Social Studies 6 LTP and Unp

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Taking Part in Our Democracy

Grade Six Year Plan and Unit Plans:
Tom Marzolf
Horizon School Division
Taber Christian School
August 17th, 2022.
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TABLE OF CONTENTS
Grade 6 Social Studies Year Plan and Unit Plans
Overview & Rationale ……….………………………………………….…………..……3

Unit Timelines & Weight of Units…………………………...……………...
……………..9
Calendar……………………………………………………………………………...…..12
Unit One: Democratic Basics
Unit Assessment Plan……………………………………………………………………17
Lesson Overviews…………………………………………….…………………………20
Formative and Summative assessments overview……………………………………….30
Unit Two: Democracy in Action
Unit Three: Democratic Influences
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Year Plan:
Grade: 6 Subject: Taking Part in Our Democracy School Year: 2022-
2023
Philosophy
Social studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable them to
become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective
identity is essential in a pluralistic and democratic society. Social studies helps students develop their sense of self and
community, encouraging them to affirm their place as citizens in an inclusive, democratic society.
Strands of Social Studies

Learning related to the core concepts of citizenship and identity is achieved through focused content at each grade level.
The six strands of social studies reflect the interdisciplinary nature of social studies. The strands are interrelated and
constitute the basis for the learning outcomes in the program of studies.
Time, Continuity and Change

Understanding the dynamic relationships among time, continuity and change is a cornerstone of citizenship and
identity. Considering multiple perspectives on history, and contemporary issues within their historical context,
enables students to understand and appreciate the social, cultural and political dimensions of the past, making
meaning of the present and making decisions for the future.
The Land: Places and People
Exploring the unique and dynamic relationship that humans have with the land, places and environments affects
decisions that students make and their understanding of perspectives, issues, citizenship and identity. Students
will examine the impact of physical geography on the social, political, environmental and economic organization
of societies. This examination also affects students’ understanding of perspectives and issues as they consider
how connections to the land influence their sense of place.
Power, Authority, and Decision Making
Examining the concepts of power, authority and decision making from multiple perspectives helps students
consider how these concepts impact individuals, relationships, communities and nations. It also broadens
students’ understanding of related issues, perspectives and their effect on citizenship and identity. A critical
examination of the distribution, exercise and implications of power and authority is the focus of this strand.
Students will examine governmental and political structures, justice and laws, fairness and equity, conflict and
cooperation, decision making processes, leadership and governance. This examination develops a student’s
understanding of the individual’s capacity in decision –making processes and promotes active and responsible
citizenship.
Economics and Resources
Exploring multiple perspectives on the use, distribution and management of resources and wealth contributes to
students’ understanding of the effects that economics and resources have on the quality of life around the world.
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Students will explore basic economic systems, trade and the effects of economic interdependence on individuals,
communities, nations and the natural environment. Students will also critically consider the social and
environmental implications of resource use and technological change.
Global Connections
Critically examining multiple perspectives and connections among local, national and global issues develops
students’ understanding of citizenship and identity and the interdependent or conflicting nature of individuals,
communities, societies and nations. Exploring this interdependence broadens students’ global consciousness and
empathy with world conditions. Students will also acquire a better comprehension of tensions pertaining to
economic relationships, sustainability and universal human rights.
Culture and Community
Exploring culture and community allows students to examine shared values and their own sense of belonging,
beliefs, traditions and languages. This promotes students’ development of citizenship and identity and
understanding of multiple perspectives, issues and change. Students will examine the various expressions of their
own and others’ cultural, linguistic and social communities.
Grade 6: Democracy – Action and Participation
Overview
Grade six students will examine how participation in the democratic process is a means for governments and
citizens to effect change in their communities. They will explore how democratic principles and ideals are
reflected in the structure and functions of their local and provincial governments. Students will examine how
ancient Athens and the Iroquois Confederacy have influenced Canada’s democratic processes.
Rationale
Grade six students will broaden their understanding of democracy in the Canadian experience and develop an
awareness of the active role that engaged citizens can play within the democratic process.
GO 6.1 – Citizens Participating in Decision Making

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments
and citizens as they engage in the democratic process.
SO 6.1.1 recognize how individuals and governments interact and bring about change within their local and
national communities:
● recognize and respect the democratic rights of all citizens in Canada
● value the role of the Canadian Charter of Rights and Freedoms in protecting individual and
collective rights and freedoms
● recognize the influence of historical events and legislation on democratic decision making
in Canada
● value citizens’ participation in a democratic society
● value the contributions of elected representatives in the democratic process
SO 6.1.2 demonstrate an understanding of the fundamental principles of democracy by exploring and
reflecting upon the following questions and issues:
● What is democracy (ie. justice, equity freedoms, representation)?
● What are the similarities and differences between direct and representative democracy?
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● What are the rights and responsibilities of citizens living in a representative democracy?
● How does Canada’s justice system help protect you and your democratic and constitutional
rights?
SO 6.1.3 analyze how the democratic ideals of equity and fairness have influenced legislation in Canada
over time by exploring and reflecting upon the following questions and issues:
● How does the Canadian Charter of Rights and Freedoms protect the individual rights and
freedoms of all Canadians?
● How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada
(ie. Aboriginal rights, the linguistic rights of official language minorities)?
● How did the Treaty of La Grande Paix de Montreal address collective identity and
collective rights?
● How did the Treaty of La Grande Paix de Montreal and the Canadian Charter of Rights and
Freedoms compare in the way that each addresses individual and collective identity and
collective rights?
● Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian
Constitution?
SO 6.1.4 analyze the structure and functions of local governments in Alberta by exploring and reflecting
upon the following questions and issues:
● How are representatives chosen to form a local government (ie. electoral process)?
● What are the responsibilities of local government (ie. bylaws, taxes, services)?
● How are local governments structured differently in rural and urban settings?
● What role is played by school boards (ie. public, separate, Francophone) within local
communities?
SO 6.1.5 analyze the structure and functions of Alberta’s provincial government by exploring and reflecting
● How is the provincial government structured?
● What is the role and status of the Lieutenant Governor within the provincial government?
● What are the responsibilities of the provincial government (ie. laws, taxes, services)?
● How are representatives chosen at the provincial level of government (ie. electoral
process)?
● What are the differences between the responsibilities of a Member of the Legislative
Assembly (MLA) and a cabinet minister?
SO 6.1.6 analyze how individuals, groups and associations within a community impact decision making of
local and provincial governments by exploring and reflecting upon the following questions and
issues:
● How can individuals, groups and associations within a community participate in the
decision-making process regarding current events or issues (ie. lobbying, petitioning,
organizing and attending local meetings and rallies, contacting elected representatives)?
● How do associations such as the Association canadienne-francaise de l’Alberta (ACFA),
the Métis Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA)
provide their members with a voice, at local and provincial levels, exercising historical and
constitutional rights?
● In what ways do elected officials demonstrate their accountability to the electorate (ie.
respond to constituents, participate in local events, represent and express in government
meetings the concerns of constituents)?
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GO 6.2 – Historical Models of Democracy: Ancient Athens and the Iroquois

Confederacy
Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient
Athens and the Iroquois Confederacy.
SO 6.2.1 appreciate the relationship between the values of a society and the model of government adopted
within a society
SO 6.2.2 value the role of participation by citizens in diverse democratic societies
SO 6.2.3 analyze the structure and functions of the democratic system in ancient Athens by exploring and
● How was the government of ancient Athens structured?
● How did the structure of the government in ancient Athens provide opportunities for
citizens to participate in decision making?
● How did identity, status and class structure impact citizenship in ancient Athens?
● How did the social structure of ancient Athens impact its political structure?
● To what extent were democratic ideals of equity and fairness part of the structure of
government and society in ancient Athens?
SO 6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon
the following questions and issues:
● How was the Iroquois Confederacy structured?
● What was the role and status of women within the Iroquois Confederacy?
● What are the advantages and disadvantages of consensus as a decision-making model for
government?
● How did the Six Nations use the consensus-building process?
● How did the Wampum Belt address collective identity?
● How did the social structure of the Iroquois Confederacy impact its political structure?
● To what extent did the decision-making process within the Iroquois Confederacy reflect
democratic ideals of equity and fairness?
Dimensions of Thinking
Students will:
6.S.1 develop skills of critical thinking and creative thinking
● assess significant local and current affairs from a variety of sources, with a focus on examining bias and
distinguishing fact from opinion
● critically evaluate ideas, information and positions
● re-evaluate personal opinions to broaden understanding of a topic or an issue
● generate original ideas and strategies in individual and group activities
● seek responses to inquiries from various authorities through electronic media
6.S.2 develop skills of historical thinking
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● use primary sources to interpret historical events and issues

● use historical and community resources to understand and organize the sequence of historical events
● explain the historical contexts of key events of a given time period
● use examples of events to describe cause and effect and change over time
● organize information, using such tools as a database, spreadsheet or electronic webbing
6.S.3 develop skills of geographic thinking

● construct and interpret various types of maps (ie. historical, physical, political maps) to broaden
understanding of topics being studied
● use geographical tools, including software, that assist in preparing graphs and maps
● use cardinal and intermediate directions to locate places on maps and globes
● identify geographic problems and issues and pose geographic questions
6.S.4 demonstrate skills of decision making and problem solving
● propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to
decision making and problem solving
● consider multiple perspectives when dealing with issues, decision making and problem solving
● collaborate with others to devise strategies for dealing with problems and issues
● select and use technology to assist in problem solving
● use data gathered from a variety of electronic sources to address identified problems
● solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as
calculators, spreadsheets, databases or hypertext technology
● use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present
connections among ideas and information in a problem-solving environment
● solve issue-related problems, using such communication tools as a word processor or e-mail to involve
others in the process
● generate alternative solutions to problems by using technology to facilitate the process
Social Participation as a Democratic Practice

