Understanding By Design Unit Template

Title of Unit

Doing Time in the Garden

Grade Level

Social Studies 20, ELA 20,

Subject
Developed By

Environmental Science 20

Time Frame

11
January - May

Nicki Marquis

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Sense of Self, Community, and Place - (Related to the following Goals: Understanding and Relating to Others, SelfConcept Development, and Spiritual Development)
Students will understand how a positive self-identity is molded through our various interactions within our constructed societal and
cultural environments as well as our natural environment. They will develop and understanding and appreciation for the diverse
beliefs, languages, and practices from Saskatchewans First Peoples, of the other diverse cultures in Saskatchewan. After learning
about issues pertaining to human rights, prison populations, environmental sustainability, social and ecological justice, wealth and
poverty, and concepts of well-being, students will develop empathy and a deeper understanding of self, others, and how place
influences the formation of identity. Students will develop meaningful relationships with each other, with members in the community,
and with experts or mentors they interact with, while establishing growth in intellectual, emotional, physical, and spiritual dimensions.
By doing so, they will strengthen their sense of self, community and place.
Lifelong Learners (Related to the following Goals: Basic Skills, Lifelong Learning, Positive Lifestyle)
Students will question, inquire, assess, observe, discuss and reflect on a variety of concepts, perspectives, presentations, and material,
constructing a strong knowledge base in past, present, and future real-world issues. They will develop understandings, capacities, and
attitudes conducive to learning from the social studies discipline, cultural experiences, and other ways of knowing the world. This will
allow students to foster an appreciation for Indigenous worldviews and perspectives, and learn from, about, and with other individuals.
Students will engage in individual and groups inquiry and work on projects in a collaborative manner to address the needs of others.
Through their curiosity, purpose, and engagement, students will model a passion for lifelong learning.
Engaged Citizens (Related to the following Goals: Career and Consumer Decisions, Membership in Society, and Growing
with Change)
Students will establish confidence, courage, passion, and commitment in initiating positive change for the benefit of all members in
our community, province, and country. The will contribute to and participate in environmental, social, and economic sustainability
initiatives of local and global communities. The knowledge they construct will allow them to live informed lives, careers, and make
consumer decisions that will support positive actions that recognize broader relationships with, and responsibility for, our natural and
constructed environments. Students will also recognize and respect the mutual benefits of Charter, Treaty, and other constitutional
rights and relationships; and through this recognition, they can advocate for self and others, and act for the common good as engaged
citizens.

