GRADE 9 SOCIAL STUDIES

Long Range Plan

FALL 2021
BARNWELL SCHOOL
Taylor MacLeod
 Unit Planning Organizer

Unit Overview – Critical Inquiry Question

How does governance connect to quality of life and citizenship?

General Outcome 9.1 – Issues for Canadians: Governance and Rights

Students will demonstrate an understanding and appreciation of how Canada’s political

processes impact citizenship and identity in an attempt to meet the needs of all Canadians.

Specific Outcomes

9.1.1 Students will appreciate the impact of the Canadian Charter of Rights and Freedoms
(V&A) on rights and governance in Canada (C, I, PADM)

9.1.2 Students will appreciate the various effects of government policies on citizenship and
(V&A) on Canadian society (C, I, PADM)

9.1.3 Students will appreciate how emerging issues impact quality of life, citizenship and
(V&A) identity in Canada (C, I, PADM)

9.1.4 Students will examine the structure of Canada’s federal political system by exploring
(K&U and reflecting upon the following questions and issues:
)  How are laws passed in the federal political system? (PADM)
 What is the relationship between the executive, legislative and judicial
branches of Canada’s federal political system? (PADM)
 What processes are used to determine Members of Parliament (MPs) and
Senators? (PADM)
 To whom are Members of Parliament and Senators accountable? (PADM, C)
 What is the role of political parties within Canada’s federal political system?
(PADM, C)
 What is the role of the media in relation to political issues? (PADM, C)
 How do lobby groups impact government decision making? (PADM, C)
 To what extent do political and legislative processes meet the needs of all
Canadians? (PADM, C)
9.1.5 Students will analyze the role that citizens and organizations play in Canada’s justice
(K&U system by exploring and reflecting upon the following questions and issues:
)  How do citizens and organizations participate in Canada’s justice
system (i.e., jury duty, knowing the law, advocacy, John Howard
Society, Elizabeth Fry Society)? (C, PADM)
 What are citizens’ legal roles and their responsibilities? (C, PADM)
 What is the intention of the Youth Criminal Justice Act? (C, PADM)

9.1.6 Students will assess, critically, the impact of the Canadian Charter of Rights and
(K&U Freedoms on the legislative process in Canada by exploring and reflecting upon the
) following questions and issues:
 In what ways has the Canadian Charter of Rights and Freedoms
fostered recognition of individual rights in Canada? (PADM, I)
 How does the Canadian Charter of Rights and Freedoms support
individuals in exercising their rights? (PADM, C, I)
 In what ways has the Canadian Charter of Rights and Freedoms
affected conditions in the workplace (i.e., issues of gender, age, race,
religion)? (PADM, I, C)
 What is the relationship between the rights guaranteed in the Canadian
Charter of Rights and Freedoms and the responsibilities of Canadian
citizens? (PADM, C)

9.1.7 Students will assess, critically, how the increased demand for recognition of
(K&U collective rights has impacted the legislative process in Canada by exploring and
) reflecting upon the following questions and issues:
 In what ways has the Canadian Charter of Rights and Freedoms fostered
recognition of collective rights in Canada? (PADM, I)
 In what ways does the Canadian Charter of Rights and Freedoms meet the
needs of Francophones in minority settings? (I, PADM)
 To what extent does the Canadian Charter of Rights and Freedoms meet the
needs of Francophones in Québec? (PADM, I, C)
 To what extent should federal and provincial governments support and
promote the rights of official language minorities in Canada? (PADM, I, C)
 How does the Indian Act recognize the status and identity of Aboriginal
peoples? (PADM, I, C)
 How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the
status and identity of Aboriginal peoples? (I, PADM, LPP)
 How do governments recognize Métis cultures and rights through legislation
(i.e., treaties, governance, land claims, Métis Settlements in Alberta)?
(PADM, I, CC, LPP)