Students will:
6.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
● demonstrate the skills of compromise to reach group consensus
● work collaboratively with others to achieve a common goal
● record group brainstorming, planning and sharing of ideas be using technology
● extend the scope of a project beyond classroom collaboration by using communication technologies, such
as the telephone and e-mail
6.S.6 develop age-appropriate behavior for social involvement as responsible citizens contributing to their
community, such as:
● demonstrate commitment to the well-being of their community by drawing attention to situations of
injustice where action is needed
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Research for Deliberate Inquiry

Students will:
6.S.7 apply the research process
● determine reliability of information filtering for point of view and bias
● formulate questions to be answered through the research process
● use graphs, tables, charts and Venn diagrams to interpret information
● draw and support conclusions based on information gathered to answer a research question
● include references in an organized manner as part of research
● formulate new questions as research progresses
● design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions
to the plan, as necessary
● access and retrieve appropriate information from the Internet by using a specific search path or from given
uniform resource locators (URLs)
● organize information, using such tools as a database, spreadsheet or electronic webbing
● use a variety of technologies to organize and synthesize researched information
● reflect on and describe the processes involved in completing a project
Communication
Students will:
6.S.8 demonstrate skills of oral, written and visual literacy
● express opinions and present perspectives and information in a variety of forms such as oral or written
presentations, speeches or debates
● express reasons for their ideas and opinions, in oral or written form
● use skills of informal debate to persuasively express differing viewpoints regarding an issue
● respond appropriately to comments and questions, using language respectful of human diversity
● listen to others to understand their perspectives
● organize information gathered from the Internet, or an electronic source, by selecting and recording the
data in logical files or categories
● communicate effectively through appropriate forms, such as speeches, reports and multimedia
presentations, applying information technologies that serve particular audiences and purposes
6.S.9 develop skills of media literacy

● detect bias present in the media
● examine and assess diverse perspectives regarding an issue presented in the media
● analyze significant current affairs
● identify and distinguish points of view expressed in electronic sources on a particular topic
● use selected presentation tools to demonstrate connections among various pieces of information
● recognize that information serves different purposes and that data from electronic sources may need to be
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verified to determine accuracy or relevance for the purpose used
Cross- Curricular Integration:

● English Language Arts are integrated into this unit as students draw information and meaning from the
textbook and visual sources. Student’s practice creating, organizing, and communicating information
through a variety of activities.
Report Cards:
TBD:
Parent / Teacher Interviews:
Teacher-selected conferences after the second reporting period. Parents may also request a conference with the teacher.
Timeline: Concept of Instruction Outcomes
Unit 1: Democratic Basics

September What is Democracy: 6.1.2
⮚ Principles of Democracy 6.2.1
o Justice
o Equality
o Freedoms
o Representation
October Types of Democracies: 6.1.2

⮚ Representative VS Direct 6.1.3
Rights and Responsibilities: 6.2.1
⮚ What are rights? 6.2.2

⮚ What are responsibilities?
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⮚ What rights/responsibilities
exist in a democracy
⮚ Do all people have similar rights?
o Native People
o French-Canadians
Timeline: Concept of Instruction Outcome
November Rights and Freedoms of Canadians: 6.1.1

6.1.3
6.2.1
⮚ Individual Rights
⮚ Collective Rights
⮚ Protecting Rights and Freedoms
o Canada’s Justice System
o Canadian Charter of Rights and
Freedoms
o Treaty of La Grande Paix de
Montreal
o Constitutional Protection
Unit 2: Democracy in Action

December Municipal Governments in Canada: 6.1.1
6.1.4
6.2.2
⮚ How are representatives chosen
⮚ Responsibilities of Municipal
⮚ Government
⮚ Rural VS Urban
⮚ Role of School Boards
January Provincial Governments in Canada: 6.1.1
6.1.5
6.2.2
⮚ Structure of Provincial Government
⮚ How are representatives chosen
⮚ Responsibilities of Provincial
Government
⮚ Provincial Representatives
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(MLAs and Cabinet Ministers)

February Responsible Citizens 6.1.1
6.1.6
6.2.2
⮚ Individual and group involvement
in decision making
⮚ Petition, survey and lobby
⮚ Government accountability
Timeline: Concept of Instruction Outcome
Unit 3: Democratic Influences

March Ancient Athens (Part One) 6.2.1
6.2.2
6.2.3
⮚ Structure
o Social Structure
o Class Structure
⮚ Citizen Involvement
o Based on Structure
o Identity
o Political Participation
April Iroquois Confederacy (Part Two) 6.2.4
6.2.1
6.2.2
⮚ Structure
o Social Structure
o Class Structure
o Six Nations
o Consensus
May Iroquois Confederacy Cont. 6.1.1
⮚ Collective Identity
o Symbols of Identity
June Democracy in Action 6.1.6
⮚ Current classroom issues

o Decisions we can make
as grade six students
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REVIEW
Resources: Voices in Democracy: Action and Participation;

Pearson Publishing
Taking Part in Our Democracy; Nelson Publishing
Internet/Smartboard Resources
Unit Legend
Democratic Basics (12
weeks)
Democracy in Action (10

weeks)
Democratic Influences (12

weeks)
Student Assessment
Students will be assessed using the Student Achievement System which is based on the four
scale rubric and feedback based on student work.
Weight of Units
Evaluation
Quizzes 35%
Assignments and Current Events 10%
Projects 35%
Unit Exams 20%
Unit Timelines (subject to change)

● Unit Timelines (subject to change)
● Gray- Holidays
● Yellow- PD Days
August/September
Monday Tuesday Wednesday Thursday Friday
29 30 31 First day of 1 2
School
5 6 7 8 9
Labor Day no
school
13
12 13 14 15 16
19 Collaborative 20 21 22 23
Learning Day
26 27 28 29 30
October
1
Personal
Professional Day
3 4 5 6 7
10 Thanksgiving 11 12 13 14
Holiday
17 18 19 20 21
24 25 26 27 28
Collaborative
Learning Day
November
31 1 2 3 4
7 8 9 10 11
Remembrance Day Parent teacher
14
(No School?) conferences
14 15 16 17 18
No School
21 22 23 24 25
December
28 29 30 1 2
5 6 7 8 9
12 13 14 15 16
January:
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
15
23 24 25 26 27
30 First day of 31
Second
Semester
(PD Day)
February:
1 2 3 Morning
Classes only
6 7 8 9 10
13 14 15 16 17
20 21 22 23 Teachers 24
Convention
27 28 29 30
March
1 2 3 Half day PD
day
6 7 8 9 10
Report Cards
16
Go Home
13 14 15 16 17
20 21 22 23 24
27 28 29 30
April:
31
3 4 5 6 7 Good
Friday
10 11 12 13 14
17 18 19 20 21
24 25 26 27 28
May:
1 2 3 4 5
17
8 9 10 11 12
15 16 17 18 19
22 23 24 25 26
Victoria Day
29 30 31
June:
1 2
5 6 7 8 9
12 13 Last day of 14 15 16
School
Grade 6 Social Studies Unit One Democratic Basics:
Date and Unit Duration: 12 weeks

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Critical Inquiry Question:
To what extent should we embrace democracy? Should democracy shape rights

and identity?
Contents:
o Unit Planning Organizer
o Formative Assessments
o Summative Assessment
o Lesson Overviews
UNIT PLANNING ORGANIZER:

Unit/Topic: Democratic Basics
1. Unit Overview – Critical Inquiry Question
In this unit, students will explore their understanding and appreciation of democracy and
how it affects Canadian’s identity and rights. Throughout the unit we will be answering
the question to what extent should we embrace democracy? Students will explore the
fundamentals of democracy, rights of an individual and freedoms we have in Canada.
2. General Learning Outcomes for Unit
6.1 Citizens Participating in Decision Making:
Students will demonstrate an understanding and appreciation of the dynamic relationship
between governments and citizens as they engage in the democratic process.
3. Focusing Questions for Unit (Related Questions)
What values shape our rights and freedoms in Canadian Society?
Explain in your own words the fundamental principles of democracy?
How does the government shape citizens rights and freedoms?
What is the difference between collective and individual rights?
Can you recall how our identity is intertwined in the idea of democracy?
4. Key Concepts for Unit
-Principles of Democracy -Justice -Equality -Freedoms -Representation
-Types of Democracies -Representative VS Direct -Rights and Responsibilities
-Indigenous representation -French representation -individual Rights

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-Collective Rights -Protecting Rights and Freedoms -Canada’s Justice System
-Canadian Charter of Rights and Freedoms -Treaty of La Grande Paix de Montreal
-Constitutional Protection -government representation -media -map reading