Cross curricular Competencies

How will this unit promote the CCC?
Developing Thinking:
Students will come to know and understand the world around them by developing the ability to create and critically evaluate ideas,
experiences, processes, perspectives and concepts related to major issues in human rights, populations, environment, and wealth and
poverty. They will recognize that a particular context consists of many parts that make up the whole, and that every culture is socially
constructed and transmitted. They will analyze how various parts of our society interact and influence each other, while recognizing
the importance of alternative perspectives, theoretical frameworks, and world views. They will explore complex issues of social and
ecological justice, and will engage in projects and initiatives related to them.
Developing Identity and Interdependence:
Students will understand, value, and care for oneself and others through recognizing that ones identity, beliefs, values, and
behaviours are constructed as we engage in our various socialization systems and with our natural environment. They will
demonstrate open-mindedness and respect as they learn about, engage with, and advocate for other peoples and cultures. They will
analyze and evaluate how sustainable development depends on effective and complex interactions involving social, environmental and
economic factors.
Developing Literacies:
Students will explore and interpret material from this class through inquiry and making sense of various ideas and experiences by
using a variety of strategies, perspectives, resources and technologies. They will construct knowledge by assessing and utilizing
various technologies to investigate ideas that will deepen their understandings in issues pertaining to human rights, populations,
environment, wealth and poverty, and social and ecological justices. They will explore and synthesize various perspectives and
findings from a variety of visual, oral, and textual resources, and communicate ideas and insights in group and individual formats to
respond to social and ecological justice issues.
Developing Social Responsibility:
Students will demonstrate social responsibility by actively contributing in a collaborative manner to positively impact their physical,
social, and cultural environment. They will become aware of unique situations and challenges among individuals and groups in their
community through moral reasoning, community engagement, and taking social action. They will consider the implications of various
actions when applied to social or ecological justice situations namely, impacts on the judicial/prison system and the environment.
They will examine the impacts of different values and principles used in other prison systems, and how it influences a persons and
cultures conduct and behaviour. Students will demonstrate respect for and commitment to human rights, treaty rights, and
environmental sustainability. Through this, students will see learning as an empowering activity of great personal and social worth
especially when one acts to change perceived inequities or injustice for self and others.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Social Studies 20 (old curriculum):
Know that dialectical thinking is the process of searching out the contradictions and conflicts of an issue in order to find a
unifying idea or an agreement without ignoring the cause of the tension.
Know that the morality of human rights is based on the humanity and the inherent dignity of the individual.
Know that migration of people has had a major effect on peoples histories and their relationships with other groups of people.
Know that the environment is a complex system of interacting, interdependent, living and non-living parts, with the whole
environment being greater than the sum of each part.
Know that effective problem solving requires the ability to define and understand problems clearly and accurately.
Know that resources are those parts of the environment considered valuable because they meet human needs.
Know that in liberal, industrial societies decision making is done through two major processes which often interact with each
other:
o The political process where governments gain direction from the electorate and institute changes; and
o The market place where people collectively make decisions by voting with the dollars they use to buy goods and
services.
Know that human beings create social organizations to meet their basic needs.
Know that marginalization is the process of eliminating groups of people from those that have social significance within society.
Know that empowerment gives people acceptance and makes them active participants in those things that are significant to
their welfare and that of society.
Know that all economic systems have a process that answers the three basic economic questions: what should be produced;
how should it be produced; and for whom should it be produced?
Know that human well-being depends upon a number of factors:
o Consuming enough good and services to meet basic human needs;
o Having good health;
o Having a sense of community;
o Having the right to contribute through satisfying work, freedom of expression, and feeling accepted and equal; and
o Having a healthy environment in which to live.
ELA 20:
CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Mtis, Saskatchewan, Canadian,
and international texts that address:
identity (e.g., Relationships with Family and Others);
social responsibility (e.g., Evolving Roles and Responsibilities); and
social action (agency) (e.g., The Past and the Present).
CR 20.4 Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and
procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Mtis, Saskatchewan, Canadian,
and international texts.
Environmental Science 20:
ES20-SDS1 Create and carry out a plan to explore one or more topics of personal interest relevant to Environmental Science 20 in
depth.
ES20-ES1 Examine the methods, mindsets and purposes of environmental science.

ES20-TE1 Analyze the importance of soil as an integral component of terrestrial ecosystems.

ES20-TE2 Examine the role plants play in an ecosystem, including ways in which humans use plants.

Enduring Understandings
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...

Essential Questions
What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)

How we treat our people in society is often how we treat

our environment, and vise-versa.

What are social and ecological justice; and what can I do to make a
difference?
Why should we care about other people and cultural groups that are
marginalized in society?
What do our prison demographics look like, and how do they relate to
other countries/prison systems?
What do our prisons cost us?
How does our societal/cultural worldview affect our judicial systems and
prisons?
What impact does horticulture therapy and working in gardens have on
prisoners?

-there are relationships between racism and

environmental/
energy
exploitation
-social justice is intimately connected to ecological
justice
Understand the importance of social action and restorative
justice
Related misconceptions
We live in a just society

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.

Content specific.

FNMI, multicultural, cross-curricular

Students will combine their own knowledge with new concepts and
material round through research, group work, discussion, books,
documentaries, guest speakers, and an experiential-based trip to the
Correctional Centre. Students will also collaborate cross-disciplinarily
with an Environmental Sciences 20 class; and will complete a novel
study in their ELA 20 class pertaining to this authentic task.
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

-How interlocking components, such as social/cultural,

environmental, and economic education are important for
sustainable development.
-How to work together in a group to reach a common goal.
-that the Days of Significance on the calendar give
attention and awareness to important issues in society,
however, these are things we need to be aware of and
attentive to always, not just simply on one day of the
calendar year.

-independently research a topic that interests them from one of the four
units and how it relates to social or ecological justice.
-individually write an argumentative research paper or a journalist-type
newspaper article on their independently researched topic and justice.
-work in collaborative groups to produce an oral media presentation
-use various forms of technology to record a video or power-point/prezi
presentation.
-negotiate and fulfill their role within the context of class-wide delegated
positions to complete a group proposal project.

