Long Range Plans: Social Studies 9

School name:
School Year: 2017/2018 Teacher Name: Makinna Pitcher Subject/Grade: Social Studies 9
Magrath Jr./Sr. High
Significant Classroom Demographics (number of students, split grades, assistants present, coded students, English Language
Learners, refugees):
2 different Grade 9 classes (9A/9B) Few students with IPPs and learning disabilities
Approximately 32-35 students each class Many demographics TBD
Necessary Accommodations (brief description of accommodations used for students with IPPs):
Extra time
Modified test/assignments (TBD)
Report Card Parent/Teacher
Dates: First week of November Interview Dates: First week of November
Significant Contextual Variables: Much of the population is religious (LDS)
Each class will have 3, one hour class periods in a week= ~3 hours <2500 people (i.e. small town)
of instruction/week School is currently undergoing a major modernization project,
There will be high school elections in the first week as the were therefore the school will likely be under construction during the
not completed at the end of last year semester
Major Inquiry Project: Perfect Colony on Mars What rights will the colonists have?
Adapted from this teachers webpage, students will work to demonstrate their How will crime be prevented?
understanding of key concepts of the grade 9 curriculum by making political Students will be provided with a detailed task description following each unit
and legal decisions for a hypothetical new space colony that has just been and will be required to hand in their drafts for feedback. At the culmination of
created following a successful Mars exploration. While exploring key issue 9.1 key issue 9.1, students will be required to hand in a detailed report of their
(Issues for Canadians: Governance and Rights), students will be required to perfect colony they have created, comparing and contrasting their strategies
contribute to their project of creating a perfect colony using key concepts. with the governance of Canada.
Questions to be considered and answered include:
How should the colony be governed?
Who should be allowed to join the colony? How will they be admitted?
 September/Beginning of October
Issue 9.1 Issues for Canadians: Governance and Rights
Unit How effectively does Canadas federal political system govern Canada for all Canadians?
Students will demonstrate an understanding and appreciation of how Canadas political processes impact citizenship
GLO and identity in an attempt to meet the needs of all Canadians.
What are the branches of government and what are What role does the media play?
their responsibilities? What are lobby groups and why are they important?
Guiding How are members elected/appointed to those How are laws passed?
Questions branches of government? How does all of this impact citizenship and identity?
Why do we need political parties and how do their
platforms differ?
Political Party Research Assignment Creating A Political Party
Teaching/
Branches of Government Source Analysis Letter to the Editor (Media)
Learning
Lobby Group Assignment Voting Source Analysis
Activities Editorial Worksheet Government News Assignment
Issues for Canadians text Ch. 1 Political Parties Presentation
Intro to Politics Presentation Summary of Canadian Political Parties
Funny intro video Media and Lobby Groups Presentation
Key How Canadians Govern Themselves Electoral Presentation
Resources Canadas Representative Democracy Presentation Making Laws Presentation
The Constitution Presentation How a Bill Becomes a Law
Branches of Government Presentation Political Shift Graphic
Rick Mercer Rant on the Senate
Because this is a shared course Minor Assignments Major Assignments
Broad
between intern-teacher and teacher- Political Party Research Creating a Political Party and
Assessment/ mentor, in addition to being a PAT Assignment Holding an Election Inquiry
Evaluation course, I am currently waiting for Branches of Government Source Project
information from my TM on what his
typical breakdown of assignments
and weighting is. I do anticipate,
however the breakdown to be
something as follows:
Minor Assignments 30%
Major Assignments: 40%
Exams: 30%
Analysis Ch. 1 Quiz
Lobby Group Assignment Government on Mars
Editorial Worksheet Students will use their
Letter to the Editor understanding of the Canadian
Voting Source Analysis government organization to
Government News Assignment determine what aspects they will
Checks for understanding integrate into their colony
(student chapter government and the pros and
assignment/questions) cons to their decisions.
 End of September/Beginning of October
Issue 9.1 Issues for Canadians: Governance and Rights
Unit To what extent is the justice system fair and equitable for youth?