5. Specific Learning Outcomes for Unit
Values and Attitude:
Students will demonstrate an understanding and appreciation of the dynamic relationship between
governments and citizens as they engage in the democratic process.
SO 6.1.1 recognize how individuals and governments interact and bring about change
within their local and national communities:
● value the role of the Canadian Charter of Rights and Freedoms in
protecting individual and collective rights and freedoms
● recognize the influence of historical events and legislation on democratic
decision making in Canada
Specific Outcomes: Knowledge and Understanding:
SO 6.1.2 demonstrate an understanding of the fundamental principles of democracy by
exploring and reflecting upon the following questions and issues:
● What are the similarities and differences between direct and representative
democracy?
● What are the rights and responsibilities of citizens living in a representative
democracy?
● How does Canada’s justice system help protect you and your democratic
and constitutional rights?
SO 6.1.3 analyze how the democratic ideals of equity and fairness have influenced
legislation in Canada over time by exploring and reflecting upon the following
questions and issues:
● How does the Canadian Charter of Rights and Freedoms protect the
individual rights and freedoms of all Canadians?
● How does the Canadian Charter of Rights and Freedoms protect collective
rights in Canada (ie. Aboriginal rights, the linguistic rights of official
language minorities)?
● How did the Treaty of La Grande Paix de Montreal address collective
identity and collective rights?
● How did the Treaty of La Grande Paix de Montreal and the Canadian
Charter of Rights and Freedoms compare in the way that each addresses
individual and collective identity and collective rights?
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● Why is the Canadian Charter of Rights and Freedoms entrenched in the

Canadian Constitution?
SO 6.2.1 appreciate the relationship between the values of a society and the model of
government adopted within a society
Skills and Processes:

6.S.1 develop skills of critical thinking and creative thinking: • analyze ideas and information from
multiple sources • determine relationships among multiple sources of information • determine the
validity of information based on context, bias, sources, objectivity, evidence or reliability • suggest likely
outcomes based on factual information • evaluate personal assumptions and opinions • determine the
strengths and weaknesses of arguments • identify seemingly unrelated ideas to explain a concept or event
• analyze current affairs from a variety of perspectives • identify main ideas underlying a position or
issue
6.S.2 develop skills of historical thinking: • understand diverse historical and contemporary perspectives
within and across cultures • analyze connections among patterns of historical change by identifying
cause and effect relationships • compare and contrast historical narratives • identify and describe the
impact of significant historical periods and patterns of change on society today • understand the
difference between historical facts and historical interpretations • compare alternative historical
narratives
6.S.4 demonstrate skills of decision making and problem solving: • demonstrate skills needed to reach
consensus, solve problems and formulate positions • use inquiry processes to make decisions and solve
problems
6.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: • demonstrate
leadership by persuading, compromising and negotiating to resolve conflicts and differences • make
meaningful contributions to discussion and group work • identify behaviours and attitudes that contribute
or pose obstacles to cross-cultural understanding • consider the needs and perspectives of others •
identify and use a variety of strategies to resolve conflicts peacefully and equitably • demonstrate
cooperativeness in groups to solve problems
6.S.7 apply the research process: • develop and express an informed position on an issue • develop
conclusions based on evidence gathered through research of a wide variety of sources • use research
tools and methods to investigate issues • consult a wide variety of sources, including oral histories, that
reflect varied viewpoints on particular issues
6.S.8 demonstrate skills of oral, written and visual literacy: • communicate effectively in a variety of
situations • engage in respectful discussion • use a variety of oral, written and visual sources to present
informed positions on issues • ask respectful and relevant questions of others to clarify viewpoints on an
issue
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Lesson Overviews
Lesson 1/ Week One/ Introduction/Mapping
General Learning Outcome:
Specific Learning Outcomes:
6.1.2 demonstrate an understanding of the fundamental principles of democracy by exploring and
Length: Week 1&2

Lesson Procedure:
o Hook: Open lecture with a video https://www.youtube.com/watch?v=f-feDZRxJKw
o Go over course outline, expeditions, and answer any questions. Next play get to know you
bingo!
o Other team building games such as “stand up if”…
o Then transition to your PowerPoint presentation Tom Marzolf Introduction.pptx
o Discuss the terms and overview of unit.
o Next Mapping: (week 2)
o Fun introduction activity: Try to draw Canada from memory. Next partner up with blank maps
and fill in what you know.
o Then begin a lesson on mapping.
o Mapping of Canada
o Mapping Games
o The Canada Song | Provinces and Territories of Canada | Canada Geography | Silly School
Songs
o (Watch in two parts)
o Complete week 2 with a mapping quiz and then begin chapter 1.
Key Questions: Do you recall what society means? What does it mean to be a citizen? Why is mapping
reading such an essential skill in today’s society.
Learning Resources Consulted:
PowerPoint Credited to: Rancier, A. 2022.
Lesson 2/Week 2/: Survival Island/
Introduction to Democracy
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Length: 5 blocks
Lesson Procedure:
o Hook: begin with powerpoint
o Go over course outline, expeditions, and answer any questions.
o Begin Survival Island activity: Getting Started (This is project based a may take a few blocks)
o Next: transition to your PowerPoint presentation 1 Introducing Democracy.ppt
o Activity 1: Skit Assignment 1b Introducing Democracy.docx
o Key Questions: What is democracy (ie. justice, equity freedoms, representation)?

o What are the similarities and differences between direct and representative democracy?
o What are the rights and responsibilities of citizens living in a representative democracy?
Lesson 3: Chapter 2 Kahoot Quiz

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What is democracy (ie. justice, equity freedoms, representation)?
6.2.2 value the role of participation by citizens in diverse democratic societies
Length: 1 block
Lesson Procedure:
o Discuss Current Events with Students
o Activity 1: Open Kahoot with students to ensure nicknames are enabled.

Lesson 4: Democratic Values

6.2.1 appreciate the relationship between the values of a society and the model of government adopted
within a society
Length: 2 blocks
Lesson Procedure:
Length: 2-3 blocks
Lesson Procedure:
o Go over current events with students:
o Activity 1: Then transition to your PowerPoint presentation 3 Democratic Values.ppt
o Activity 2: Values Assignment
o Conclusion: Conclude the class by having students define what Democratic Values are.
o Key Questions: What are five Values do think most Canadians have? In your own words
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define compromise.
Lesson 5: Four Pillars of Democracy
Length: 2-3 blocks
Lesson Procedure:
o Go over current events with students.
o Activity One: Four Pillars of Democracy.pptx
o Activity Two: Poster Assignment
o Conclusion: Wrap up the class with a think pair share on ideas for their poster
assignment.
o Key Questions: Can you recall what the four pillars of democracy are? In your own
words define compromise.
Lesson 6: Rules of Society

Length: 2 blocks
Lesson Procedure:
o Hook: Begin with short video
o Activity 1: Transition to slideshow 1 Why Rules.ppt 2 Society’s Rules.ppt
o Conclusion: Close this lesson with a discussion on communication and technology
Key Questions: How does globalization affect the media? In what ways is communication
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impact our ideas of globalization?

Lesson 7: Members of Canadian Society
Lesson Procedure:
o Hook: Current Events
o activity one: Transition to PowerPoint
o 3 Members of Canadian Society.ppt
o Activity two: personal notes assignment
o Key Questions: How do you know if someone is part of your society?
o Explain in your own words why we even have a government?
o PowerPoint Credited to: Rancier, A. 2022.
Lesson 8: Why do we need a Government?
Lesson Procedure:
Activity 1: Open Slides 4 Why Do We Need Government.pptx
o Conclusion: In a talking circle, answer any questions on the assignment to ensure the
students understand their tasks.
Key Questions: How do I demonstrate my understanding of the Canadian Government
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System? What is the purpose of a government?

Lesson 9: Kahoot
Lesson Procedure:
o Hook: Today will be more of a work period on the pop culture paper. (Provide an example to
the students).
Activity 1: 5 Responsibilities of Government.pptx
Activity 2: Kahoot.
Conclusion: In a talking circle, answer any questions on the upcoming lesson.
Key Questions: What are some of the responsibilities of Government?
Lesson 10: Fact or Opinion Activity
Lesson Procedure:
o Watch video
o Activity one: 6 Fact_Opinion Notes.pptx
o Activity Two: Debate: 7 Fact or Opinion Debate.ppt
o Key Questions: How is Language and Culture affected by globalization?
o Activity One: PowerPoint
o Activity Two: Give students time to continue to work on pop culture papers.
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Lesson 11: Debate Should Cellphones be allowed in Class
Lesson Procedure:
Activity 1: Debate give students time to plan and defend or argue key questions
8 Cellphones in Class.pptx
o Conclusion: In a talking circle, answer any questions, realizations, and general

comments on the assignment.
Key Questions:Do you believe cellphones should be allowed in class?

Lesson 12: Rights and Responsibilities
● What are the similarities and differences between direct and
representative democracy?
● What are the rights and responsibilities of citizens living in a
representative democracy?
Lesson Procedure:
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o Hook: Play a short video on rights and responsibilities of government.

o Next open PowerPoint 1 Rights and Responsibilities.ppt
o Activity 1: Brainstorm in small groups 2 Rights and Responsibilities List.doc
o Key Questions: Explain in your own words what are some rights you believe in?
Lesson 13: Rights and Responsibilities Chart
Class Time: 3 blocks
Lesson Procedure:
o Hook: Current events steer toward rights and responsibilities
Activity 1: 3 Rights_Responsibility Chart.doc
Activity 2: Study time for upcoming Quiz (also consider reading the indigenous rights book
from indigenous literature class based on a Child's residential school experience)
Next Block: Write a rights and Responsibilities Quiz: 4 rights responsibility quiz.doc
o Conclusion: In a talking circle, answer any questions on the upcoming quiz.

