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Social Studies Unit Plan

Created by: Cassie Aragon, Micah Garcia, Michelle Hrouda, Monique Morin
Course

Social Studies

Grade Level

Subject

Ch. 7: What role should consumerism play in our economy?

Time Frame

5 weeks

Stage 1 Desired Results


Content Standard(s): Front Matter:
Students will demonstrate an understanding and appreciation of how economic decision making in
Canada and the United States impacts quality of life, citizenship and identity (from PoS)
Enduring Understandings/Big Ideas:
Students will understand that . . .
- Appreciate the relationship between consumerism and

Essential Questions:
Content specific . . .
- How does consumer behaviour affect quality of life
quality of life
of individuals and groups?
- Appreciate the impact of government decision making on
- What are the effects of consumerism on the
quality of life
environment?
- Understand impacts of consumerism on the environment
- What role should consumerism play in our
economy?
- How can consumers act together
Related misconceptions . . .
to bring about change?
- Actions of an individual consumer do not affect the
Prior Knowledge:
economy, environment
- An understanding of supply and demand
- As a grade 9 student they do not have an impact as
- Knowledge of different economic systems
consumers
- How to think and write critically, informatively,
- Consumerism does not have an effect on my quality
persuasively
of life
Knowledge objectives (key outcomes):
Skills/Attitudes objectives (key outcomes):
Students will know . . .
Students will be able to . . .
- examine how the government processes meet the
- Appreciate the effects of government decisions on
needs of Canadians
Canadians
- Appreciate the values underlying economic decision - Understand emerging issues around quality of life
making in North America
- Examine techniques used in media messages
- The relationship between consumerism and quality of
life
- Impact of government decisions on quality of life
- Role of the consumer and how it is affected by
identity and the media

- Different perspectives surrounding economic growth


and consumerism
- Using consumerism as a power tool (ie. Boycott)
Stage 2 Assessment Evidence
-

Formative Assessment:
- Think, Pair, Share Discussion
- In Class Discussion
- Written response
- Jigsaw activity
- Unit review and final reflection
Summative Assessment:
- Analysis of an advertisement
- Create a mixed media project

Student Self-Assessments
- Students will help create rubric for project
- Students will self-assess the progress, quality and
success of their project
- Students will peer evaluate projects and provide
constructive feedback
- Students will submit a rationale of how they think
the project went

Other Evidence (assessments)


- In class discussions (partner, small group, large
group)
- Examining work done in other classes to gage of
students overall understanding of the
interdisciplinary project
- Students will hand in a few short reflections

Stage 3 Learning Plan


The learning experiences should promote student understanding through the 5E Learning Cycle (Llewellyn,
2013, p. 83). Identify the dominant 5E.
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate
#

Lesson Title

Lesson
Activity

Key
Outcomes

Evidence
from Stage 2

Key5
E

Materials
Resources

En
Exr
Ev

- World
Without Fish,
by Mark
Kurlansky

Incl. Stage 1
1

Introduction to
interdisciplinary
project

- Present them
with idea:
World with no
fish. Ask them
to write a
response to this
then discuss as
a class.

- Provoke the
students with
the topic, so
they are
engaged and
excited with
the project

- Formative
Assessment (FA):
discussion and written
response shows how
students feel about the
topic. Good spot to see
potential
misconceptions.

- Read the
comic from
World Without
Fish.
2

History of fishing
in Canada

- A look at how
fishing is part
of Canadian
history,
specifically look

- Good
opportunity to
bring in
Aboriginal
perspectives,
values and
history

History of fishing,
and lead into
consumerism (Re:
Fishing)

- Case Study:
fishing on the
Canadian east
coast and the
effects.

- This shows
how it is a real
issue that
Canadians
have faced.

Introduce
chapter- focus in
on consumerism

- What
influences you
as a consumer?
(Think, Pair,
Share)
- How does
marketing
impact a
consumer?
(Look at
different
commercials,
etc)

- Create an
awareness in
students about
how they are
influenced.
- Students will
understand
what
consumerism is
and hopefully
begin to think
about other
effects of
consumerism
(environment,
quality of life,
jobs)

Consumer
behaviour
affecting quality
of life

- How do
factors such as
jobs and the
environment
connect to
citizenship,

- Understand
what quality of
life is
- Recognize the
effects of
consumer

Exr
Exl

- FA: From this


example have students
make small groups
and interpret their
own definition of
consumerism. Discuss
and create class
definition.

Exr
En
Ev

- Discussion as a result Exl


of TPS

Exr

El
Exr
Exl

- Kahoot app to
let students
contribute
anonymously to
discussion

identity and
quality of life?
- Come back to
what is
influencing
consumer
behaviour, but
now analyse
effects on
quality of life

behavior on
quality of life
- See correlation
between identity
and our
consumer
behaviour

Analyzing media
messages

- Analyze mixed - What makes a


medias/
good or
advertising
compelling ad?
- For whom is
the ad targeted?

Exr
Ev

Analyzing media
messages

- What factors
are involved
with media
messages?

- Understand
how health,
safety, jobs,
environment,
marketing and
other factors
influence
medias.

- SA: Students will


submit an analysis of
an advertisement,
having taken into
account the various
factors

Exr
Ev

Analyzing media
messages

- What controls
does the
government
have over what
is being
advertised?

