Grade 9 Social Studies
Unit 3: Decades of Change
Leanne Laird, Brennan Foley, Bradford Biggs, Allie Brubacher, Becky Butcher
November 2, 2010
1.0 Curriculum Map for Grade Nine Social Studies
1.1 Vision
The Atlantic Canada social studies curriculum was developed with the vision that students achieve all essential graduation learnings and develop students into citizens. The grade 9 social studies curriculum is designed to provide unique and particular ways to explore different perspectives of Canadian identity including elements of geography, citizenship, the changes our nation has experienced throughout the decades, and the challenges our nation has overcome and the opportunities provided by Canada. By participating in the curriculum, the students will develop the knowledge, skills, and attitudes to allow students to be informed, responsible citizens. The social studies curriculum prepares students with the ability to analyze issues affecting their lives from personal, provincial, national, academic, pluralistic and global perspective. The curriculum was designed knowing that citizens must be able to examine these issues from the perspective of a variety of disciplines including geography, economics, political sciences, sociology, anthropology, the humanities, literature, and the pure sciences.
1.2 Course Plan
82 Days
· September 7
o Introduction Day
· September 8-10
o Ice Breakers
· September 13-28
o Unit 1
· September 29
o Unit 1 Test
· September 30
o Test Review Intro to new unit
· October 1-21
o Unit 2
· October 22
o Unit 2 Test
· October 25
o Unit 2 Review and Introduction to Unit 3
· October 26- November 10
o Unit 3
· November 12
o Unit 3 Test
· November 15
o Review of Test and introduction to Unit 4
· November 16- December 2
o Unit 4
· December 3
o Unit 4 Test
· December 6
o Unit 4 Test and introduction to unit 5
· December 7-20
o Unit 5
· December 21
o Unit 5 Test
· December 22-24
o Movie Screening
· January 10-19
o Unit 6
· January 20
o Unit 6 Test
· January 21
o Exam Review
1.2.2 Rationale
There are six units in the grade 9 social studies curriculum. These units are exploring Canadian identity, geographic influences, decades of change, citizenship, challenges and opportunities, and reflections on Canadian identity. We begin the year with four days of introduction and icebreakers. This allows us, as teachers, to develop classroom rules and create a comfortable learning environment. We have decided that all units held equal importance and tried to give them around twelve days of teaching, one day for testing, and one day for review of test and introduction of the new unit. Unit 1 received twelve days of teaching despite it being shorter because it will take extra time to make sure all students are on the same track and know the needed background information. Unit 6 is also shorter and received a few days less than the other units as it is more of a wrap up section that does not have a great deal of content.
1.3 Primer
The theme of the grade 9 social studies curriculum is “Canadian Identity” .We have organized our year around 6 units of study that are more or less equally divided:
(1) Exploring Canadian Identity
(2) Geographic Influences
(3) Decades of Change
(4) Citizenship
(5) Challenges and Opportunity
(6) Reflections on Canadian Identity
Unit one, “Exploring Canadian Identity”, is, as the name would suggest, an introduction to
Canadian identity and what it means to be a Canadian. During this unit, students will explore Canadian art, music, and literature, and they will learn about the impact these artists have had on Canadian identity. Students will think critically about what distinguishes New Brunswick from other provinces using such lenses as art, music, landscape compared to other provinces. Students will also be asked to distinguish things that belong to the Canadian label (such as music, opportunities, beliefs, etc.).
Unit two, “Geographic Influences”, provides students with a look at the physical processes which literally shaped Canada, as well as the regional diversity found in our country such as mountains, prairies, and lakes. Students will also be learning about cultural regions within Canada, and how both the cultural and physical diversity of the land have contributed to our national identity. Students will be expected to draw comparisons and list differences between different climates in Canada (using charts and climate graphs), and then apply the information to the migration patterns of the people of Canada.
Unit three, “Decades of Change”, focuses on the changes from the1920’s to the1970’s and
beyond. By the end of the unit, students will be expected to examine the role of changing technologies in relation to socio-economic status and lifestyles of Canadians in the1920’s and 1930’s, demonstrate an understanding of Canada’s involvement in WWII, and compare the social and cultural trends in Canada in the1950’s, 1960’s, and 1970’s, among other goals for this unit. Students will be instructed to gather statements from the information given in class and to list evidence supporting each statement. After that, students will begin writing inquiring paragraphs using graphic organizers to help organize thoughts. Students will then be encouraged to use creative writing to create letters and /or postcards from different eras. Students will also be encouraged to write down that they think/ their opinion on media used in the class to demonstrate the ideas of the time.