Assessment:
o Students' presentations will be summative and assessed based on the four scale rubric.
Lesson 14: Debate

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Lesson Procedure:
Activity 1: 5 Grade Six Debate.ppt
Key Questions: Should students be allowed to listen to music in class?
Lesson 15: Collective Rights/Charter of Rights and Freedoms
6.1.3 analyze how the democratic ideals of equity and fairness have influenced legislation in Canada
How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of
all Canadians?
Lesson Procedure:
o Hook: Unit study Guided Notes (1).docx - Google Docs
Activity 1: 6 Collective Rights.ppt 10 Collective Rights.ppt
Activity 2: 7 The Canadian Charter of Rights and Freedoms.ppt
Activity 3: Assignment 7a Canadian Charter of Rights and Freedoms.docx
o Conclusion: In a talking circle, answer any questions
Lesson 16: Charter Poster Assignment
over time by exploring and reflecting upon the following questions and issues: How does the Canadian
30
Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians?
How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (ie.
Aboriginal rights, the linguistic rights of official language minorities)?
4 blocks
Lesson Procedure:
Activity 1: 8 Charter Poster Assignment.doc
Activity 2: 9 Following the Rules of Law.ppt
o Conclusion: Discuss expectations for assignment.
o Key Questions: How do I demonstrate my understanding of the charter of rights and
freedoms?
Lesson 17 Unit Exam Prep

all Canadians?
How did the Treaty of La Grande Paix de Montreal address collective identity and collective rights?
How did the Treaty of La Grande Paix de Montreal and the Canadian Charter of Rights and Freedoms
compare in the way that each addresses individual and collective identity and collective rights?
Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution?
Length: 1-2 blocks

Lesson Procedure:
o Hook: current events
o Discuss the terms and overview of the unit.
o Activity 1: Kahoot Quiz
o Activity 2: Study guide/group study session
o Conclusion: Conclude the class by answering questions regarding the exam.
Key Questions: Do you recall what society means? What does it mean to be a citizen?
31
Lesson 18 Unit Exam:

all Canadians?
How did the Treaty of La Grande Paix de Montreal address collective identity and collective rights?
How did the Treaty of La Grande Paix de Montreal and the Canadian Charter of Rights and Freedoms
compare in the way that each addresses individual and collective identity and collective rights?
Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution?
Length: 1 block
Lesson Procedure:
o Hook: begin with current events
o Activity One has students write the Unit One Exam.
o Conclusion: wrap up with a discussion of the next unit.
Exam Credited to: Rancier, A. 2022.

Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning
At the end some lessons, I will have an exit slip

Exit Slip:
asking a question related to the class in order for
students to be dismissed.
32
● Students will work with a variety of

Worksheet/ worksheets using the textbook and will be
Workbook formatively assessed on their work in these
modules.
● Students will be formatively assessed on

their discussion and overall participation in
Discussion/
the class. For example, “Is globalization good
Participation for people?” (Debate) Short vs Long term
effects of globalization
● Students will create a their own project

Survival Island based on democracy and rights and
Project freedoms based on their group actions and
discussion
Rights and
● Students will write a quiz based on class
Responsibilities
material
Quiz
Collective Rights ● Students will work on a poster assignment

mini posters dedicated to collective rights in Canada.
Canadian ● Students will be assessed on the provinces,

Geography Quiz capitals, and landmarks of Canada.
● Students will answer questions based on

Kahoot Quiz material in class in order to prepare for
Quizzes and Exams
Unit 1 Final ● Students will write a summative final exam

Exam on the key terms and concepts
33

Weight of Units
Evaluation
Quizzes 35%
Projects 35%
Unit Exams 20%
Stage 2: Assessments
Learnin
g Title Survival Exit Slips/ Canadian Kahoot Rights and Collective Unit
Outcom Island discussion/ Geography Quiz Responsibili Rights Exam
es Project Worksheets Quiz ties Quiz mini
Posters
Type Summati Formative Summative Formative Summativ Summativ Summativ

ve e e e
GO 6.1 – Citizens
Participating in Decision
Making
Students will demonstrate
an understanding and
appreciation of the
dynamic relationship
between governments and
citizens as they engage in
the democratic process
6.1.1 recognize how

individuals and
governments interact and
bring about change within
their local and national
communities:
recognize and respect the
democratic rights of all
citizens in Canada
value the role of the
Canadian Charter of
Rights and Freedoms in
protecting individual and
collective rights and
freedoms
recognize the influence of
historical events and
legislation on democratic
34
decision making in
Canada
value citizens’
participation in a
democratic society
value the contributions of
elected representatives in
the democratic process
6.1.2 demonstrate an
understanding of the
fundamental principles of
democracy by exploring
and reflecting upon the
following questions and
issues:
What is democracy (ie.
justice, equity freedoms,
representation)?
What are the similarities
and differences between
direct and representative
democracy?
What are the rights and
responsibilities of citizens
living in a representative
democracy?
How does Canada’s
justice system help protect
you and your democratic
6.2.1 appreciate the

relationship between the
values of a society and the
model of government
adopted within a society
6.2.2 value the role of

participation by citizens in
diverse democratic
societies
S.1 develop skills of

critical thinking and
creative thinking

historical thinking
35
S.4 demonstrate skills of

decision making and
problem solving.
S.7 apply the research

process
Grade 6 Social Studies Unit Two Democracy in Action:
Date and Unit Duration: 10 Weeks
Can you recall how representatives are chosen for the government? How should
democracy shape Urban and Rural rights in Canada?
Contents:
o Lesson Overviews

Unit/Topic: Democracy in Action
In this unit, students will explore their understanding and appreciation of the Canadian
Government System as well as democracy in urban and rural areas. Throughout the unit
we will be answering the question on how representatives are chosen for the government?
How should democracy shape urban and rural rights in Canada?
Explain in your own words what are municipalities in government?
36
How does the government elect representatives in Canada?

What is the difference between a petition and a survey?
Can you recall the difference between federal and provincial governments?
-Federal -Provincial -Municipalities -Freedoms -Representation
-Types of Democracies -Rural VS Urban -Role of School Boards
-Indigenous representation -Responsibilities of Provincial -MLAs and Cabinet Ministers
-Responsible Citizens -Protecting Rights and Freedoms -Government accountability
-Individual and group involvement in decision making -Petition, survey and lobby


SO 6.1.2 demonstrate an understanding of the fundamental principles of democracy by
● What are the similarities and differences between direct and representative
democracy?
● What are the rights and responsibilities of citizens living in a representative
democracy?
● How does Canada’s justice system help protect you and your democratic
SO 6.1.5 analyze the structure and functions of Alberta’s provincial government by
● What is the role and status of the Lieutenant Governor within the
provincial government?
37
● What are the responsibilities of the provincial government (ie. laws, taxes,
services)?
● How are representatives chosen at the provincial level of government (ie.
electoral process)?
● What are the differences between the responsibilities of a Member of the
Legislative Assembly (MLA) and a cabinet minister?
SO 6.1.6 analyze how individuals, groups and associations within a community impact
decision making of local and provincial governments by exploring and reflecting
● How can individuals, groups and associations within a community
participate in the decision-making process regarding current events or
issues (ie. lobbying, petitioning, organizing and attending local meetings
and rallies, contacting elected representatives)?
● How do associations such as the Association canadienne-francaise de
l’Alberta (ACFA), the Métis Nation of Alberta Association (MNAA) and
the First Nations Authorities (FNA) provide their members with a voice, at
local and provincial levels, exercising historical and constitutional rights?
● In what ways do elected officials demonstrate their accountability to the
electorate (ie. respond to constituents, participate in local events, represent
and express in government meetings the concerns of constituents)?

issue
narratives
problems
38
issue
Lesson Overviews
Lesson 1: Levels of Government (Provincial VS Federal)
6.1.5 analyze the structure and functions of Alberta’s provincial government by exploring and
● What are the responsibilities of the provincial government (ie. laws,
taxes, services)?
electoral process)?
Length: 1 block
Lesson Procedure:
o Hook: Open lecture with a video
o Go over new unit with students.
o Activity One: 1 Levels of Government.pptx
o Discuss the terms and overview of the unit
o Conclusion: Conclude the class by having students define what the levels of government are?
Key Questions: Do you recall what the provincial government is? What does it mean to be part of the
Federal Government?
Lesson 2 Responsibilities of Government

39

taxes, services)?
electoral process)?
Length: 3-4 blocks
Lesson Procedure:
o Next: transition to your PowerPoint presentation
o Activity 1: 2 Responsibilities of Government.pptx
o Activity 2: Levels of Government Mini Poster Project
o Key Questions: What are the similarities and differences between the federal and provincial
government? What are the three levels of Government
Lesson 3: Kahoot Quiz

Length: 1 block
Lesson Procedure:
o Activity 1: Open Kahoot with students to ensure nicknames are enabled.
o Key Questions: What values shape our rights and freedoms in Canadian Society?
40
o Explain in your own words what are municipalities in government?