9.1.8 Students will assess, critically, how legislative processes attempt to address emerging
(K&U issues of immigration by exploring and reflecting upon the following questions and
) issues:
  What factors influence immigration policies in Canada (i.e., economic,
political, health, security)? (C, ER, PADM)
 How are changes to Canadian policies on immigration and refugees a
reflection of world issues? (PADM, GC, C, I)
 What impact does increasing immigration have on Aboriginal peoples and
communities? (C, I, GC, PADM)
 How are provincial governments able to influence and implement
immigration policies? (PADM, GC)
 How is the implementation of immigration policies in Québec an attempt to
strengthen the French language in North America? (PADM, GC, C, I)
 What is the relationship between immigration policies in Canada and the
rights guaranteed in the Canadian Charter of Rights and Freedoms? (I,
PADM)
 To what extent does Canada benefit from immigration? (GC, PADM)

Skills and Processes for Grade 9

Alberta Education’s Information and Communication Technology (ICT) curriculum is infused

throughout the social studies program of studies. Selected ICT outcomes are suggested
throughout the program and are indicated by this symbol ≥.

Dimensions of Thinking

9.S.1 Students will develop skills of critical thinking and creative thinking:
 analyze the validity of information based on context, bias, source, objectivity,
evidence, and reliability to broaden understanding of a topic or an issue
 evaluate ideas, information, and positions from multiple perspectives
 demonstrate the ability to analyze local and current affairs
 re-evaluate personal opinions to broaden understanding of a topic or an issue
 generate creative ideas and strategies in individual and group activities
≥ access diverse viewpoints on particular topics by using appropriate
technologies
≥ assemble and organize different viewpoints in order to assess their validity

9.S.2 Students will develop skills of historical thinking:

 distinguish cause, effect, sequence, and correlation in historical events,
including the long and short-term causal relations
 use historical and community resources to organize the sequence of historical
events
 analyze the historical contexts of key events of a given time period
≥ create a simulation or a model by using technology that permits the making of
inferences
≥ identify patterns in organized information
9.S.3 Students will develop skills of geographic thinking:
 interpret historical maps to broaden understanding of historical events
 use thematic maps to describe cultural and political regions
 construct and interpret various maps to broaden understanding of given topics
 define geographic problems and issues and pose geographic questions
 use geographic tools, such as Geographic Information Systems (GIS)
software, to assist in preparing graphs and maps
≥ access and operate multimedia applications and technologies from stand-alone
and online sources, e.g., GIS

9.S.4 Students will demonstrate skills of decision making and problem solving:
 demonstrate skills of compromise and devise strategies to reach group
consensus
 propose and apply new ideas and strategies, supported with facts and reasons,
to contribute to problem solving and decision making
 propose and apply strategies or options to solve problems and deal with issues
 participate in and predict outcomes of problem-solving and decision-making
scenarios
≥ clearly articulate a plan of action to use technology to solve a problem
≥ identify the appropriate materials and tools to use in order to accomplish a
plan
of action
≥ evaluate choices and the progress in problem solving, then redefine the plan of
action as appropriate

Social Participation as a Democratic Practice

9.S.5 Students will demonstrate skills of cooperation, conflict resolution and consensus
building:
 demonstrate a positive attitude regarding the needs and perspectives of others
 demonstrate leadership in groups, where appropriate, to achieve consensus
and resolve conflicts peacefully and equitably
≥ access, retrieve and share information from electronic sources, such as
common
files
≥ use networks to brainstorm, plan and share ideas with group members

9.S.6 Students will develop age-appropriate behaviour for social involvement as

responsible citizens contributing to their community:
 develop leadership skills by assuming specific roles and responsibilities in
organizations, projects and events within their community

Research for Deliberative Inquiry

9.S.7 Students will apply the research process:

  reflect on changes of perspective or opinion based on information gathered
and research conducted
 integrate and synthesize concepts to provide an informed point of view on a
research question or an issue
 develop a position supported by information gathered during research • draw
conclusions based upon research and evidence
 determine how information serves a variety of purposes and that the accuracy
or relevance may need verification
 organize and synthesize researched information • formulate new questions as
research progresses
 practise responsible and ethical use of information and technology • include
and organize references as part of research
≥ create a plan for an inquiry that includes consideration of time management
≥ demonstrate the advanced search skills necessary to limit the number of hits
desired for online and offline databases; for example, the use of “and” or “or”
between search topics and the choice of appropriate search engines for the topic
≥ develop a process to manage volumes of information that can be made
available
through electronic sources
≥ evaluate the relevance of electronically accessed information to a particular
topic
≥ make connections among related, organized data, and assemble various pieces
into a unified message
≥ refine searches to limit sources to a manageable number
≥ analyze and synthesize information to create a product