Unit four, Citizenship, is designed for students to explore the political culture(s) within Canada,
since understanding the political makeup of one’s country is important for any citizen. By the end of the unit, students will be expected to demonstrate knowledge of how citizenship has evolved over time and demonstrate an understanding of the structure and operation of the government in Canada under a federal system, to name only two goals. Students will compare such documents as the Oath or Affirmation of Citizenship and the Proposed Oath of Citizenship and insert their own opinions and observations about the documents and what they say it means to be Canadian. Students will also compare aspects of Canadian citizenship that they experienced in the previous 2 documents to other civilizations that they have learned about in prior years (i.e. Mesopotamia, Greece).
Unit five, Challenges and Opportunities, is a complex unit where students will be expected to
explore environmental, social, economic and political facing modern-day Canada. At the end of this unit, students will be expected to identify and analyze the economic, political, and social/cultural challenges and opportunities that may affect Canada’s future. Students will write a biography on one of Canada’s Aboriginal groups (i.e. First Nation, Me’ tis, or Inuit). Students will also write a letter to the editor in response to a Canadian issue discussed in an article (magazine, online, paper, etc.)
Unit six, Reflections on Canadian Identity, is the final unit of study in this course, and is intended to bring students full-circle. Instead of learning what Canadian identity is (or isn’ t), students will be asked to consolidate their knowledge and relate the information learned in previous units to the idea of a national identity. In this unit, students will be expected to show their knowledge of Canadian identity as a whole, including geography, politics, economy, cultural diversity, art, and music, to name a few. Students will create a new Heritage Moment based on one of the topics covered in this Social Studies class, write a song summing up what they have learned in this course and create a music video, or write an essay on what it means to be Canadian as their final project.
2.0 The Unit Plan
2.1 Curriculum Outcomes
Unit 3 Decades of Change
Enduring Understanding (5 days)
1. 9.3.3 Analyse the effect of WWII on Canada and her people
2. 9.3.4 Evaluate Canada’s role in the world since WWII
Important to know and do (4 days)
3. 9.3.2 Demonstrate an understanding of Canada’s participation in WWII
4. 9.3.6 Compare the social and cultural trends in Canada in the 1950s, 1960s and 1970s
5. 9.3.5 Analyse the impact of changing technology and socio-economic conditions on Canada’s prosperity and lifestyles in the 1950s and 1960s
Worth being familiar with (3 days)
6. 9.3.1 Analyse the impact of changing technology and socio-economic conditions on differing prosperities and lifestyles in Canada in the 1920s and 1930s
7. 9.3.7 Analyse how globalization has affected Canada and Canadians since 1980
2.2 Concept
The goal of Unit 3 is to help the students continue to establish their understanding of Canadian Identity. This Unit is spent looking at Canada’s influence in WWII and how it changed and united the citizenry of our country. It affected the socio-economic, cultural identity and our role in the global community. It advanced us technologically in the areas of communication, military and business. Canada’s position in the global community was solidified and universally identified by longer established national identities who had previously perceived Canadians as inferior or as a temporary union. By understanding Canada’s microcosmic position in the global community students will later be able to understand differing social and cultural identities. Also it will assist students to comprehend how identities are shaped and formed by historical happenings and events.
2.3 Unit Framework/Strategy
We decided to focus this unit around group projects. The class will be divided into five groups of five to six students. Each group will focus on a different outcome where they will create a digital story, skit, diorama, model, piece of artwork, newspaper article or map of Canada relating to the questions. On the last day of the unit they will present the final project to the class. There will be a list of criteria which will include:
1. Creative element (poster, sculptor, play)
2. Written component (one page, group writer) this will explain how the project relates to the topic and why it is important.
3. Presentation element (interesting and unique way of presenting)
4. Question (Each student on the final day will list in importance from one to three how Canada changed from its involvement in WWII)
The five project topics
1. What were Canadian’s known for during World War II?
2. What was life like for soldiers overseas? How was life changed for citizens in Canada during the war? Compare and contrast.
3. What are the differences in media in present day compared to the 1950s and 1960s?
4. Today technology helps people connect with others through the internet, phones, ext. what forms of communication was used during 1930’s, 1950’s, 1970’s, 1990’s and today?
5. Create an advertisement that depicts what it means to you to be Canadian.
2.3 Methods/focus Question
How was Canada changed as a country by its involvement in WWII?
2.4 Lesson Maps for the Unit
Day 1 and 2
- Introduction to WWII
- Film – Canada a Peoples History: WWII
Day 3
- Groups, topics, and project types
- Outline of expectations and necessary materials
- Class and group brainstorming
Day 4 – 10
- Group work
- Exit slips each day to describe what they accomplished that day in class (formative assessment)
Day 11-12
- In-class presentations of projects
- Unit conclusion and wrap-up