1.

Unit Introduction
RationalThis unit is taught as part of the Grade 9 curriculum entitled Issues for Canadians:
Economic Systems in Canada and the United States. The Social Studies Program of Studies
(2005) notes the importance of this unit as 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 (p. 7).
Economics is taught within the grade nine curriculum because of its societal implications and
importance. In addition to the material well-being of human societies, economics is tied to many
additional factors including politics, quality of life and the environment. In this unit I plan on
guiding my students by utilizing the following critical inquiry question: To what extent do
different economic systems affect quality of life? Just as all units in the Social Studies curriculum,
this unit is taught to provide students with the knowledge, skills, and attitudes to become
responsible citizens.
In general, the Social Studies curriculum provides opportunities for students to develop
the attitudes, skills and knowledge that will enable them to become engaged, active, informed
and responsible citizens. Comparable to the rest of the Social Studies curriculum, this unit clearly
addresses the core concepts of citizenship and identity. Studying economics brings a better
understanding of the world in which the students live. Economics determine the prices of the
goods and services on which the students spend their income. It is important that students are
aware of the economic system employed by the Canadian government as well as how it directly
affects them and their quality of life. This unit provides students with opportunities to
demonstrate their working knowledge of different economic systems. More specifically, the unit
compares the economic systems in Canada and the United States; one of the many factors that
sets the two countries apart.
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There is limited evidence within the program of studies that directly reflects attention to
the experiences and perspectives of Aboriginal, Francophone and other cultural groups but as a
teacher you could bring in your own initiative to address these factors. More specifically, you
could teach your students about the differing economic systems practiced within Canadian
history. More specifically, this could include Aboriginal trading routes as well as the seigneurial
system practiced in New France.
I have approached the planning of this unit through understanding by design. I first
identified the desired outcomes, examined a number of related resources and identified the
critical inquiry question I wanted my unit to focus around. By utilizing understanding by design
each of my lessons will focus around key content and concepts, rather than just taking a cursory
glance at materials that are only semi-related to the desired outcomes. I believe that focusing my
unit around a critical inquiry question will further encourage my students to become engaged,
appreciate the relevance of their learning, and develop critical thinking skills. The lesson plans
that I have designed provide my students with a foundation which aides in the overall success of
the required performance task. In addition, the performance task that I plan on implementing
addresses the learning outcomes, and requires students to think critically about economic
systems and quality of life. I plan on teaching this unit through a variety of instructional
strategies that will engage students and their diverse learning styles and needs.
My unit reflects powerful teaching and learning in Social Studies as it is meaningful,
dynamic, and thought provoking. The teaching and learning will be meaningful as the unit
revolves around a concept that has a direct impact on the students lives. Economics influences
them as individuals as well as Canada on a whole. Students will be encouraged to look at the key
issues through examining the textbook, videos, case studies, current events stories, and examples
from their own lives. The teaching and learning will be dynamic as different styles of lessons

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will be incorporated to my procedures. In addition, student will be given the opportunity to

submit their final summative task in a way that best fits their learning preference. Finally the
teaching and learning will be thought provoking as it will challenge students to think critically
about the key inquiry question: To what extent do different economic systems affect quality of
life?
Special ConsiderationsWhile preparing this unit play I have assumed that my students will come into the
classroom with a basic understanding of the Canadian economics system. I have anticipated this
assumption since they probably have firsthand experience participating in the Canadian
economy. Regardless of my assumption, I plan on highlighting pre-knowledge such as this in my
initial lesson which will outline the unit and pre-assess where each student is coming from. After
confirming my students pre-knowledge, I plan on modifying my lessons to bring about the most
amount of success within my classroom. I feel like this is a vital aspect because there are nine
ESL students within my class and they may not be as familiar with the economic system
employed in Canada. I am also assuming that my students have basic reading skills. Again the
high proportion of ESL students within my class might alter this. With this being said, I might
need to make the necessary adjustments for students that struggle with reading. One way I could
fulfill this is by pairing these students with stronger readers. In addition to my own assumptions,
my students might also bring a number of assumptions into the unit. My students might have
previously overlooked the economic differences between Canada and the United States. Many
students might come into the classroom with the belief that both economic systems run the same
way. It will be my goal as a teacher to highlight the differences found in both economic systems
so that my students may have the most success answering the units critical questions.
While teaching this unit I plan on being mindful of the context of my students families as
well as Brooks as a whole. I understand that I must approach this unit with a level of sensitivity

