a society? What makes up a society? What does an writing
ideal society look like to you? utensils,
Discuss answers, write on board Final
Final assignment & rubric will be handed out for them to begin thinking assignme
about nt and
rubric

2 What does IN9.1 a. Relate the functions and services of institutions in the community (e.g., schools, churches, local DT 4 pieces
a governments, parents, Elders, traditional knowledge keepers) to the needs of the people in that community. DSR of large
community Split into groups, given different community to look at for 2 minutes each paper
look like? (one community like their own, a rural community, a larger community,
reserve community). After 2 min, rotate to new community and write about
the next one. How does this community function? How do they survive
with the institutions in the community? On the paper will be columns for
function and institutions in the community
Students will rotate to each paper filling up as much space as they can with
 their group without repeating anything a group has said previously.
Go over bigger questions as a class about the needs of each community,
how/if theyre being met etc.
Think, Pair, Share: In their journals 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 Paper
Bring out their large sheets from last time with the different types of
in a from last
institutions, as a group fill in the types of people who contribute to these.
community class
In pairs pick one role to research. They will then make a brief summary of
? Assignme
this persons expectations/responsibilities and share with others in the class
nt and
as if they are this person (JIGSAW)
rubric for
Closing of the lesson: Exit Slip: Pick one person you know and discuss
Create
their role in our community. How does what they do effect your life? How
your own
does it effect the lives of other people? How does it effect our society?
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 Quick Write: What are five things that would allow a group of people to be DI rs
characterized as a society? share with a partner Handout
As a class: how are communities related to society? How does the concept
of worldview tie into society?
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 Groups of 2 will make groups of 4 and compare their societies they DL Handout
continued researched. from
previous
Quick Write: How do you rank one society as better than another? class
End of Lesson: 15 min: bring rough draft of section to have peer edited and Exit Slips
handed in to teacher of Society Project
Exit Slip: What is worldview?
6 Worldview IN9.2 b. Define the concept of worldview DT http://ww
Begin by asking the class, what is world view? May begin as a very broad DI w.cbc.ca/
answer, make it more specific (its the glasses we view the world DL news/can
through)how we view right from wrong etc., explain different kinds of ada/sask
lenses. atchewa
 Brainstorm: After defining, ask what shapes our worldview? What n/first-
institutions in our society shape the way we think? What affects how you nation-
think? (record on board) teen-
Add anything that might have been missed (time and place, culture, socio- told-not-
economics, education, language, religion, gender identity) to-wear-
Have all students read the attached article that some people found got-land-
offensive. Have them discuss the article in small groups (2-3), must say shirt-at-
why they feel a certain way (teacher can discuss their stance on the story school-
to get conversation going) have groups write down their thoughts 1.249700
Closing: how did your worldview affect the way you read the story? Why 9
do you think some people might have been offended?
Bring forward ideas of treaties etc.

7 Exploring IN9.1 g. Analyse the effects of ethnocentrism on indigenous peoples. DSR Argume
Ethnocentri Students will be given 2 articles to read, putting checks beside points they DT nt for
sm agree with/want to remember, exes beside things they dont agree with, DI Ethnocen
and question marks beside things they want to learn more about. trism by
After reading: think, pair, share: what is ethnocentrism? How do you Craig
think we connect to these articles here in Canada? Storti &
Do you think there are different kinds of ethnocentrism? Define subtle and http://ww
overt and give examples (WWII Nazis, Canadian government and First w.asahik
Nations peoples) awakita.h
okkaido-
c.ed.jp/ki
tapage/s
elhi/H21_
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 Opening: discuss the definition of ethnocentrism (judging another culture Children
sm solely by the values and standards of ones own culture). Explain that s book
ethnocentrism can lead to stereotypes (not a lot of minorities in power etc.) questions
In groups of 3-4 think of examples of ethnocentrism they have seen or
experienced
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
Exit Slip: How are ethnocentrism and worldview related?
9 Create Revisit assignment sheet and rubric. Highlight deadlines for rough draft Handout
your own and final project. for layout
society They will have to create their own island & society. of project
Begin by having them map their island: how big is it? What shape is it? & rubric
What is the terrain like? What is the weather like (seasons)? Are there Large
cities/is the island developed? piece of
Main focus of the project: the civilization living on their island, and the paper
issues that arise from their society Art
supplies
10 Students will continue working on their society. DT Exit Slips
Creating Exit Slip (for the group): What different kinds of worldviews might be
your own present in your society? Do they all look the same, or are some of them
Society 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
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?
Comments
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 place stronger students with
struggling, or struggling together so I can help their group more.
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.

Instructional Approaches: I have used visuals and written work. I have also included teacher
Do I use a variety of teacher directed and prompts in each lesson, as well as student-lead research periods.
student centered instructional Each lesson will depend on student interaction with the subject.
approaches?

Resource Based Learning: The students will have resources from online, text, books, etc.
Do the students have access to various throughout the unit. They will have the opportunity to be artistic,
resources on an ongoing basis? analytical, and creative.

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity
while honoring each childs identity?
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.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
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/