Social Studies Unit - Grade Five Government and Citizenship

Canadian Government and
Re s p o n s i b l e C i t i z e n s h i p
Katarina Baziw
December 9, 2016
Grade Five
Social Studies
Roles of Government and Responsible Citizenship
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Table of Contents
TITLE PAGE
1
TABLE OF CONTENTS
CONCEPTUAL/THEMATIC STATEMENT 2
CURRICULUM EXPECTATIONS 3-6
ESSENTIAL QUESTIONS AND LEARNING GOALS
7
ANTICIPATED UNIT PLAN 8-11

LESSONS 1-2
LESSONS 3-5
LESSONS 6-9
DEBATE
UNIT ASSESSMENT 12-14

POSTER
COLLABORATIVE GROUP PRESENTATIONS
WRITTEN RESPONSES
DEBATE
DETAILED LESSON PLANS 14-40

RIGHTS AND RESPONSIBILITIES
MUNICIPAL GOVERNMENT
PROVINCIAL/TERRITORIAL GOVERNMENTS
FEDERAL GOVERNMENT
DO WE WORK TOGETHER?
FIRST NATIONS SELF GOVERNMENTS
HOMELESSNESS
PUBLIC ACTIVITISM
HOW DOES A BILL BECOME LAW?
DEBATE
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Conceptual/Thematic Statement:
The goal of this unit is to explore the different levels of government, the aspects of
citizenship and the major environmental and social issues. The main focus is to engage
how each student can become an active citizen and use their own voice to promote
what they hold dear to their hearts. The reason behind such a unit is because prior to
this point, there is little to no exposure to the Canadian government, the different levels
of government, and how each of them can play a significant role in the running and
managing of this fine country. Each student has a voice, and through this unit students
will have an opportunity to inquire about what they feel deeply interested in when it
comes to political, social and environmental issues, and how their voice can make
change for the common good.
Students will begin to look at the municipal, provincial, territorial and federal forms of
government as well as the role of first nations in the writing of our modern history. The
inclusion of the first nations story is imperative to show the different perspectives within
Canada, and how these perspectives affect how legislation that is passed. This unit will
also look specifically into the all-important issue of climate change for a debate. The
debate is the culminating assignment for this unit as it allows students to use their voice
to promote an opinion like
This unit works in conjunction with the Ontario ministry of educations guidelines for
grade five students for social studies and incorporates the language arts curriculum for
readings and writing.
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Curriculum Expectations:
Strand B: The Roles of Government and Responsible Citizenship
Overall Expectations:
B1. Application: assess responses of governments in Canada to some
significant issues, and develop plans of action for governments and citizens to
address social and environmental issues (FOCUS ON: Interrelationships; Cause
and Consequence)
B2. Inquiry: use the social studies inquiry process to investigate Canadian social
and/or environmental issues from various perspectives, including the perspective
of the level (or levels) of government responsible for addressing the issues
(FOCUS ON: Perspective)
B3. Understanding Context: demonstrate an understanding of the roles and key
responsibilities of citizens and of the different levels of government in Canada
(FOCUS ON: Significance)
Three Levels of Government:

B2.4 interpret and analyse information and data relevant to their investigations,
using a variety of tools
B2.6 Communicate the results of their inquiries, using appropriate vocabulary of
the services provided by each.
B3.1 describe the major rights and responsibilities associated with citizenship in
Canada.
B3.2 describe the jurisdiction of different levels of government in Canada
B3.4 describe different processes that governments can use to solicit input from
the public.
How do we work together?

B3.3 describe the shared responsibility of various levels of government for
providing some services and for dealing with selected social and environmental
issues
Homelessness and Public Activism

B1.1 assess the effectiveness of actions taken by one or more levels of
government to address an issue of national, provincial/territorial, and/or local
significance
B1.2 create a plan of action to address a social issue of local,
provincial/territorial, and/or national significance (e.g., homelessness, child
poverty, bullying in schools, availability of physicians in remote communities),
specifying the actions to be taken by the appropriate level (or levels) of
government as well as by citizens Sample questions: What types of services are
needed to help homeless people? Who could best provide those services?
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B2.1 formulate questions to guide investigations into social and/or environmental

issues in Canada from various perspectives, including the perspective of the
level (or levels) of government responsible for addressing the issues
B2.5 evaluate evidence and draw conclusions about social and/or environmental
issues, outlining the strengths and weaknesses of different positions on the
issues, including the position of the level (or levels) of government responsible
for addressing the issues
B2.6 communicate the results of their inquiries, using appropriate vocabulary
First Nations Perspective

significance (e.g., the effectiveness of the Far North Act in addressing concerns
of Inuit and First Nations about development in northern Ontario; the
effectiveness of municipal, provincial, and/or federal programs/policies aimed at
reducing child poverty; the effectiveness of policies related to the management of
the Great Lakes)
B3.2 describe the jurisdiction of different levels of government in Canada (i.e.,
federal, provincial, territorial, municipal, First Nation, and Mtis goverance; the
Inuit Tapiriit Kanatami) and some of the services provided by each (e.g., health
services, education, policing, defence, social assistance, garbage collection,
water services, public transit, libraries)
issues (e.g., services/issues related to transportation, health ca re, the
environment, and/or crime and policing)
B3.6 explain why different groups may have different perspectives on specific
social and environmental issues (e.g., why oil industry representatives, farmers,
environmentalists, and the Alberta government might differ on development of
the oil sands; why the federal government and First Nations band councils might
have different perspectives on housing problems on reserves)
How Does a Bill Become Law?
Debate
level (or levels) of government responsible for addressing the issues (e.g., the
perspectives of different levels of government, non-governmental organizations
[NGOs], professionals in the field, and people directly affected by an issue such
as child poverty on reserves or in large cities, homelessness, bullying in schools,
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access to health care, climate change in the Arctic, waste disposal, or