-work in collaborative groups with Environmental Science 20 students to

incorporate findings for the proposal.
-participate in class/group meetings to share updated findings and reevaluate/re-negotiate group progress and project direction.

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
What should students
This is a three-part authentic task. Through individual research, group work, and collaborative team
accomplish by completing this
interaction, discussion, and reflection, students will explore various concepts from the four units (Human
task?
Rights, Population, Environment, Wealth and Poverty) that are related to social and ecological justice,
R Role
and dates that are celebrated or honoured as days of significance on the calendar. Task 1: Students will
What role (perspective) will
complete an individual written task in the form of a newspaper column or a short argumentative
your students be taking?
research paper that links a topic of interest covered in one of the four units, to either social or ecological
A Audience
justice. Task 2: Students will complete an oral-media task in small groups that connect an important
Who is the relevant audience?
topic in class to one of the dates of significance on the 2016 calendar. For all three tasks, students will
take an active role in their learning by collaboratively creating rubrics that they will use to assess their
S Situation
own performances and others. The first two tasks will have floating due dates depending when their
The context or challenge
topics are covered in class. They will essentially become experts on the topics they chose to base these
provided to the student.
two tasks on, which will be beneficial to share knowledge with each other in task 3. Task 3: Students will
collaborate in a class problem-solving task which will be to organize and design a proposal for a garden
space to be constructed for the Correctional Facility in Saskatoon. This task will require students to
P Product, Performance
synthesis and evaluate knowledge gained from a variety of class material, a novel study on Doing Time
What product/performance will
in the Garden by James Jiler in their ELA 20 class, a class tour of the Saskatoon Correctional Facility, and
the student
presentations by social and ecological justice guest speakers. Students will also collaborate with
create?
Environmental Science 20 students in group meetings and sharing circles to construct sister parts of the
same proposal.
S Standards & Criteria for
Success
Rubrics will be co-constructed with students
Other Evidence
Student Self-Assessment
Through what other evidence (work samples,
How will students reflect upon or self-assess their learning?
observations, quizzes, tests, journals or other means)
will students demonstrate achievement of the desired
results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.
-class and group discussions
-video presentations of task 2
-2 min quick-pro-quo oral summary of task 1
-ability to use technology (power-point, video apps,
editing software)
-group work
-peer-assessments

-we will create a self-assessment rubric together as a class on the first day
-this should outline what expectations students should have of themselves and
their peer group members during this authentic task.
-for all three tasks, and especially important for task 3, students will have
many opportunities to submit for formative feedback on their projects.
-for task 3, after students have negotiated/delegated their respective
roles/domains/contributions to the project whole, they will be asked to set
mini-deadlines within their compartmentalized mini-groups in an agenda, as a
means of staying on task, and keeping up with the whole so that information
can be effectively and efficiently shared at progress meetings.

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?
Some students may already possess prior background knowledge pertaining to the way prison systems operate in other countries due to
a multicultural student body or from previous classes or research. Some students may have previous knowledge about similar matters
or in environmental sustainability and Aboriginal peoples relationship with the land. Students will have many opportunities to share
previous knowledges in group or class discussion as the concepts are brought up. They will decide which topics interest them the most
in Task 1 and 2 by signing up from a list. Individual needs of students will need to be considered if one expresses discomfort with
attending the Correctional Centre tour due to personal reasons. In this case, this student may prefer to stay behind and contribute to the
research process or watch a documentary in place of the place-based visit. Students will be given an agenda calendar to keep track of
tours, guest speakers, documentaries, formative and summative due dates, progress meetings, presentation dates, collaboration days
with Environmental Science students, etc., to keep track of their timeline and where they are headed in the task. The class will
collaborate to create the rubric for Task 1 & 2; sign-up sheets will be posted for both tasks as well, so as soon as students identify their
target interest for research and group for media project, they may declare so. This will provide experts on a variety of topics, as there
should be no more than two individuals signing up for the same individual topic, and only one group per calendar date of significance for
the group project. Learning will mostly take place in the classroom or library. Small circle pods will be arranged for mini-group work, and
panel exchange format (U-shaped design) will be arranged for collaboration with the Environmental Science class. For guest speakers,
we will also use this U-shaped arrangement.
How will you engage students at the beginning of the unit? (motivational set)
To engage students at the beginning of this four-unit span and three-part authentic task, they will be shown a documentary on Canadas
prisons, which will set the stage for why this topic is important and what we should be paying attention for and keeping in mind as we
explore various topics and material. Providing students with choice in what to independently research and what calendar day to focus
their oral-media task on should also elicit excitement. Task 2 should be particularly fun for students as they can express various modes
of creativity while also engaging in social action.
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
Resource
Title
s
1
Introduction Students will be introduced to this 3-part authentic task. We will go over the outline of the
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-Syllabus
(50 mins)
class syllabus and pull out some examples and main themes of concepts that we will cover
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across each unit. This overview will get their interests stirred as to what topics they might
Computer
like to consider to develop their expertise in, and we can play some Youtube examples of a
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with excel
spoken word or music video related to one of our course concepts to spark their creativity.
Literacies
-projector
Agenda calendars will be provided to each student for them to record important dates,
or Smart
deadlines, meetings, and guest speakers in as we continue with this task.
board
Collaboratively, we will negotiate and create an assessment rubric for Task 1 & 2, laying out
expectations of groups and individuals during this process and assignments. If time
permits, peer-evaluations sheets will also be constructed for peer-feedback on tasks.
Sign-up sheets will be posted in the classroom outlining topics of interest for Task 1, and