Students will demonstrate an understanding and appreciation of how Canadas political processes impact
GLO citizenship and identity in an attempt to meet the needs of all Canadians.
YCJA True/False intro
Youth Criminal Justice Act in Action video and Fill in the Blank sheet
John Howard Society of Lethbridge Presentation
o September 25-28 & October 2.
o The program is about two and a half hours in length, completed over two or three days depending on
the length of your class.
Teaching/ o The Program follows Chapter 2 in the Social Studies Textbook but provides a very comprehensive
Learning explanation of the YCJA and the Youth Criminal Justice System. Each student is provided a Handbook
Activities on the Youth Criminal Justice System and the YCJA. True cases are examined about young people who
have broken the law, what lead them to make bad choices, and what happened as they proceeded
through the Justice System.
Case study analysis jigsaw activity (with PollEverywhere?)
YCJA Cartoon Analysis
Letter to MP on the justice system
Jeopardy Review
YCJA Presentation (if needed after John Howard Society presentation)
Issues for Canadians text Ch. 2
Key
Youth Criminal Justice Act in Action
Resources John Howard Society of Lethbridge Presentation
Law Lessons website with some activities and handouts
Because this is a shared course Minor Assignments Major Assignments
Broad
between intern-teacher and YCJA Cartoon analysis Ch. 2 Quiz
Assessment/ teacher-mentor, in addition to
Evaluation being a PAT course, I am currently
waiting for information from my TM
on what his typical breakdown of
assignments and weighting is. I do
anticipate, however the breakdown
to be something as follows:
Minor Assignments 30%
Major Assignments: 40%
Exams: 30%
Letter to MP on the justice
system
Response to John Howard
Presentation
Checks for understanding
Criminal Justice on Mars
Students will use specific
evidence from learning to
address topics such as:
How crime will be prevented.
Rehabilitation vs. Punishment
YCJA
Consequences for serious
crimes
Pros and cons to their system
 End Of October/Beginning of November
Issue 9.1 Issues for Canadians: Governance and Rights
Unit How effectively does Canadas Charter of Rights and Freedoms protect your individual rights?
Students will demonstrate an understanding and appreciation of how Canadas political processes impact
GLO citizenship and identity in an attempt to meet the needs of all Canadians.
How does the Charter protect individual rights and freedoms?
Guiding
How does the Charter affect law making in Canada?
Questions How does the Charter affect the workplace?
Presentation/Check for understanding U-Shaped discussion on the effectiveness of the
Teaching/ Charter of Rights and Freedoms Scenarios Group Charter
worksheet Charter of Rights and Freedoms Bingo (FREEDOM!)
Learning
Charter in the Past jigsaw Charter Challenges Activity
Activities Balancing Individual and Collective Rights: The MHS Charter of Rights and Responsibilities
Charter (Critical Challenge)
Charter of Rights and Freedoms PowerPoint Balancing Individual and Collective Rights: The
Issues for Canadians text Ch. 3 Charter (Critical Challenge)
Key
Charter in the Past jigsaw (p. 100-104) U-Shaped Discussion
Resources Charter Cases Charter of Rights and Freedoms
Charter of Rights and Freedoms overview video
Because this is a shared Minor Assignments Major Assignments
course between intern- Charter Challenges Activity Ch. 3 Quiz
teacher and teacher- Checks for Understanding MHS Charter of Rights and Responsibilities
Broad
mentor, in addition to Charter Source analysis Along with rationale and other write-ups,
Assessment/
being a PAT course, I am students will write a Charter of Rights and
Evaluation
currently waiting for Responsibilities for Magrath High School.
information from my TM on Strong examples may be proposed to be
what his typical breakdown included in a new MHS Handbook.
of assignments and Mars Project-Rights
weighting is. I do Students will use their understanding of
anticipate, however the Canadas justice system, including the Charter
breakdown to be of Rights and Freedoms, to determine what
something as follows: kind of rights their colony will have. Students
Minor Assignments 30% will determine if they will have the same or
Major Assignments: 40% different rights than Canadians and the pros
Exams: 30%. and cons to these decisions. Students will also
be asked to consider if there are any groups in
their colony that require collective rights.