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since there are a number of challenges that are associated with economics. Brooks is considered
lower on the socioeconomic scale in Alberta. With this being said, I may have a number of
students within my class that come from families lower on the socioeconomic scale that I have to
be mindful of.
I plan on addressing individual differences within my classroom by differentiating both
instruction and assessment. With this being said, I feel that my teaching style will evolve
throughout my practicum to better accommodate my students needs. At this point I do not know
my students well enough to plan for specific differences but my teacher associate has pointed out
that I will have to accommodate for nine ESL students. My teacher associate was also kind
enough to give me a number of strategies that he has implemented within the classroom to
accommodate to the large number of ESL students. He suggested that I should incorporate tiered
assignments into my planning as it has worked for him. With this being said, my performance
task allows students to represent their answer to the critical inquiry question: to what extent do
different economic systems affect quality of life? by using a number of different mediums which
should be broad enough to bring about the most student success.

2. Unit Planning Organizer

Subject: Social Studies

Grade: Nine

Unit/Topic: Economics
Date and Unit Duration: Five weeks
1. Unit Overview Critical Inquiry Question

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To what extent do different economic systems affect quality of life?

2. General Learning Outcomes for Unit

General Outcome 9.2 Issues for Canadians: Economic Systems in Canada and the
United States: Students will demonstrate an understanding and appreciation of how
economic decision making in Canada and the United States impacts quality of life,
citizenship and identity.
3. Focusing Questions for Unit
What is a market economy?
What are the principles of a market economy?
Why do governments intervene in a market economy?
What is a mixed economy?
Why is Canada viewed as having a mixed economy?
What is the role of the consumer in market and mixed economies?
To what extent do consumer actions reflect individual and collective identity?
How do the forces of supply and demand affect the market economy?
How do mixed and market economies regulate scarcity? /How do the economic
systems of Canada and the United States differ in answering the basic economic
question of scarcity?
What economic system produces the best quality of life?
What is the difference between competition and monopoly?
How might government intervention in competition affect quality of life?
How has the emergence of labour unions impacted market and mixed economies?
What are some similarities and differences in the way governments in Canada and
the United States intervene in the market economies?
4. Key Concepts for Unit
Consumerism
Quality of Life
Scarcity
Supply and Demand
Competition
Consumerism
Mixed Economy
Market Economy
5. Specific Learning Outcomes for Unit
Knowledge: Students will compare and contrast the principles and practices of market
and mixed economies by exploring and reflecting upon the following questions and
issues:
What are the principles of a market economy?
Why do governments intervene in a market economy?
Why is Canada viewed as having a mixed economy?
What is the role of the consumer in market and mixed economies?
To what extent do consumer actions reflect individual and collective identity?
How has the emergence of labour unions impacted market and mixed economies?
What are some similarities and differences in the way governments in Canada and
the United States intervene in the market economies?

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How do the economic systems of Canada and the United States differ in answering
the basic economic question of scarcity?