dates of significance for Task 2 however, students will not be allowed to sign up until after
they sleep on their options.
Exit slips at end of class to pose further questions and identify what they are most excited
for
2

Why do I
care about
prison?
(2 hrs)

Human
Rights

Population

Students will watch the documentary Inside Canadas Prisons over three class periods. At
the end of each period, we will finish with 10 mins of class discussion and reflection. PreCorrectional Centre tour research questions will be brainstormed (ie: looking at
demographics of Canadas prisoners, different types of prisons in and outside of Canada,
ideas of restorative justice, etc.) which could be explored in a jig-saw prior to our later trip.
Students may sign the posted sign-up sheets if they have decided on their topics; sheets
will remain posted for those undecided until everyone has signed up.

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Identity and
Interdependenc
e
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Responsibili
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Throughout this unit we will cover various concepts related to our authentic task:
-Aboriginal Human Rights, acculturation, dignity, racism, marginalization, discrimination,
prejudice
-Indigenous cases in the world prison populations
-cost to society = social division & injustice
-achieving social change justice (autonomy/integration)
Students will engage from a dialectical perspective, balancing between rights and
responsibilities, ends and means, minority rights and majority rights
*Guest speaker will come one day to speak on social justice issues
-students should take notes on important concepts that relate to our authentic task
-they should come up with one question for the speaker - this will assess their level of
engagement
and thinking processes
*Last ten minutes of classes will be dedicated to oral-task presentations on the allotted
calendar day
-peer assessments will be submitted by the performing group members on the day of
presentation
*Research and group work periods will be scheduled intermittently throughout the unit,
however students will also be expected to do some independent research or project work at
home as well

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Thinking

Throughout this unit we will cover various concepts related to our authentic task:
-population growth and the pressure exerted on environments and societies
-need for food, shelter, medical care, education, goods and services, etc.
-look at population growth from different points of view
-demographic and distribution information, changes in human behaviour
-issues for sustainability
*Last ten minutes of classes will be dedicated to oral-task presentations on the allotted
calendar day

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Identity and
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Identity and
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-CBC
special
2014
(2hrs 9
mins)
https://yo
utu.be/1G
bMsNap0_
0
Computer
&
projector
-sign-up
sheets
Computer
with
Power
Point and
projector
-guest
speaker

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Responsibili
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Computer
with
Power
Point and
projector

Environmen
t

Wealth &
Poverty

-peer assessments will be submitted by the performing group members on the day of
presentation
*Research and group work periods will be scheduled intermittently throughout the unit,
however students will also be expected to do some independent research or project work at
home as well