o How does the government elect representatives in Canada?
o What is the difference between a petition and a survey?
o Can you recall the difference between federal and provincial governments?
Lesson 5: Making ByLaws
reflecting upon the following questions and issues:How is the provincial government structured?
What is the role and status of the Lieutenant Governor within the provincial government?
What are the responsibilities of the provincial government (ie. laws, taxes, services)?
How are representatives chosen at the provincial level of government (ie. electoral process)? What are
the differences between the responsibilities of a Member of the Legislative Assembly (MLA) and a
cabinet minister?
Length: 2 blocks
Lesson Procedure:
Length: 2-3 blocks
Lesson Procedure:
o Activity 1: Then transition to your PowerPoint presentation 3 Making Bylaws.pptx
o Activity 2: Make a bylaw with the class
o Conclusion: Conclude the class by having students define what Bylaws are.
o Key Questions: What are the three steps to pass a bylaw? In your own words define
bylaws.
Lesson 5: Why does Local Government Exist
Length: 2-3 blocks
Lesson Procedure:
41

o Activity One: 3 Why Does Local Government Exist.pptx
o Activity Two: Poster Assignment
o Conclusion: Wrap up the class with a study period for the upcoming Quiz
o Key Questions: Can you recall what the three stages of pillars bylaws are?
Lesson 6: Quiz
taxes, services)?
electoral process)?
Length: 2 blocks
Lesson Procedure:
o Activity 1: Quiz based on what we have learned so far in Unit Two
o Local Government assignment 4 Why Do We Have Local Government.docx
Key Questions: What values shape our rights and freedoms in Canadian Society?
o Explain in your own words what are municipalities in government?
o How does the government elect representatives in Canada?
o What is the difference between a petition and a survey?
Can you recall the difference between federal and provincial governments?
o Conclusion: Close this lesson with a discussion of the next lesson.
Lesson 7: Provincial Government
42

taxes, services)?
electoral process)?
Length: 2 blocks
Lesson Procedure:
o Activity one: 6 Provincial Government.pptx
o Key Questions: How do you know if someone is part of your riding?
o Explain in your own words why we even have a provincial government?
Lesson 8: Participating in Government
6.1.6 analyze how individuals, groups and associations within a community impact decision making
of local and provincial governments by exploring and reflecting upon the following questions and
issues:
How can individuals, groups and associations within a community participate in the decision-making
process regarding current events or issues (ie. lobbying, petitioning, organizing and attending local
meetings and rallies, contacting elected representatives)?
How do associations such as the Association canadienne-francaise de l’Alberta (ACFA), the Métis
Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA) provide their
members with a voice, at local and provincial levels, exercising historical and constitutional rights?
In what ways do elected officials demonstrate their accountability to the electorate (ie. respond to
constituents, participate in local events, represent and express in government meetings the concerns of
constituents)?
Length: 1 block
43
Lesson Procedure:
o Hook: Current Events Petitions, Surveys, Lobbying
Activity 1: Open Slides7 Participating in Government.pptx
Key Questions: How do I demonstrate my understanding of petitions? What is the purpose of
lobbying? Can you recall why it is important to participate in government?
Lesson 9: Kahoot
Lesson Procedure:
o Hook: Today will be more of a work period on the pop culture paper. (Provide an example to
the students).
Activity 1:Kahoot
Conclusion: In a talking circle, answer any questions about the upcoming lesson.
Key Questions: What are some of the responsibilities of Government?
Lesson 10: School Board assignment
issues:
44

Length: 2 blocks
Lesson Procedure:
o Watch video
o Activity one: 7 School Boards.docx
o Key Questions: In what ways is the school board similar to the government?

Lesson 11: Unit Exam Prep

issues:
Length: 1-2 blocks

Lesson Procedure:
Lesson 12 Unit Exam:

45

issues:
Length: 1 block
Lesson Procedure:
o Activity One has students write the Unit One Exam.
Grade 6 Social Studies Unit Two Democracy in Action:
Date and Unit Duration: 10 Weeks

At the end some lessons, I will have an exit slip

Exit Slip:

Worksheet/ worksheets using the textbook and will be
Workbook formatively assessed on their work in these
modules.

Discussion/ their discussion and overall participation in
Participation the class. For example, “Is globalization good
for people?” (Debate) Short vs Long term
46
effects of globalization
● Students will fill in a short Quiz based on

Bylaws Quiz
Bylaws
School board ● Students will work on an assignment based

assignment on School Boards
Levels of
● Students will work on a poster assignment
Government
dedicated to collective rights in Canada.
Mini posters

Quizzes and Exams
● Students will write a summative unit exam

Unit 2 Exam
on the key terms and concepts
Grade 6 Social Studies Unit Three Democratic Influences
Can you recall how representatives are chosen for the government? How should
democracy shape Urban and Rural rights in Canada?
Contents:
o Lesson Overviews
47

Unit/Topic: Democratic Influences
In this unit, students will dive into the democratic systems of the Iroquois Confederacy
and the democratic system in Ancient Athens. Throughout the unit we will be answering
to what extent is Canada's democratic system is similar to the Iroquois Confederacy and
Ancient Athens?
6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy
Students will demonstrate an understanding and appreciation of the democratic principles
exemplified by ancient Athens and the Iroquois Confederacy.
Explain in your own words what Clan Mothers are?
How is democracy in Ancient Athens similar to Canada’s
How does the government elect representatives in Ancient Athens?
What is the difference between a Clan and a council?
Can you recall what is a consensus?
-Social Structure -Class Structure -Identity -Political Participation -Representation
-Types of Democracies -Six Nations -Consensus -Wampum Belt
-Indigenous representation -Collective Identity -Symbols of Identity
-Clan Mother -Clan -Iroquis - Ancient Athens


48

SO 6.1.6 analyze how individuals, groups and associations within a community impact
decision making of local and provincial governments by exploring and reflecting
● How can individuals, groups and associations within a community
participate in the decision-making process regarding current events or
issues (ie. lobbying, petitioning, organizing and attending local meetings
and rallies, contacting elected representatives)?
● How do associations such as the Association canadienne-francaise de
l’Alberta (ACFA), the Métis Nation of Alberta Association (MNAA) and
the First Nations Authorities (FNA) provide their members with a voice, at
local and provincial levels, exercising historical and constitutional rights?
● In what ways do elected officials demonstrate their accountability to the
electorate (ie. respond to constituents, participate in local events, represent
and express in government meetings the concerns of constituents)?
SO 6.2.3 analyze the structure and functions of the democratic system in ancient Athens by
● How did the structure of the government in ancient Athens provide
opportunities for citizens to participate in decision making?
● How did identity, status and class structure impact citizenship in ancient
Athens?
● How did the social structure of ancient Athens impact its political
structure?
● To what extent were democratic ideals of equity and fairness part of the
structure of government and society in ancient Athens?
SO 6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and
● How was the Iroquois Confederacy structured?
● What was the role and status of women within the Iroquois Confederacy?
● What are the advantages and disadvantages of consensus as a decision-
making model for government?
● How did the Six Nations use the consensus-building process?
49
● How did the Wampum Belt address collective identity?

● How did the social structure of the Iroquois Confederacy impact its
political structure?
● To what extent did the decision-making process within the Iroquois
Confederacy reflect democratic ideals of equity and fairness?
issue
narratives
problems
issue
Lesson Overviews Part One: Athens

Lesson 1/Week 1: Introduction to Ancient Athens
50
Students will demonstrate an understanding and appreciation of the democratic principles exemplified
by ancient Athens and the Iroquois Confederacy.
6.2.3 analyze the structure and functions of the democratic system in ancient Athens by exploring
and reflecting upon the following questions and issues:
Athens?
structure?
Length: 1 Week
Lesson Procedure:
o Go over new unit with students.
o Activity One: Introduction to Ancient Athens (Be sure to watch Videos included in Powerpoint)
o Activity Two: Athens Spartan Spy Project (Students will work on this project throughout the
Unit) (This can be used as a sponge activity at the end of each lesson.
o Discuss the terms and overview of the unit
o Conclusion: Conclude the class by having students point on the map where they believe Athens
is located?
Key Questions: are the beliefs and values that shaped democracy in Athens? What role did citizens
play in Athenian democracy?
Lesson 2 Athens Video Series

51
Athens?
structure?
Length: 3-4 blocks
Lesson Procedure:
o Next:
o Activity 1: Part One:
o https://drive.google.com/drive/u/0/folders/1reyMnUP0bpYqBKm5eiEeFHQu1XSEP2cp
o Activity 2: Athens Spartan Spy Project (Students will work on this project throughout the Unit)
(This can be used as a sponge activity at the end of each lesson.
o Key Questions: What are the similarities and differences between the federal and provincial
government? What are the three levels of Government
Lesson 3: Athens Continued

Athens?
structure?
Length: 2-3 blocks

Lesson Procedure:
o Activity 1: Part Two:
52
https://drive.google.com/drive/u/0/folders/1reyMnUP0bpYqBKm5eiEeFHQu1XSEP2cp
o Activity 2: Athens Spartan Spy Project (Students will work on this project throughout the Unit)
(This can be used as a sponge activity at the end of each lesson.
o Key Questions: What values shape democracy in Athens?
o Explain in your own words what is the foundation of leadership in Athens?
Lesson 5: Pottery/Art in Athens
Athens?
structure?
Length: 2 blocks
Lesson Procedure:
Length: 2-3 blocks
Lesson Procedure:
o Activity 1: 1 Ancient Athens Pottery Pictures.ppt
o Activity 2: Part Three Film
o https://drive.google.com/drive/u/0/folders/1reyMnUP0bpYqBKm5eiEeFHQu1XSEP2cp
o Conclusion: Conclude the class by having students share a fun fact they learned about Athens
so far.
o Key Questions: How is democracy in Ancient Athens similar to Canada’s
o How does the government elect representatives in Ancient Athens?
53
Lesson 5: Spartan Spy Presentations