Communication

9.S.8 Students will demonstrate skills of oral, written, and visual literacy:
 communicate in a persuasive and engaging manner through speeches,
multimedia presentations and written and oral reports, taking particular
audiences and purposes into consideration
 use skills of informal debate to persuasively express differing viewpoints
regarding an issue
 elicit, clarify, and respond appropriately to questions, ideas and multiple
points of view presented in discussions
 offer reasoned comments related to a topic of discussion
 listen to others to understand their points of view

9.S.9 Students will develop skills of media literacy:

 examine techniques used to enhance the authority and authenticity of media
messages
 examine the values, lifestyles and points of view represented in a media
message
 analyze the impact of television, the Internet, radio, and print media on a
 particular current affairs issue

Focusing Questions

- How Effectively Does Canada’s Federal Political System Govern Canada for all
Canadians?
- To What Extent is the Justice System Fair and Equitable for Youth?
- How Effectively Does Canada’s Charter of Rights and Freedoms Protect Your
Individual Rights?
- To What Extent Has Canada Affirmed Collective Rights?

Key Units Concepts

Identity, Quality of life, Issues & Quality of life, Federal government structure, Lobby groups,
YCJA, Role of juries, Charter of Rights and Freedoms, Collective rights, Immigration

Timeline & Assessment Overview

September - October

Date: Topics: Assessments:

- How Effectively Does Canada’s Federal
Aug 31 – Political System Govern Canada for all F = Formative
Oct 14 Canadians? (Chapter 1) S = Summative

Every Friday’s class will be focused on current Students will participate in

events. Students will demonstrate an discussion (which will
understanding of the world around them, contribute to their overall
Every determine reliable news sources, and explore a participation grade) as well as
Friday variety of current events topics, such as politics, a formative-to-summative
world events, innovation, etc. The class will be Google Slides assignment
5 broken into two parts- a collaborative discussion that will ask students to
Lessons piece and an individual research piece. describe a news piece every
week.

Unit 1 – How Effectively Does Canada’s Federal

Political System Govern Canada for all
Aug 31 – Canadians? Part 1
Oct 14 Topic 1 – Introduction + ice breaker (Aug 31)
Topic 2 – Introduction to governance in Canada –
 25 Personal Political Inquiry Assignment (pg. 19)
Lessons (Sept 1) Personal Political Inquiry
Topic 3 – What is the structure of Canada’s Assignment (F)
Federal Political System? – Canada’s Constitution Cabinet Minister Research
Topic 4 - What is the structure of Canada’s Project (S)
Federal Political System? – What does the Persuasive Communication
executive branch do? (Sept 2) Exercise (F)
Topic 5 – Current Cabinet Minister Research Where do you get your news
Project/Presentations (Sept 7-10) (no current activity (F)
events this week) Detecting bias activity (F)
Topic 6 – What does the legislative branch do? Lobbyist Project (S)
- House of Commons (Sept 13) Test (S)
- Members of Parliament (Sept 14)
- The Senate (Sept 15)
- Representation in Canada (Both senate and
MPs) (Sept 16)
o Racial, gendered, age, geographic
Topic 7 – What does the judicial branch do?
- Supreme Court (Sept 20)
- Law-making + Persuasive Communication
Exercise (Sept 21)
- Federal Accountability Act (Sept 22)
- Indigenous Voices (Sept 27)
- Current Bills (Sept 28)
Topic 8 – How do the media connect Canadians to
their government?
- Role of reporters – “Where do you get
your news” activity (Sept 29)
- Media in Canada + Detecting bias activity
(Sept 30)
Topic 9 – What do lobbyists do? (Oct 4)
- Lobbyist project (Oct 5-7)

Chapter Review + Test:

- Review (Oct 12, 13)
- Test (Oct 14)

October - November

Date: Topics: Assessments:

- To What Extent is the Justice System Fair
Oct 15 – and Equitable for Youth? (Chapter 2) F = Formative
Nov 17 S = Summative

Every Friday’s class will be focused on current Students will participate in

 events. Students will demonstrate an discussion (which will
understanding of the world around them, contribute to their overall
Every determine reliable news sources, and explore a participation grade) as well as
Friday variety of current events topics, such as politics, a formative-to-summative
world events, innovation, etc. The class will be Google Slides assignment
broken into two parts- a collaborative discussion that will ask students to
piece and an individual research piece. describe a news piece every
week.