Attitude: Students will appreciate the values underlying economic decision making in
Canada and the United States.
Skill:
9.S.1: Develop skills of critical thinking and creative thinking
9.S.5: Demonstrate skills of cooperation, conflict resolution and consensus building
9.S.7: Apply the research process
3. Lesson Overview
To what extent do economic systems affect quality of life?
*All lessons will follow the 40 minute time period allotted
Week
One:

Intro to Miss
Vinck:
Lesson
objectives:
15 min will be
allotted for an
introduction to
Ms. Vinck.
Procedure:
Two truths
and a lie
PowerPoint
presentation
Just like me
Materials:
SmartBoard
Powerpoint
presentation

Economics
Overview and
Introduction to
Summative Task:
Outcomes:
9.2.4 Relationships
between mixed and
market economies
Lesson objectives:
Introduce students
to the basics of
economics.
Procedure:
Students will create
by buying and
selling. Concepts
such as
competition, supply
and demand, market
economy, and
mixed economy
will be introduced.
Materials:
Smart Board
Pencils
Pens
Markers
Blank paper
Monopoly money
Economics
vocabulary sheet
Learning contract
Assessment:

Quality of Life:
Outcomes:
9.1.3 What affects
quality of life?
Lesson objectives:
Students will
answer the
following questionsWhat is quality of
life?
How do we
determine quality of
life?
Concepts:
-Economic factors
-Social factors
-Psychological
factors
-Physical factors
-Political factors
Procedure:
Students will be
broken into groups
and asked to
brainstorm elements
that contribute to
quality of life on
provided
worksheets labeled
to represent
different factors.
The worksheets will
circulate, giving
each group two
minutes to

Market
Economies:
Outcomes:
9.2.4.1 Principles
of market
economies
Lesson
objectives:
Students will
understand the
factors that make
up a market
economy.
Concepts:
Adam Smith
Procedure:
Students will
examine the
historical context
of the market
economy by
looking at the
beliefs of Adam
Smith.
Materials:
Pen/pencil
Adam Smith
text
SmartBoard
Critical
inquiry
worksheets
Assessment:
-Summative
critical inquiry

No School

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Week
Two:

Scarcity and
Supply &
Demand:
Outcomes:
9.2.4.8
Introduction to
regulating
scarcity
Lesson
objectives:
Students will
discover that
supply and
demand plays a
vital role in
economics.
Students will be
introduced to
scarcity.
Procedure:
Timbit or popcorn
activity which
will highlight the
concepts of
supply& demand
and scarcity.
Materials:

- Formative
discussion
-Formative poster
activity
-Formative learning
contract

contribute. Original
groups will star the
most important
elements and
present their
findings to the class.
Materials:
Pens/Pencils
Whiteboard
Whiteboard
marker
Blank pieces of
paper with
headings
Mystery box
with objects
related to
quality of life
Exit slips
Assessment:
-Formative
discussion
-Formative
collaborative
worksheet
-Formative exit slip

worksheet
-Formative
discussion

Competition and
Consumerism:
Outcomes:
9.2.4.5 Consumer
actions
Lesson objectives:
Students will learn
the difference
between a
competition and
monopoly as well
as how each
concept affects
consumers.
Procedure:
Students will be
broken up into
groups then given a
list of goods and
services. Students
will then be asked
to find as least five
companies that
offer those goods
and services.
Materials:
Pens/pencils

Mixed Economy:
Governments
Outcomes:
Intervention:
9.2.4.3 Canada as a Outcomes:
mixed economy
9.2.4.7
Lesson objectives:
Government
Procedure:
intervention
Brainstorm negative Lesson
aspects that are
objectives:
associated with
Students will
market economies.
assess the
How do we avoid
effectiveness of
such problems?
mixed and market
Explain that there
economies.
are many public
Students will
goods/social
determine how
programs that are
government
controversial in
intervention
terms of necessity.
affects quality of
-Health care
life.
-Publicly funded
Procedure:
schools
Concept
-Fire control
attainment- jungle
-Garbage disposal
or zoo activity.
Students will use
Review the
technology to find
following terms:
five different
Government
companies that offer
regulation

Review and
Report Card
Activity:
Outcomes:
9.2.4
Compare and
contrast the
principles and
practices of
market and
mixed
economies
Lesson
objectives:
Review what
we have
learned thus far
Procedure:
Students will
use materials
collected from
previous
classes to
create report
cards for
market and
mixed

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Timbits or
popcorn
Pens/pencils
Monopoly
money
Exit slips
Assessment:
-Formative
discussion
-Formative
participation
-Formative exit
slips