How was the government of ancient Athens structured?
How did the structure of the government in ancient Athens provide opportunities for citizens to
participate in decision making?
How did identity, status and class structure impact citizenship in ancient Athens?
How did the social structure of ancient Athens impact its political structure?
To what extent were democratic ideals of equity and fairness part of the structure of government and
society in ancient Athens?
Length: 2 blocks
Lesson Procedure:
o Activity One: Students will present their Spartan Spy Projects
o Activity Two: Study for Quiz
o Key Questions: Can you recall what agora is? What are some notable facts you have learned so
far about Athens? To what extent were democratic ideals of equity and fairness part of the
Lesson 6: Quiz
54
Length: 2 blocks
Lesson Procedure:
o Activity 1: Quiz based on what we have learned so far in Unit Three
Key Questions: How is democracy in Ancient Athens similar to Canada’s
o How does the government elect representatives in Ancient Athens?
Can you recall the difference between federal and provincial governments? To what extent were
democratic ideals of equity and fairness part of the structure of government and society in ancient
Athens?
o Conclusion: Close this lesson with a discussion of the next lesson.
Lesson 7: The Agora and City State
Length: 2 blocks
Lesson Procedure:
o Activity one: 2 Ancient Athens the Agora and City-State.ppt
o Key Questions: Can you recall what agora is? What are some notable facts you have learned so
far about Athens? To what extent were democratic ideals of equity and fairness part of the
55

Lesson 8: Social Structure in Athens
Length: 3-4 blocks

Lesson Procedure:
Activity 1: Open Slides 3 Ancient Athens Social Structure.pptx
Activity 2: Poster Project based on the social structure of Ancient Athens
Key Questions: How do I demonstrate my understanding of social structure? What is the
purpose of social status?
Lesson 9: Roles of Men and Women in Athens Assignment
56
Lesson Procedure:
Activity 1: 4 Ancient Athens Roles of Men and Women.docx
Conclusion: In a talking circle, answer any questions about the upcoming lesson.
Key Questions: What are some of the responsibilities of the women in Athen’s Society? Why are men
fundamental in this society?
Lesson 10: Decision making In Ancient Athens
Length: 2 blocks
Lesson Procedure:
o Activity one: Formative 5 Ancient Athens Decision Making
o Activity Two: Film
o https://drive.google.com/drive/u/0/folders/1mu3EcOyaIfEJ4xLdZZjvxRWVPgYuwlSn
o Key Questions: In what ways is the school board similar to the government?

Lesson 11 Athens Exam Prep

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and
citizens as they engage in the democratic process.
57
6.2.3 analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting
How did the structure of the government in ancient Athens provide opportunities for citizens to participate in
decision making?
Length: 1-2 blocks

Lesson Procedure:
Lesson 12 Athens Exam:

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and
citizens as they engage in the democratic process.
6.2.3 analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting
How did the structure of the government in ancient Athens provide opportunities for citizens to participate in
decision making?
Length: 1 block
Lesson Procedure:
o Activity One has students write the Athens Exam.
o Key Questions: How was the government of ancient Athens structured?
o How did the structure of the government in ancient Athens provide opportunities for citizens to participate in
decision making?
o How did identity, status and class structure impact citizenship in ancient Athens?
o
58

Democratic Influences Continued

Lesson 13: Introduction to Iroquois Confederacy
General Learning Outcome: 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois
Confederacy General Outcome Students will demonstrate an understanding and appreciation of the
democratic principles exemplified by ancient Athens and the Iroquois Confederacy
Specific Learning Outcomes: 6.S.1 develop skills of critical thinking and creative thinking: • critically
evaluate ideas, information and positions
6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the
following questions and issues: • How was the Iroquois Confederacy structured? • What was the role and
status of women within the Iroquois Confederacy?
within a society
6.2.2 value the role of participation by citizens in diverse democratic societies.
Length: 2 blocks
Lesson Procedure: Lesson One

Concept: Introduction
Resources/Materials: Voices in Democracy, pages 76 and 77

Procedure:
Hook: Open lecture with PowerPoint discuss introduction of unit:

Explain that the next democracy students will learn about is the Iroquois Confederacy. It was actually a
partnership of six different first Nations that lived and still live in the region south of Lake Ontario
and the lower St. Lawrence River. Point out on the wall map of Canada.
1. Explain that Iroquois is the name that French explorers and settlers gave to these first Nations.
However, the people themselves prefer Haudenosaunee.
2. Class two: Open peacemaker slides and have students turn to textbook, page 76. (Read with them on
the smart board if necessary). Allow them to flip through the chapter for a minute or two.
3. Explain that this partnership started out with five First Nations and later became a six-nation
partnership. Pages 76 and 77 explain how the partnership began in the first place.
4. Guide the reading of textbook, pages 76 and 77.

59
5. Be sure that students understand the inquiry questions.
6. Have students copy the information from Worksheet 1/6.4 into their notebooks.
7. Distribute Worksheet answers if necessary.
8. Optional: Illustrate the Peacemaker traveling and speaking to the various nations. This illustration
could possibly be used to make a title page for the chapter.
Activity 1: PowerPoint
Activity 2: Have students fill out the worksheet.
Conclusion: End class with a discussion on the new unit.
Assignments:
l. Read Voices in Democracy, pages 76 and 77. Fill in worksheet.
Materials and Resources:
Pencil, paper, smartboard, textbook.
Assessment: Formative assessment of the worksheets.

Worksheet questions credited to:
Cathy Wagner Social 6 - Voices Part A - Lesson Plans.pdf - Google Drive and Iroquois student booklet.docx
- Google Drive
PowerPoint Credited to: C:\Users\tomru_000\Downloads\iroquoisconfederacypowerpointminilesson.pptx
Video Credited to: Who are the Iroquois? - CornellCast
Online chapter four textbook: untitled (mrpolsky.com)
Lesson 14: Iroquois Society: The Long House and the Clans
Specific Learning Outcomes: 6.2.4 analyze the structure and functions of the Iroquois Confederacy by
exploring and reflecting upon the following questions and issues: • How was the Iroquois Confederacy
structured?
6.S.2 develop skills of historical thinking: • use primary sources to interpret historical events and issues • use
historical and community resources to understand and organize the sequence of historical events
60
Length: 2-3 blocks
Lesson Procedure:
Hook: Ask students how many people live in each of their houses. Then ask them to imagine what it would
be like if each of their rows of houses were one big room where all their relatives lived together. How might
that change things? Explain that in Iroquois society extended family groupings were called clans and they
lived together in a big longhouse.
Procedure:
1. Open PowerPoint on Clans and longhouses. Play the video longhouse tour. Life in a Longhouse -
YouTube
2. Have students turn to textbook, page 58. Guide the reading.
3. Distribute Worksheets. Have students read the article on the longhouse. Then do the questions.
4. Use the charts to show how the clans helped to unify the nations.
5. The final Project future Lesson: Have students create a model of a longhouse settlement, Use the
template provided from Order Receipt | Teachers Pay Teachers giving a name for their clan and who
would live with them. (use the template below). Place on paper plates and the students can draw what
structure surrounds their homestead. Have students describe their clans and their Longhouses.
Assignments:
1. Read Voices in Democracy, page 78.

2. Do Worksheets #6.4.2a, #6.4.2b, #6.4.2c, and #6.4.2d.
3. Optional. Make a model of an Iroquois settlement.
Resources/Materials: Voices in Democracy, page 78
Life in a Longhouse - YouTube
o Activity # 1: PowerPoint and video

o Activity #2: Creation of homestead.
Assessment: Longhouses will be assessed given the rubric provided.

- Google Drive
PowerPoint Credited to: C:\Users\tomru_000\Downloads\Early peoples of WNY The Iroquois (3).ppt
Video Credited to: Life in a Longhouse - YouTube
Longhouse template from Order Receipt | Teachers Pay Teachers
61

Lesson 15: Iroquois Society: The Roles of Women and Men
Length: 1 block
Lesson Procedure:
Hook: Briefly compare the patrilineal nature of Hutterite culture with the matrilineal nature of
Haudenosaunee culture. (e.g., when a girl marries, she takes on her husband's name and goes to live at his
colony, if there is a move off the colony) Explain that the role of women was quite different in
Haudenosaunee society than in Ancient Athens or with Hutterites.
Procedure:
l . Open PowerPoint and discuss roles in the Iroquois society.
Write the words fairness, equity, and participation on the board. Explain that these were the principles
upon which Haudenosaunee democracy was based. If necessary, go over the meanings of the words.
Tell students to think about how these were part of the Haudenosaunee culture.
2. Have students turn to textbook, pages 79 and 80. Guide the reading.
3. Have students fill in the worksheets.
Optional: have students answer the "Thinking It Through" questions on textbook, page 80
o Assessment: This lesson will be formatively assessed for participation and discussion.