Unit 2 - To What Extent is the Justice System Fair

and Equitable for Youth?
Topic 1 – Introduction to the Unit (18) + validity Validity activity (F)
& legislation review (pg. 76+77) YCJA Activity (F)
Topic 2 – How do Canada’s Justice System and News Article Jigsaw (F)
the Youth Criminal Justice Act (YCJA) Attempt Political Cartoon + Connect
to Treat Young Offenders Fairly and Equitably? to Big Ideas Roleplay (F)
- YCJA  advantages, disadvantages, areas Youth Justice Project (S)
that should be changed + why do you think Test (S)
a separate justice system is needed for
young offenders? (YCJA activity pg.
Oct 15 – 58/59) (Oct 19-21) (pages 60, 69-71)
Nov 17 Topic 3 – How are Youth Justice and Adult
Justice Different in Canada?  how might a
17 criminal record impact your life? Your identity?
Lessons (Oct 26)
Topic 4 – What consequences do young people
face when they break the law? (Oct 26)
Topic 5 – Are the consequences for young
offenders appropriate? + Group News article
Jigsaw (pg. 72-74) (Oct 27)
Topic 6 – Political Cartoon + Connect to the Big
Ideas (pg. 74+75) (Oct 28+Nov 1)
Topic 7 – What role do Canadian citizens and
organizations play in the fairness and equity of
Canada’s justice system for youth?
- Juries (Nov 2)
- Justice Advocacy Groups (Nov 3)
- Indigenous Connections (Elders) (Nov 4)
Topic 8 – Youth Justice Project (Nov 8-10)

Chapter Review & Test

- Review (Nov 15+16)
- Test (Nov 17)

November - December
 Date: Topic: Assessments:
- How Effectively Does Canada’s Charter of
Nov 23 – Rights and Freedoms Protect Your F = Formative
Dec 17 Individual Rights? (Chapter 3) S = Summative
- To What Extent Has Canada Affirmed
Collective Rights? (Chapter 4)

Every Friday’s class will be focused on current Students will participate in

Every events. Students will demonstrate an discussion (which will
Friday understanding of the world around them, contribute to their overall
determine reliable news sources, and explore a participation grade) as well as
variety of current events topics, such as politics, a formative-to-summative
world events, innovation, etc. The class will be Google Slides assignment
broken into two parts- a collaborative discussion that will ask students to
piece and an individual research piece. describe a news piece every
week.

Unit 1 - How Effectively Does Canada’s Charter

of Rights and Freedoms Protect Your Individual
Rights?
Topic 1 – Introduction to the Charter + Activity Intro Activity (F)
(pg. 91) (Nov 23-24) Charter & Today’s Society
Nov 23 – Topic 2 – What does the Charter Reflect About Deep Dive Discussion (F)
Dec 2 Today’s Society Compared to the Past? (Nov 25- Charter Chart (F)
26) (No current events  it will be tied into this Charter Assignment (S)
8 lesson)
Lessons Topic 3 – How does the Charter Affect Law-
Making in Canada? (Nov 29) Charter Chart
Activity (pg. 111)
Topic 4 – How does the Charter Affect the
Workplace? (Nov 30)

Charter Essay – Dec 1&2

Unit 2 – To What Extent Has Canada Affirmed

Collective Rights?
Topic 1 – Collective Rights Intro + (Dec 6) Collective Rights Display
Topic 2 – Indigenous Collective Rights (Dec 7+8) Project (S)
Topic 3 – The Indian Act (Dec 9)
Topic 4 – Official Language Rights (Dec 13)
Topic 5 – Metis Collective Rights (Dec 14)

Collective Rights Display Project – (Dec 15+16)

Final Day – End of Term Celebration + Cleanup
 Unit Assessment Plan
Summative Assessments: Sept - Dec

Cabinet Issue-Based
Lobbyist Collective Rights
Learning Title Minister Test Research Test Charter Essay
Project Display Project
Outcomes Research Project
Presentation

Weight 20% 10% 15% 10% 15% 20% 10%

Key Topic: Issues for Canadians - x x x

x x x
Governance and Rights x

9.1.1: Students will appreciate the

impact of the Canadian Charter x
x x x
of Rights and Freedoms on rights
and governance in Canada.