- Understand
the legislation
limiting what
can or cannot be
advertised

- FA: small groups


research different
legislation, then jigsaw
activity and share with
other groups their
findings. As a class
write down the
important laws
surrounding
advertisements

Ev
Exr

Introduce mixed
medias project

Imagine a
World with no
fish- now create
a mixed media
message for the
public on the
effects. Students
have choice of
working

Students are
taking the
knowledge from
class and
applying it to
their project.
The project will
reflect a strong
opinion and be

During the

Ev

brainstorming phase, it En
is a good FA to see if
Exr
students are able to
have a strong opinion
and present it well.

Issues for

Canadians
textbook, chapter
7, page 240
https://www.youtube.
com/watch?v=gCnN
H1zXag4

10

11

12

individually or
in groups. How
has
consumerism
contributed,
and how will it
be affected?
How does
quality of life
change as a
result of no
fish?

informative and
persuasive.
Students will
apply their
learning from
analysing mixed
medias when
creating their
own.

Class time to

Same as above.

Mixed Media
Project

- Class time to

Same as above.

FA:Students do self
analysis, submit to
teacher

Consumerism
empowering a
group

- What is a

- How does

FA: Kahoot survey


around boycott
misconceptions

Boycotting and
Aboriginals

- Examine why
there are often
media stories
around
Aboriginal
groups
boycotting

Revisit
colonialism
from previous
units

FA: discussion around El


how media is
Ev
portraying these
boycotts and what is
causing boycotts to
happen

Mixed Media
Project

work on project

work on project
- As a class,
design self and
peer assessment
template

boycott?
- Case study
different
boycotts in
Canadian
history

consumerism
give groups a
feeling of
empowerment
?

Exr

En
El

Exr

En
Ev
El

En
Exl

- Case Study:
Lubicon Lake
Cree
https://www.youtube
.com/watch?v=3DKs
2lc5sBQ

https://www.cult
uralsurvival.org/
ourpublications/
csq/article/canad
a-the-lubicon-la
ke-cree

13

Special guest

- Provide
insight into the
Aboriginal
perspective and
share personal
experience

FA: students will have En


a chance for Q&A
Exl
period then write a
reflection after the
special guest

14

Mixed Media
Project

- Class time to - Same as


work on project above.

15

Mixed Media
Project

- Class time to

- Same as

SA: Students submit


project

Encourage
students to see
the big picture
and how this
project relates
to real world
issues

Gather an
En
understanding
El
through discussion of Exr
what students learned
and how they will
explore this learning
to a deeper level

work on project above.

En
El
Exr
En
El
Exr

16

Project extension

How can
students take
their project to
the community
or to local
members of
parliament to
provoke
change?

17

Varying
perspectives of
consumerism in
North America

What
Study the
differences exist differences
between
between US and
Canadian and
Canada
American views
on
consumerism?

Exr
Exl

18

Varying
perspectives of
consumerism in
North America

What factors
influence the
differing
perspectives in
North America?

Exr
Exl
El

19

Unit conclusion

- Review big

topics:
consumerism,
quality of life,
media messages,
boycott

Study the
differences
between US and
Canada and
what causes
them

FA: class discussion


followed by student
reflection on the
project. Here students
are to bring forward
their reflections using
all four disciplines to

- Aboriginal
Studies
Professor from
the University of
Calgary

- Final thoughts
surrounding
projects
essential
question

answer: How does the


disappearance of a
species affect the
environment?

Stage 4 Reflection
Considerations

Comments

Is there alignment between


the first 3 stages?

This will be reflected upon when the project is complete, however, stage 3 is a
reflection of stages 1 and 2.

How has learner


differentiation been
addressed?

- There is lots of use of technology, so students will have the chance to learn
by watching and using technology to support the non-technological learning
- There is lots of collaboration and group work
- There is not much written work in this unit, so ELLs can use their other skills
to succeed, while working on English comprehension during discussions and
other in class activities.
- Students have a chance to self assess and peer assess, which will give them
the opportunity to give constructive feedback and share their talents with each
other.

How does the unit design


include a variety of teaching
experiences that includes:
FNMI, multicultural, and
interdisciplinary activities.

The unit is part of an interdisciplinary project that the grade nine students will
be completing. They must solve an essential problem using Science,
Mathematics, Social Studies and Art. By nature, this project will encourage
collaboration, critical thinking, heighten awareness around cultural differences
and implement multimodal teaching methods. This project intentionally
includes FNMI learning practices and curricular concepts in all four
disciplines. Furthermore, there are many opportunities for students to share
their individuality in their work and class discussions.

Sources consulted (APA


format)

Alberta Education (2005). Social studies kindergarten to grade 12: Grade 9


[Program of Studies]. Retrieved from
https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf
BBC News [News Feed]. (2016, October 1). Aboriginal activists calls for
Grand Final anthem boycott. [Video File]. Retrieved from
https://www.youtube.com/watch?v=3DKs2lc5sBQ
Kurlansky, M. (2011). World without fish. New York: Workman Pub.
Lychak, P. (2008). Issues for Canadians. Toronto: Nelson Education.

Smith, J. (1987). Canada- The Lubicon Lake Cree. Cultural Survival.


Retrieved from
https://www.culturalsurvival.org/ourpublications/csq/article/canada-the-lub
icon-lake-cree
West, J. [John West]. (2016, February 2). Can you imagine a world without
fish? [Video File]. Retrieved from
https://www.youtube.com/watch?v=gCnNH1zXag4
Adapted by Jeff Turner (2014) From:
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.