Literacies
Dvlp Social
Responsibili
ty

Throughout this unit we will cover various concepts related to our authentic task:
-putting environmental issues into historical contexts not new concerns
-students will be given experience with creative problem solving:
-challenges faced by humanity
-not easily resolved unless they are clearly & carefully defined
-consequences must be evaluated, goals must be established, so solutions can be
found
-examine a particular environmental issue and use problem solving skills to identify
possible ways
of dealing with it
-stewardship
-social ecology view that ecology includes both natural and human relations
*Watch Youtube video of 15 year old Indigenous Climate Activist speak at the UN on
Climate Change
*Guest speaker will come one day to speak on ecological justice issues
-students should take notes on important concepts that relate to our authentic task
-they should come up with one question for the speaker - this will assess their level of
engagement
and thinking processes
*Conduct mini-Socratic circles to extract and discuss major points students have been
learning from their ELA 20 novel study Doing Time in the Garden ~ Jamie Jiler
*Watch several short Youtube documentarys involving the Insight Garden Program being
incorporated in certain prisons in the USA.
- A Permaculture Garden Inside San Quentin State Prisonhttp://permaculturenews.org/2014/01/24/permaculture-garden-inside-san-quentin-stateprison-california-usa/
- Better inmates through prison gardenshttp://www.kxly.com/news/spokane-news/better-inmates-and-prison-gardens/21489878
-#WhatsWorking: Prison Gardening Programs Huffington Post June 2015http://live.huffingtonpost.com/r/segment/558968612b8c2a562a00004c
*Last ten minutes of classes will be dedicated to oral-task presentations on the allotted
calendar day
-peer assessments will be submitted by the performing group members on the day of
presentation
*Research and group work periods will be scheduled intermittently throughout the unit,
however students will also be expected to do some independent research or project work at
home as well

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Thinking

Throughout this unit we will cover various concepts related to our authentic task:
-concepts of well-being determined by economic system
-fundamental economic and social change is difficult process
-Aboriginal worldviews of relationship with the land
*Last ten minutes of classes will be dedicated to oral-task presentations on the allotted

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Identity and
Inter-

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Computer
with
Power
Point and
projector
Xiuhtezca
tl,
Indigenou
s Climate
Activist at
the Highlevel
event on
Climate
Change
https://youtu
.be/27gtZ1o
V4kw

-Doing
Time in
the
Garden
~ Jamie
Jiler
(novel)
-Youtube
-guest
speaker

Computer
with
Power
Point and

calendar day
-peer assessments will be submitted by the performing group members on the day of
presentation
*Research and group work periods will be scheduled intermittently throughout the unit,
however students will also be expected to do some independent research or project work at
home as well
7

Welcome to
prison

Defend
your case

We will be going on a tour of the Saskatoon Correctional Centre (April 18th). Environmental
Science 20 students will also be invited to attend if their course permits it.
Two classes prior, students will review questions they had brainstormed from the
documentary at the beginning of this task; and will add any further questions they have
come up with after exploring further materials and videos in class, or after reflections on
their own research or presentations from guest speakers. A master list of questions will be
synthesized by the teacher, and students will engage in a jig-saw inquiry task to answer
these questions in expert groups then will share their findings with their home groups
through peer-teaching. Each expert group will submit a page of their concise questions and
researched answers to the teacher, who will compile all of the submissions together and
provide to students as a whole set of notes.
Following the Correctional Centre tour, students will complete a discussion/reflection
summary in mini-groups, consolidating at least three main points or observations as to why
social and ecological justice are intimately connected; or why there should be a garden in
this facility; who and how will the garden produce positive benefits; where and how should
it be built; what might be the plan for produce that is generated by the garden and why?
Students will then chose a speaker from each group to share their reflection with the class
in the next class period.
Over the next three weeks students will be given ample class time to organize themselves
into various sub-groups and roles to divide and conquer, and collaborate on creating a
proposal for a garden space to be constructed for the Correctional Facility.
They will collaborate with the teacher to create an effective assessment rubric for the
project and for their individual contributions and roles. Students will also conduct peerassessments on the nature of the collaboration and contribution of members in their subgroups. Between both forms of assessment the teacher will also be looking for:
-students ability to use dialectical thinking
-students ability to understand the process of decision making
-students ability to utilize the process of problem solving
-students conflict resolution skills
-to what degree they related content material to their authentic task projects
-critical thinking
-creativity
Using a semi-structured atmosphere and a guide/facilitator role, the teacher will support
students through this process and will mediate progress meetings and collaborative work
with the Environmental Science class as the project develops.
As a cohesive group, students will be required to conduct themselves in a collaborative
manner. They will negotiate important components that should be covered in the proposal,
and construct an outline to guide them. They will negotiate what tasks and sub-groups
should be formed: various topics for research, designers of the garden, secretary,
chairperson, writers, editors, presenters, etc.
Progress meetings will be held at various check-in points to see where each group is in
comparison to the others, and to re-evaluate and make changes to the construction of the