Week
Three:

Labour Unions:
Outcomes:
9.2.4.6 Labour
unions
Lesson
objectives:
Students will
determine how the
emergence of
labour unions
impact market and
mixed economies.
Procedure:
Students will
create their own
labour unions
based on laws
made within the
classroom.
Materials:
Pens/pencils
SmartBoard
Labour union
worksheet
Assessment:
- Worksheet
highlighting why
or why not labour
unions are

SmartBoard
Smartphones
Summative
worksheets
Assessment:
-Formative
discussion
-Formative
participation
-Formative
worksheet

X number of given
goods and services.
Through doing this
in groups, students
will discuss their
personal choices in
terms of product
consumption, and
why their
preferences are the
way they are.

Materials:
Pens/pencils
Whiteboard
Whiteboard
marker
Exit slips
Assessment:
-Formative exit
slips
-Questions that
complement the
online activity

Private
property
Private
enterprise
Consumer
choice
Ownership of
the means of
production
Collectivism
Quality of life
Refer students to
the economy
spectrum
Materials:
Pens/pencils
SmartBoard
Assessment:
-Formative exit
slips

economies
Materials:
Pencils
Report card
worksheet
Assessment:
-Summative
assessment of
the report cards

Canada vs United
Canada vs United
Summative Task
Review of
States
States Scarcity:
Overview:
Classroom
Intervention:
Outcomes:
Outcomes:
Materials and
Outcomes:
9.2.4.7 State
Students will
Summative
9.2.4.7 State
intervention
answer the
Task:
intervention
Lesson objectives:
following
Outcomes:
Lesson objectives:
Students will
question: Which
Students will
Students will
determine how
economic system
answer the
determine how
government
produces the best
following
government
intervention affects
quality of life?
question:
intervention affects citizens quality of
Procedure:
Which
citizens quality of
life?
Students will be
economic
life?
Procedure:
given an overview system
Procedure:
Finish Michael
of the assignment. produces the
Students will watch Moores Sicko
The purpose of
best quality of
Michael Moores
which highlights the this class is to set
life?
Sicko to highlight pros/cons of
them up so they
Procedure:
the pros/cons of
government
are fully aware of
Students will
government
intervention
what they are
be given time
intervention
Materials:
doing so they can
in the
Materials:
successfully work
computer lab
SMART Board
independently over to work on the
SMART Board Pens/Pencils
the weekend if
attached
Pens/Pencils
Michael
they
are
in
need
of
summative
Michael
Moores Sicko
additional
time.
task.
Moores
Assessment:
Materials:
Materials:
Sicko
-Formative Exit

SMART
Board

SMART Board
slips
Exit slips

Pens/Pencils

Reasoning
-Classroom
Assessment:
maps
Exit slips
discussion before
-Formative Exit

VINCK 8

beneficial.

Week
Four:
March

Summative Task:
Outcomes:
Students will
answer the
following
question: Which
economic system
produces the best
quality of life?
Procedure:
Students will be
given time in the
computer lab to
work on the
attached
summative task.
Materials:
SMART
Board
Reasoning
maps
Pens/Pencils
Students may
need
additional
resources (this
will be listed
on last weeks
exit slip)
Assessment:
-Formatively
assess each
students reasoning
map- This is an
opportunity to
provide lots of
feedback and
make sure the
students are on
track.

slips
-Classroom
discussion before
and after the movie

and after the movie

(have their opinions
towards government
intervention
changed?)