Line Masters I (student copies)
Worksheets #6.4.3a and #6.4.3b (easier, student copies)
Line Masters 4-2 and 4-3 (harder, student copies)

- Google Drive
62

Lesson 16: Wampum belts
General Learning Outcome: 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy
General Outcome Students will demonstrate an understanding and appreciation of the democratic principles
exemplified by ancient Athens and the Iroquois Confederacy
Specific Learning Outcomes: 6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and
reflecting upon the following questions and issues: • How was the Iroquois Confederacy structured? • How did the
Wampum Belt address collective identity?
6.S.2 develop skills of historical thinking: • use primary sources to interpret historical events and issues • use historical
and community resources to understand and organize the sequence of historical events
Length: 1-2 blocks
Lesson Procedure:
Concept: Wampum
Hook: Explain that today, Canadian laws are lengthy and very detailed written documents. Our laws are
written in such a way so that the laws will be very clear to everyone. Our Constitution is the most important
law of our country and is the basis on which all other laws are made. Explain that the Haudenosaunee did not
have written laws as we do. However, all people seemed to understand the laws well.
Procedure:
l . Open PowerPoint and discuss the importance of the Wampum Belt. Have students turn to textbook,
page 82. Explain that the two photos are of something called wampum. They were like laws.
2. Have students turn to textbook, page 81. Guide the reading of the page. Also, if you have the time,
guide pages 82 and 83 as well.
3. Distribute Line Master 4-4. Make sure students can figure out what to do.
4. Designing a Wampum Belt: Have students make a wampum, using a strip of graph paper. Remind
them that a wampum is not just a design. It has to have meaning. Once the students have completed
their wampum’s, have them explain their meanings.
Materials and Resources: Smartboard, workbook, pencil, textbook. Read Voices in Democracy, pages 81 -
63
83. Do Line Master 4-4. Formative "think of a concept or story. Make a wampum that represents it.
Assessment: Learning Resources Consulted: Worksheet questions credited to:
- Google Drive
PowerPoint Credited to: Wampum Belts slides: C:\Users\tomru_000\Downloads\the_wampum_belt_-

_collective_identity.pptx
Lesson 17: Interpreting Maps
exploring and reflecting upon the following questions and issues: • How was the Iroquois Confederacy
structured?
6.S.3 develop skills of geographic thinking: • construct and interpret various types of maps (i.e., historical,
physical, political maps) to broaden understanding of topics being studied • use cardinal and intermediate
directions to locate places on maps and globes • use scales to determine the distance between places on maps
and globes • identify geographic problems and issues and pose geographic questions
Length: 1 block
Lesson Procedure:
Hook: Concept: Interpreting Maps
Introduction: In the atlas or on the wall maps point out the different types of maps types of maps (political,
physical, historical, etc.) Bring in Taber map. Explain that today's lesson is about reading different kinds of
maps.
Procedure:
1. Open the PowerPoint and review types of maps bring an Atlas and county map and ask whats
different and whats similar. Give students time to read the country of Newell map.
2. Scavenger hunt: find locations on the Taber map. (Fire hall, School, Arena, Hockey Rink, Golf
Course) (NSEW) (Township) (Range Roads).
3. Have students turn to textbook, page 84. Guide the reading,
4. Have students do the questions on textbook, page 85, in their notebooks.

64
5. (In Workbook 389, 390) Distribute Worksheets and #6.4.5b. Tell students that Worksheet 1/6.4.5a is
a map of New York state. Point out the state on the map of North America or even maps of Canada
may show it. Explain that most of the Iroquois or Haudenosaunee lands were in what is today New
York state. There is a body of water named after each of the five original five nations.

Wall Maps or atlas
Worksheets #6.4.5a and #6.4.5b (optional, student copies)
Assessment:
This assessment is formative, and discussion based.
Work booklet
Large group discussion
- Google Drive
Lesson 18: The Structure of the Iroquois Confederacy
Specific Learning Outcomes: 6.S.1 develop skills of critical thinking and creative thinking: • assess
significant local and current affairs from a variety of sources, with a focus on examining bias and
distinguishing fact from opinion
following questions and issues: • How was the Iroquois Confederacy structured?
Lesson Procedure:
Hook: Review that in Canada's government, representatives are elected from all parts of the country to make
decisions on behalf of the people of Canada. Provinces with larger populations elect more representatives
than provinces with smaller populations,
In Ancient Athens all citizens could vote on issues. The Council of 5 (the Boule) was made up of
representatives who set the agenda for Assembly meetings. Explain that the Iroquois had a different system
from Canada's and that of Ancient Athens.
Procedure:
1. Review PowerPoint on government and structure of Iroquois society.
Have students turn to textbook, pages 86 and 87. Guide the reading.
65
2. Then guide the reading of textbook, page 88.
3. Distribute either Worksheets #6.4.6a and #6.4.6b (In workbook pg. 394, 395), Go over the directions,
if necessary.
Materials and Resources: Smartboard, handout, pencil, textbook.
Voices in Democracy, pages 86 88, Worksheets #6.4.6a and #6.4.6b (In workbook pg. 394, 395).

- Google Drive
Powerpoint: C:\Users\tomru_000\Downloads\Early peoples of WNY The Iroquois (3).ppt The Iroquois
Confederacy - Google Slides
Lesson 19: Democratic Principles and the Iroquois Confederacy
exploring and reflecting upon the following questions and issues• What are the advantages and disadvantages
of consensus as a decision-making model for government? (PADM) • How did the Six Nations use the
consensus-building process? (PADM• How did the social structure of the Iroquois Confederacy impact its
political structure? (CC, PADM) • To what extent did the decision-making process within the Iroquois
Confederacy reflect democratic ideals of equity and fairness? (PADM)
6.S.4. demonstrate skills of decision making and problem solving: • propose and apply new ideas, strategies
and options, supported with facts and reasons, to contribute to decision making and problem solving •
consider multiple perspectives when dealing with issues, decision making and problem solving
Length: 1 blocks
Lesson Procedure:
Hook: On the board write the four principles that support democracy:
Justice Equity Freedoms Representation
Discuss ways students have learned so far about how the Haudenosaunee lifestyle and the Iroquois
Confederacy showed these principles.
Procedure:
l . Have students turn to textbook, page 89. Explain that the page tells some ways that the Iroquois
Confederacy had democratic principles. Guide the reading, ensuring that you are pointing out
66
examples of each of the principles as they come up.
2. Distribute Worksheet 6.4.7. Go over the directions. Note: This exercise can be done in notebooks.
Assignments:
l . Read Voices in Democracy, page 89.

2. Do Worksheets #6.4.5a OR do the exercise in notebooks.
3. Gives students time to work on Iroquois Confederacy Report Card Assignment (inspired by Critical
Challenge) review with a partner.
Materials and Resources:
Resources/Materials: Voices in Democracy, page 89
Worksheet #6.4.7 (optional, student copies)

- Google Drive
Lesson 20: The Longhouse Project (Final Project)
exploring and reflecting upon the following questions and issues: • What are the advantages and
disadvantages of consensus as a decision-making model for government? (PADM) • How did the Six Nations
use the consensus-building process?
• To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals
of equity and fairness? (PADM)
6.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: • demonstrate the skills of
compromise to reach group consensus.
Length: 2 Blocks
Lesson Procedure:
Hook: With students the final project of this unit.
https://drive.google.com/file/d/1lagrx1Sg1_hgJQZX_RD5F2H1Gvh0BNDw/view
Procedure: Student will gather materials outside in small groups in order to create their own Longhouses.
l . I will review my expectations with the class on the project and then we will continue designing and
building. Students will have the opportunity to design their own clan name, symbol, rules, and roles
of their longhouse. Students will then design and build their Longhouses during this lesson.
67
Activity #1: Building of Longhouses
● Students will continue in their groups building their Longhouses ensure students understand these
need to be finished this week so we can begin to discuss Wampum Belts.
● Ensure students are staying on task and working in their groups, Chromebooks should not be out
anymore as the building process has begun.
Closing for the Class: I want you to think, pair, share with someone in your desk rows and share your
groups clan animal and why is it important to you.
Lesson 21: What is the Best Way to Make a Decision'?
Length: 1 block
Worksheet #6.4.9 (student copies)
Line Master G-19 (optional, student copies)
Activity 2: Continue Longhouse Project
Lesson Procedure:
Hook: Remind students how consensus works.
Explain that many people prefer using consensus to make decisions; others prefer voting. There are
advantages and disadvantages to both.
Procedure: Sub in consensus exercise
l . Have students make work in groups with poster paper. In small groups showing the advantages and
disadvantages of consensus and voting as decision making tools. Show an example on the board give the
students 10 minutes to work on this and then have each group present. Four stations 4 in each group. (16
students) Station one discusses the advantages of Voting. Station two discusses the disadvantages of
68
voting. Station three disuses the advantages of consensus. Station four discusses the disadvantages of
consensus.
If time: Have students turn to textbook, pages 94 and 95. Guide the reading. And have the students fill in
the Venn diagram.
2. OR:
3. Read page 101.

4. Think of a class decision that can actually be acted on…
5. Divide the students into 6 groups. Groups will not be working at the same time. Have each group
choose a number out of the container.
6. Present the class decision.
7. Ask students to describe the guidelines for consensus (every person has the right to speak and the
right to be listened to, everyone in the group must agree to the final decision
8. Have groups 1 and 2 come to a consensus
9. Groups 1 and 2 then pass their opinion to groups 3 and 4, who also confer.
10. If groups 3 and 4 agree to the opinion by consensus, they pass the opinion to group 5.
11. If group 5, which has the final judgment, comes to the same consensus, then the decision has been
made.
12. If group 5 doesn’t come to agreement, the process begins again.
13. If, after subsequent rounds, group 5 still doesn’t arrive at consensus, group 5 tells the other groups
that they can act according to their own beliefs, as long as their decision don’t interfere with other
groups.
14. During this process, group 6 may express its opinions to the others, but it is not allowed to take part in
the consensus process.
15. Give students an opportunity to add to their unit project notes, especially about representation
Assignments:
Venn diagram in workbooks.
Learning Resources Consulted: Worksheet questions credited to:

- Google Drive
Lesson 22: Contributing to the Community
69
Length: 1 blocks
Lesson Procedure:
Hook: Briefly review the advantages and disadvantages of using consensus and voting as decision making
tools.
Procedure:
l . Explain that Mr. Krahn's class is discussing guidelines for behaviour in their class and in the school.
2. Have students turn to textbook, pages 96 and 97. Guide the reading.
3. Discuss with students what are some ways to strengthen a community. Eg. Volunteer work,
education, importance, listening, and respect for others.
4. Have students do the "Over to You" questions, in groups of four. Have students fill in chart paper and
present their findings after 10 minutes. (Questions 1: What are some rules and guidelines do you think
would help improve the well-being of your school community? (Remind students these must be
school-appropriate).
5. Question 2: How would you get other classes to agree with your guidelines? Would you use
consensus or voting? Are you willing to compromise on your guidelines?
6. Question 3: What are the advantages and disadvantages of having a set of guidelines that all classes
agree on? How would you deal with students who choose not to follow your guidelines?
Assignments:
l . Read Voices in Democracy, pages 96 and 97.