 End of November/Beginning of December
Issue 9.1 Issues for Canadians: Governance and Rights
Unit To what extent has Canada affirmed collective rights?
Students will demonstrate an understanding and appreciation of how Canadas political processes impact
GLO citizenship and identity in an attempt to meet the needs of all Canadians.
What laws recognize the collective rights of First Nations peoples?
Guiding
What collective rights do official language groups have under the Charter?
Questions What laws recognize the collective rights of the Mtis?
Collective Rights Source Analysis
Aboriginal Collective Rights Primary Document Analysis
Teaching/ What are Numbered Treaties Jigsaw
Learning Numbered Treaties Living Timeline
Activities Metis Rights Timeline Puzzle/Event-Date match
First Nations Collective Rights Journal Entry
Francophone Collective Rights Journal Entry
Collective Rights PowerPoint
Issues for Canadians text Ch. 4
What are Numbered treaties (p. 124-127)
Living Timeline (p. 128-135)
Key Metis Rights Timeline Puzzle/Event-Date match (p. 152-158)
Resources APTN video on Collective Rights Pt. 1
APTN video on Collective Rights Pt. 2
Oka Crisis Case Study
FNMI produced short films (8th Fire)
The Canadian Francophone Experience video
Broad Because this is a shared course Minor Assignments Major Assignments
Assessment/ between intern-teacher and Collective Rights Source Ch. 4 Quiz
Evaluation teacher-mentor, in addition to
being a PAT course, I am currently
waiting for information from my TM
on what his typical breakdown of
assignments and weighting is. I do
anticipate, however the breakdown
to be something as follows:
Minor Assignments 30%
Major Assignments: 40%
Exams: 30%
Analysis Mars Project-Rights
Living timeline
Aboriginal Collective Rights
Primary Document Analysis
Aboriginal and Francophone
Collective Rights Journal Entry
Checks for Understanding
 December
Issue 9.1 Issues for Canadians: Governance and Rights
Unit How well do Canadas immigration laws and policies respond to immigration issues?
Students will demonstrate an understanding and appreciation of how Canadas political processes impact citizenship
GLO and identity in an attempt to meet the needs of all Canadians.
What criteria does Canada use when accepting immigrants and refugees?
Guiding
How do the individual and collective rights of Canadians influence immigration laws and policies?
Questions How do provinces influence immigration laws and policies?
Could you pass the quiz to come to Canada?
Teaching/
Immigration Source Analysis
Learning
Personal immigration story
Activities Individual and Collective rights of Canadians influence on immigration laws and policies jigsaw.
Immigration PowerPoint
Issues for Canadians text Ch. 4
Individual and Collective rights of Canadians influence on immigration laws and policies jigsaw (p. 180-185)
Key Should Canada Let Immigrants In? Video Canadian Immigration Quiz
Resources Should immigrants be screened for Canadian values?
Canadian Citizenship test
Canada: A welcoming land?
CBC News In Review: Foreign Workers
Because this is a shared course between Minor Assignments Major Assignments
intern-teacher and teacher-mentor, in Immigration Source Analysis Ch. 5 quiz
Broad addition to being a PAT course, I am Personal immigration story Immigration debate
Assessment/ currently waiting for information from my assignment Mars Project-Immigration
Evaluation TM on what his typical breakdown of Checks for understanding Students will determine the type of
assignments and weighting is. I do people they want to attract to their
anticipate, however the breakdown to be colony and create an immigration
something as follows: policy to reflect that image.
Minor Assignments 30% Students will have to determine the
Major Assignments: 40% different classes on their colony,
Exams: 30% how people will know about the
requirements, what
rights/privileges immigrants to their
colony will have, the type of
financial support given to recent
settlers to help them adapt in their
colony and the pros and cons to
their decisions.
Issue 9.1 Exam