Assessment:
-Classroom
discussion
-Exit slips

Summative Task:
Summative Task
Summative Task
Outcomes:
Wrap-up/Start
Presentations/My
Students will
Presentations:
Last Day, Were
answer the
Outcomes:
Going to Have a
following question: Students will
Party :
Which economic
answer the
Outcomes:
system produces the following question:
Students will
best quality of life? Which economic
answer the
Procedure:
system produces the following
Students will be
best quality of life?
question: Which
given time in the
Procedure:
economic system
computer lab to
Students will be
produces the best
work on the
given time in the
quality of life?
attached summative computer lab to
Procedure:
task.
work on the
Students will
Materials:
attached summative begin to present
task.
their presentations
SMART Board
Materials:
on this day.
Reasoning maps
Materials:

SMART
Board
Pens/Pencils

SMART Board
Students
Exit slips

Students
finished
Students may
presentations
finished
need additional
presentations
Students may
resources (this
Assessment:
need additional
will be listed on
-Students will be
resources (this
last weeks exit
assessed
using a
will
be
listed
on
slip)
summative
rubric
last
weeks
exit
Assessment:
attached
to
the
slip)
-Students will be
summative task.
Assessment
given the
-Ensure
that
opportunity to gain
students have
further oral
completed their
feedback from me
projects by the end
-Exit slips
of this class.
pertaining to their
confidence
completing the task

Pens/Pencils
Exit Slips
Assessment:
-Classroom
discussion
-Exit slips
asking students
if they are in
need of any
specific
materials for
the following
week
No School
(Good Friday)

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4. Annotated List of Resources

1. Learn Alberta Grade Nine Literature Link:
Literature Connections to the New Social Studies Curriculum Grade 9 (2008). In Learn
Alberta . Retrieved March 5, 2015, from
http://www.learnalberta.ca/content/sslc/pdf/literatureconnections_gr09.pdf
This resource consists of a list of suggested literature for students ranging from
kindergarten to grade twelve. The literature provided is dynamic and provides an
alternative approach to further engage students learning. Learn Albertas literature is
further beneficial towards my teaching as it is directly connected to the Social Studies
program of studies.
2. Alberta Education Authorized Resources Database:
Authorized Resources Database (n.d.). In Learn Alberta . Retrieved March 4, 2015, from
http://education.alberta.ca/apps/lrdb/
An online tool that connects teachers to dynamic resources that directly connects to the
Albertas curriculum. The database allows teachers to search based on characteristics
such as curriculum area, course number and grade. A sort description of each search
result is provided along with the grade level and appropriate outcomes the resource
covers.
3. CBC Learning News in Review:
http://www.learnalberta.ca/content/sscnir/index.html?
ID1=business_economics&movie=oil_price_plunge
CBC Learning is an online news source that covers stories that focus on economic
issues from around the world. More specifically, the story Oil Price Plunge covers the
failing oil prices in Canada and its impact on the Canadian economy. I feel that this story
would be beneficial to highlight as a current event as it has impacts on Canadian citizens
as well as connects to the Social Studies curriculum.
4. The Story of Stuff:
Resources(2008). In The Story of Stuff Project. Retrieved March 5, 2015, from
http://storyofstuff.org/
This resource is a website completely devoted to publishing movies and podcasts in
efforts to create a more sustainable world. The website directly covers topics such as the
factors that drive the economy, social change and negative aspects that are associated
with economics specifically looking at the economic system practiced within the United
States.

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5. The Economist Canada:

Canada (n.d.). In The Economist . Retrieved March 5, 2015, from
http://www.economist.com/topics/canada
This resource is an online news source that covers areas such as politics, business
and economics. More specifically, the Economist covers stories from Canada that focus
on economics. I feel that that this resource will benefit my teaching as I can utilize some
of the highlighted stories to further draw my students attention towards current events.
6. Whats the Economy for, Anyway?
De Graaf, J., & Batker, D. (Producer). (2010). What's the Economy for, Anwyay? [Motion
picture]. United States : Bullfrog Films.
A fun and engaging video that covers the importance of the economy and how it
affects citizens lives. The film covers many concepts that are directly linked to the
program of studies including quality of life. The film spins concepts such as these in a
way that compares the efficiency of the United States in comparison to countries around
the world.
7. Labour Unions: Helping or Hindering?
Martell, A. (2015, February 23). Canada Retailers, Ports Fear Impact as CN Rail Lockout
Nears. Edmonton Sun. Retrieved from http://www.edmontonsun.com/2015/02/23/cnrail-union-resume-contract-talks-as-lockout-deadline-nears
A news article found online from the Edmonton Sun that covers the necessity of
labour unions. The current event covers the union representing Canadian National
Railway Co and Unifor and the lockout delaying the transport of imports due to
unresolved issues regarding pay and benefits.
8. Learn Albertas Programs of Study
Programs of Study. (n.d.). In Learn Alberta. Retrieved March 6, 2015, from
http://www.learnalberta.ca/ProgramOfStudy.aspx?
lang=en&ProgramId=564423#700152
An online resource that provides teachers with lessons that are directly linked their
program of studies course outcomes. Teachers from all subject areas and grade levels are
taken into consideration as Albertas entire curriculum is addressed. Each program of
studies is set up so that appropriate resource is linked directly to each outcome.