2. Do the "Over to You" questions on textbook, page 97.
Learning Resources Consulted: Worksheet questions credited to:
- Google Drive
Lesson 23 Prep for Iroquois Exam

70
within a society
Length: 1 block
Lesson Procedure: Hook: Explain that now that Chapter 4 is complete, it is time to prepare for a test.
Procedure:
l . Play a game with students to review some of the main concepts of Chapter 4.
Possible Kahoot review quiz.
OR
Give each student a copy of Worksheet 1/6.4.12c. It has two game cards.
Give each student a copy of Worksheet 1/6.4.12d. Have students cut the sheet in half so that they
each have a YES sheet and a NO sheet.
The object of the game is for students to get all nine squares filled in. You get a square filled in
by answering a question correctly.
Start by asking a question from Worksheets #6.4.12a and #6.4.1 2b. Students hold up either
their YES sheet or their NO sheet in answer to the question. If they answer the question
correctly, they can put an X in one square of their playing card. When a student has all the
squares on his playing card filled in, he/she gets a little prize. Keep going until all students
have all their squares filled in and everyone has earned their prize.
2. Distribute the Chapter Four Review Sheets and have students complete them. Mark the sheets as a
class.
Assignments:
l . OPTIONAL. Use Worksheets #6.4.12a, #6.4.12b, 46.4.1 2c, and #6.4.12d to play a review game.
2. Do the Grade Four Review Sheets.
Materials and Resources: Study guide, smartboard, pencil, laptop for research.
Assessment: This class is slotted for review in preparation for the unit exam.
71
- Google Drive
PowerPoint Credited to: (TBD)
Lesson 24 Iroquois Exam
General Learning Outcome: 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy
General Outcome Students will demonstrate an understanding and appreciation of the democratic principles
exemplified by ancient Athens and the Iroquois Confederacy
Specific Learning Outcomes: 6.S.1 develop skills of critical thinking and creative thinking: • critically evaluate
ideas, information and positions
6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following
questions and issues: • How was the Iroquois Confederacy structured? • What was the role and status of women
within the Iroquois Confederacy?
6.2.1 appreciate the relationship between the values of a society and the model of government adopted within a
society
Length: 1 block
Lesson Procedure:
Activity 1: Exam
Activity 2: Review for PAT

Cathy Wagner Social 6 - Voices Part A - Lesson Plans.pdf - Google Drive and Iroquois student booklet.docx -
Google Drive
72

At the end of some lessons, I will have an exit slip

Exit Slip:

Worksheet/ worksheets and assessments using the
Workbook textbook and will be formatively assessed
on their work in these modules.

Discussion/ their discussion and overall participation in
Participation the class.
Athens Quiz ● Students will fill in a short Quiz based on

Iroquois Quiz Society in Ancient Athens
Spartan Spy ● Students will work on an assignment based

assignment on documenting Athens Society
Athens Poster ● Students will work on a poster assignment

Project dedicated to the roles of Athens government

Quizzes and Exams
● Students will design and create their very

Wampum Belts
own Wampum Belt.
Students in small groups will create their very

Longhouse
Project
own longhouse. Students will gather
materials outside, assign roles, a clan, and
73
elect a clan mother for this project. A

written portion of this assignment will also
be assessed.
Athens Exam ● Students will write a summative exam

Iroquois Exam based on the Units key terms and concepts
74

Weight of Units
Evaluation
Quizzes 35%
Projects 35%
Unit Exams 20%
Stage 2: Assessments
Learnin
g Title Athens/ Exit Slips/ Wampum Athens Spartan Longhouse Athens/
Outcom Iroquois discussion/ Belts Poster Spy Project Iroquis
es Quiz Worksheet Project Assignmen Exam
s/Kahoot t
Quiz
Typ Summative Formative Formative Summative Summativ Summativ Summative

e e e
6.2 Historical Models

of Democracy:
Ancient Athens and
the Iroquois
Confederacy
Students will
demonstrate an
understanding and
appreciation of the
democratic principles
exemplified by ancient
Athens and the
Iroquois Confederacy.
6.1.2 demonstrate
an understanding of the
fundamental principles
of democracy by
exploring and
reflecting upon the
following questions
and issues:
What is democracy (ie.
justice, equity
freedoms,
representation)?
What are the
75
similarities and
differences between
direct and
representative
democracy?
What are the rights and
responsibilities of
citizens living in a
representative
democracy?
6.2.4 analyze the

structure and functions
of the Iroquois
Confederacy by
exploring and
reflecting upon the
following questions
and issues:
How was the Iroquois
Confederacy
structured?
What was the role and
status of women within
the Iroquois
Confederacy?
What are the
advantages and
disadvantages of
consensus as a
decision-making model
for government?
How did the Six
Nations use the
consensus-building
process?
How did the Wampum
Belt address collective
identity?
How did the social
structure of the
Iroquois Confederacy
impact its political
structure?
To what extent did the
decision-making
process within the
Iroquois Confederacy
reflect democratic
76
ideals of equity and

fairness?
6.2.2 value the role of

participation by
citizens in diverse
democratic societies
6.2.3 analyze the

structure and functions
of the democratic
system in ancient
Athens by exploring
and reflecting upon the
following questions
and issues:
How was the
government of ancient
Athens structured?
How did the structure
of the government in
ancient Athens provide
opportunities for
citizens to participate
in decision making?
How did identity, status
and class structure
impact citizenship in
ancient Athens?
How did the social
structure of ancient
Athens impact its
political structure?
To what extent were
democratic ideals of
equity and fairness part
of the structure of
government and society
in ancient Athens?

critical thinking and
creative thinking

historical thinking
77

geographic thinking
S.4 demonstrates
skills of decision
making and problem
solving.
S.7 apply the

research process
S.8 demonstrate
skills of oral, written
and visual literacy

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1

Taking Part in Our Democracy

Overview & Rationale ……….………………………………………….…………..……3

Strands of Social Studies

Time, Continuity and Change

Grade 6: Democracy – Action and Participation

GO 6.1 – Citizens Participating in Decision Making

GO 6.2 – Historical Models of Democracy: Ancient Athens and the Iroquois

● use primary sources to interpret historical events and issues

6.S.3 develop skills of geographic thinking

Social Participation as a Democratic Practice

Research for Deliberate Inquiry

6.S.9 develop skills of media literacy

verified to determine accuracy or relevance for the purpose used

Cross- Curricular Integration:

Timeline: Concept of Instruction Outcomes

Unit 1: Democratic Basics

October Types of Democracies: 6.1.2

⮚ What are rights? 6.2.2

Timeline: Concept of Instruction Outcome

November Rights and Freedoms of Canadians: 6.1.1

Unit 2: Democracy in Action

(MLAs and Cabinet Ministers)

Timeline: Concept of Instruction Outcome

Unit 3: Democratic Influences

⮚ Current classroom issues

Resources: Voices in Democracy: Action and Participation;

Democracy in Action (10

Democratic Influences (12

Unit Timelines (subject to change)

(No School?) conferences

Monday Tuesday Wednesday Thursday Friday

Grade 6 Social Studies Unit One Democratic Basics:

Date and Unit Duration: 12 weeks

Critical Inquiry Question:

To what extent should we embrace democracy? Should democracy shape rights

UNIT PLANNING ORGANIZER:

-Types of Democracies -Representative VS Direct -Rights and Responsibilities

-Indigenous representation -French representation -individual Rights

-Collective Rights -Protecting Rights and Freedoms -Canada’s Justice System

-Canadian Charter of Rights and Freedoms -Treaty of La Grande Paix de Montreal

-Constitutional Protection -government representation -media -map reading

● Why is the Canadian Charter of Rights and Freedoms entrenched in the

Skills and Processes:

Length: Week 1&2

governments and citizens as they engage in the democratic process.

o Key Questions: What is democracy (ie. justice, equity freedoms, representation)?

Lesson 3: Chapter 2 Kahoot Quiz

General Learning Outcome:

o Key Questions: What is democracy (ie. justice, equity freedoms, representation)?

Lesson 4: Democratic Values

Lesson 6: Rules of Society

impact our ideas of globalization?

Learning Resources Consulted:

System? What is the purpose of a government?

Learning Resources Consulted:

o Conclusion: In a talking circle, answer any questions, realizations, and general

Learning Resources Consulted:

o Hook: Play a short video on rights and responsibilities of government.

o Conclusion: In a talking circle, answer any questions on the upcoming quiz.

Lesson 14: Debate

Lesson 17 Unit Exam Prep

Length: 1-2 blocks