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Responsibili
ty
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projector

notebooks
with
paper
-writing
utensils
Computer
with Word
or Smart
board

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Responsibili
ty

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Interdependenc
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-See
attached
resources/
materials
sheet
Computer
with excel
-projector
or Smart
board
-library
computer
s
-agendas

project as it is created. Environmental Science 20 students will largely contribute to the

proposal by designing the garden space itself, soil composition and plant species,
landscaping, agricultural components.
A variety of texts and resources will be provided as a foundation to get students on their
way with research, however, they will also be encouraged to look for additional sources
outside of the provided material that will more concisely tailor their focus in their assigned
roles.
There will also be many opportunities for students to get formative feedback on their work
and informal critiques from the teacher.
The final proposal should be handed in on May 24th. It will also be delivered to the Board of
Corrections, the municipal city council, Public Health, and any other stakeholders involved
in the decision making process for the facility.
9

World
Environmen
t Day ~
museum
walk

The school will be celebrating World Environment Day (June 5th) on Friday, June 3rd.
We will set up booths for a museum walk, which will take place in the gymnasium from 10
am to 12pm. Other classes will also be presenting projects they have worked on over the
term to share with the public, parents, and community.
Our class will form in their oral media (Task 2) groups with an electronic device playing their
recorded clip in the background. Each student will individually wear a name take indicating
their topic of expertise (essay topic from Task 1), and will be prepared to engage visitors
with a 2 min summary of their topic of interest. The teacher will assess each student on
their quick-pro-quo presentation.

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-tables
-posters
or
presentati
on boards
-name
tags,
markers

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,
performance assessment and learning
experiences?

Students will learn about Canadas prisons through short and longer
documentaries, short Youtube videos, various websites, texts and supplemental
materials. The will also learn content in the course units on Human Rights,
Population, Environment, and Wealth & Poverty. They will integrate and apply
material from these various sources to produce an independent written
research paper/article, a group oral-media project targeting a specific issue
related to a calendar date of significance, and then through a collaborative and
cross-disciplinary proposal project. Across all three task components students
will engage in independent and group inquiry, interactive learning, experientialbased/place-based learning, while also learning through direct instruction and
indirect learning through materials, videos, websites, and discussion.
For struggling students:
We will use various visual and audio aids, and will also engage in many
opportunities of group work with individuals of varying abilities. The students
will help and collaborate with each other during research, video production, and
discussion/reflection activities. It is my hope to create a sense of community
within the classroom, and to provide opportunities for all students to have a
voice within their groups.
For students who need a challenge:
There is a variety of topics to learn about and research during the course of this
task. As such, students may develop their expertise in more than one area,
which will facilitate the final class proposal towards the end of this task. Group
work will also allow many opportunities for students to help others if they have
completed their work early. They may also inquire more into the intricacies of
the societal/governmental hierarchy that would need to be navigated to
successfully submit an argumentative proposal of this nature to the
Correctional Centre.
There will be a variety of instructional methods and techniques utilized
throughout this course and authentic task. Direct instruction will be used to
provide students with unit material. In addition, there will be many teacherdirected groups formed for various components throughout the task. There will
be independent research and writing assignments, group research and
interactive discussion/reflection periods, and experiential/place-based methods
used in the Correctional tour and guest speakers. Indirect learning will occur
through exposure to various materials, videos, websites, etc.
Students will have access to multiple materials: books, websites, Youtube clips,
documentaries, research resources, etc., that will set a foundation to their
inquiry processes (see resources/materials attachment for details).
Make sure diversity of worldviews and perspectives are acknowledged in
regards to human rights topics and subtopics. Ensure that students are
respectful and understanding of others, and know that identity, like culture, is
socially constructed. Be aware of explaining importance of understanding
things like prejudice, racism, discrimination, marginalization and why it is
necessary to social justice initiatives and restorative justice. Ensure each

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?

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?

students voice is heard and respected, as we all have various experiences and
knowledges.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)