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5. Summative Assessment

What Economic System Produces the Best Quality of Life?

Purpose:
The purpose of this assignment is for you to show that you have developed an accurate
understanding of free market and mixed economic systems. Individuals have a significant effect
on both economic systems. In turn, economic systems affect the quality of life of individuals.
Objectives:
By the end of this assignment, you will be able to:

VINCK 12

Explain quality of life.

Explain what determines quality of life.

Identify the key features of free market and mixed economic systems.

Appreciate how these economic systems affect quality of life.

Make a reasoned judgment of the extent to which economic systems should affect quality
of life.

Scenario:
A new western nation has declared independence and called itself Utopia. The government of
this new nation wants to create the best quality of life that it can for its citizens. This government
is concerned about the extent to which government intervention in the economy will produce a
better quality of life. You are an economist with an understanding of free market and mixed
economic systems. The government of Utopia has made an appointment with you to help them
consider which economic system will produce the best quality of life for its citizens.
Procedure:
You are required to create a 10-15 minute presentation using one of the following mediums:

Powerpoint
Prezi
Detailed visual with explanation
Tri-fold
Video
Music
Skit

The goal of this presentation is to answer the question: What economic system produces

the best quality of life?

Your presentation should also consider the following questions:

What is quality of life?

What forces affect free market and mixed economic systems?

In what ways do economic systems affect quality of life?

VINCK 13

To what extent should economic systems affect quality of life?

Remember, you are making and argument. You are free to use any of the evidence that we have
discussed in class. However, you must also discuss one of the articles provided in your argument.

Arguments will be presented on April 1st and 2nd

If you are using an electronic mode to support your argument you must
submit it to the folder titled: Economics Quality of Life Presentations which
will be found on the classroom Google Docs.

Rubric:

Level

Insufficient/

Excellent

Proficient

Adequate

Limited *

Blank *

Answers to
questions are
insightful. All
questions are
answered and
related back to the
overall question.

Answers to
questions are
meaningful.
Most questions
are answered
and related back
to overall

Answers to
questions are
simplistic. Some
questions are
answered.

Criteria
Explains the
impact of
economic systems
on quality of life

Answers to
questions are
unclear. Few
questions are
answered.

No score is
awarded
because there is
insufficient
evidence of
student
performance

VINCK 14

question.

based on the
requirements of
the assessment
task.
Provides a
Provides a
Provides a
Provides a weak No score is
Formulates and
compelling
convincing
plausible
justification for
awarded
supports a
justification for
justification for
justification for
recommendation because there is
position/
recommendation
recommendation recommendation
insufficient
Recommendations
evidence of
are justified with
student
evidence
performance
based on the
requirements of
the assessment
task.
Material is
Material is
Material is
Material
No score is
Communicates
presented
presented
presented
presented is
awarded
information in an purposefully in
logically in order methodically in
disorganized,
because there is
organized manner order to address
to address
order to address
and presentation insufficient
questions and
questions and
questions and
is confusing
evidence of
present
present
present
student
recommendation
recommendation recommendation
performance
based on the
requirements of
the assessment
task.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to
help the student improve.

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