9.1.2: Students will appreciate the

various effects of government x
x x x
policies on citizenship and on
Canadian society.

9.1.3: Students will appreciate

how emerging issues impact x x x
x
quality of life, citizenship, and
identity in Canada.

9.1.4: Students will examine the x x

structure of Canada’s federal
political system by exploring and
reflecting upon a set of questions
and issues.

9.1.5: Students will analyze the

role that citizens and
organizations play in Canada’s x x
justice system by exploring and
reflecting upon a set of questions
and issues.

9.1.6: Students will assess,

critically, the impact of the
Canadian Charter of Rights and
Freedoms on the legislative x
process in Canada by exploring
and reflecting upon a set of
questions and issues.

9.1.7: Students will assess,

critically, how the increased
demand for recognition of x
collective rights has impacted the x
legislative process in Canada by
exploring and reflecting upon a
set of questions and issues.

9.1.8: Students will assess,

critically, how legislative
processes attempt to address x
emerging issues of immigration x
by exploring and reflecting upon
a set of questions and issues.
 Triangulation

Assessment Brief Description (Conversation/ Cognitive

Title Observation/ Engagement (Taxonomy)

Product)

Instead of burdening students with a unit exam, I will be

breaking it up into two smaller tests. These tests will use a
variety of strategies to promote cognitive engagement with
Tests (2) Product Remember
students. The purpose of these tests is for students to remember
content and show their learning by answering pre-written
questions.

This presentation is intended for students to take a deep-dive into

various parliamentary cabinet minister positions. By structuring
Cabinet this assignment as a presentation, students will create a short
Minister visual presentation outlining the responsibilities and names of the
Conversation/Product Evaluate
Research current government’s cabinet ministers. This will promote an
Presentation understanding of the current political climate, give students an
opportunity to present to their peers, and inquire deeper into the
Canadian government.

Students will critically think about important issues in their own

lives and think about to what extent their issue represents
Lobbyist Canadians, what the role of lobbyists is, etc. Students will answer
guiding questions about what they would like to lobby for and Product Understand/Create
Project
why it would be important to do so. This will connect student
identity to idea political arena and get them acquainted with the
process of participating in the political process.

Product Understand/Analyze
Students will examine an issue that connects to their own
Issues- individual values that is also up for debate in Canadian society.
Based They will first identify the issue and what makes it controversial.
Research
 Students will be expected to analyze the issue from an unbiased
perspective and dissect the arguments from both proponents and
Project criticizers of the issue. Outside of examining both sides of the
issue, students will also be asked to identify main ideas
surrounding the issue. After all of this, students will include a
final informed personal opinion on the matter.

Students will be asked to write one formal essay this semester

surrounding the Charter of Rights and Freedoms. Their prompt
Charter will be a critical thinking topic surrounding Charter protections Conversation/Product Understand/Analyze
Essay and their own personal identity. The purpose of this assessment
is to evaluation student understanding of the Charter while also
asking them to connect the document to their own lives.

For this final assignment, students will be asked to create a

display for a mock exhibit on collective rights in Canada.
Students will consider how collective rights legislation over time
Collective
has shaped the Canadian identity and present this in a
Rights Observation/Product Create
technological format of their choice. Their display will reflect an
Display
understanding of the historical context surrounding legislation
Project
that affirms collective rights in Canada. It should also analyze
how collective rights have (over time) shaped Canadians’ unique
sense of identity.

Additional Resource
https://www.learnalberta.ca/content/ssoc9/html/intentoftheyouthcriminaljusticeact_cc.html