deforestation)
B2.2 gather and organize a variety of information and data that present various
perspectives about Canadian social and/or environmental issues, including the
perspective of the level (or levels) of government responsible for addressing the
issues
B3.5 describe key actions taken by different levels of government to solve some
significant national, provincial/territorial, and/or local issues (e.g., federal policies
relating to the effects of climate change in the Arctic or the issue of sovereignty in
Canadian waters; provincial policies around child mental health issues; municipal
recycling and waste diversion programs; government action to relocate elk from
the town of Banff, Alberta)
have different perspectives on housing problems on reserves) B3.7 describe
some different ways in which citizens can take action to address social and
environmental issues (e.g., by determining the position of their local candidates
on various issues and supporting/voting for the one whose position they agree
with; through the court system; by organizing petitions or boycotts; by
volunteering with organizations that work on specific issues; by writing to their
elected representatives or to the media)
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Essential Questions
1. What is my role as an active citizen in Canada and why is it so important in
Canadian society?
2. How do the various levels of government work for the common good?
3. Which social issues show different perspectives and how has this affected the
way the Canadian government?
4. Why does our government run the way it does, and how can I make a difference
in my local, provincial and federal community?
Learning Goals:
Students will analyze the various levels and discover how they work together for
the common good of the country and its citizens
Students will analyze the various perspectives involved with social and
environmental issues and discover how they play a factor in how a bill becomes
law
Students will learn of how their voice is important, valued, and can create a
difference on a municipal level
Students will learn how their voice can play a role in changing the provincial and
federal governments in Canada
Students will analyze how a debate is run in parliament to role-play an actual

debate and begin to discover how the various perspectives come together in a
safe way to be passed in parliament.
Anticipated Unit Plan
Lesson Title Learning Goals and Success Criteria Assessment for/as/of
Learning
Lesson Two: Three Levels - Students are able to engage in an inquiry based discussion Assessment as Learning
of Government: Municipal -Students are able to work in a collaborative group setting
Discuss the role of the - Students are able to read a portion of a chapter and be able to
municipal government by summarize it, and answer an inquiry question
discussing the role of their - Students are able to present their research to the full class
city/town in their lives. Are identify, analyze and discover
they involved in sports?
Design classes? What
about their parents?
Discuss the services the
city provides through a
detailed inquiry analysis of
Nelsons Social Studies
Chapter on Municipal
Government.
Estimated Class Time:
240 minute periods
Lesson Three: Three - Students are able to work in a collaborative group setting Assessment as Learning
Levels of Government: - Students are able to read a portion of a chapter and be able to
Provincial/Territorial summarize it, and answer an inquiry question
Discuss the importance of - Students are able to present their research to the full class
provincial identify, analyze and discover
Estimated Class Time:
240 minute periods
Lesson Four: Three Levels - Students will learn about the importance of a citizens vote. Assessment of Learning
of Government: Federal - Students will understand what a federal government is and how it is
Estimated Class Time: unique to Canada.
240 minute periods - Students will learn from a media format, and be able to cite ways the
video editors made the video more creative to them, and why that
helped in teaching them this concept.
- Students will be able to reflect on what they learned and summarize
their learning to someone who has never learned about the federal
government.
Lesson Five: How do they -Students will learn about specific events in Canadian history that Assessment for Learning
work together? Estimated caused different levels of government to work together.
Class Time: 160 minute -Students will learn about how they can make a difference in their
period community as an active citizen.
-Students will learn about previous events that have caused the
various levels of government to come together for the greater good.
Lesson Six: Homelessness -Students will learn about the presence of homelessness in their local Assessment of Learning
Estimated Class Time: community, their provincial community, and their national community
240 minute period -Students will learn that this issue surpasses just a government issue
and that they can make a difference when it comes to this issue.
-Students will learn of several statistics on homelessness, and that it
can happen to anyone
-Students will learn of some organizations that are working to
eliminate homelessness
Lesson Seven: The First -Students are expected to learn about the role of the first nations Assessment as learning
Nations Perspective peoples within government, and begin to understand why the
Estimated Class Time 240 Canadian government may have a tense relationship with these
minute class periods groups
-Students will analyze first nations self government
-Students will research and explore their given inquiry question, and
summarize the material the text provides for them
-Students will work in collaborative groups to present their learning to
the class
Unit Assessment
Students will be assessed through the following means:

Collaborative group presentations assessment for learning
Written responses assessment as learning
Debate assessment of learning
Poster assessment for learning
Videos participation in class discussion and completion of notes
Poster:
The purpose of the poster assignment is for students to visually represent their
learning in a way that makes them engaged with the material they are learning. For this
assignment, they are required to make a poster about the three levels of formal
government in Canada: the municipal, the provincial/territorial, and the federal. Their
task is to include at least one service these levels provide, and how their lives are
influenced by these levels. This assignment is open-ended in the sense where students
can take the assignment in many different directions, and as long as it follows the
requirements it will receive a level three.
Three Levels of Government Poster Checklist
Poster Appeal My layout design is attractive

The heading grabs the readers attention
Content It is clear what the poster is about

There are details and descriptions on the three levels of
government
There are supporting facts on which service these three
levels of government provide
Graphics The graphics relate to the topic
The graphics are neat and have details
Assigned Poster Requirements I completed all parts of the assignment
Proofreading I checked for spelling

I checked for punctuation
My writing/printing Is neat and easy to read
Collaborative Group Presentations:
Due to the nature of this unit, and its goal to be discussion based to allow the
students to time to think and grow in their knowledge on this subject, students will be
assessed on their group participation, their summary of a given piece of information,
their answer to a guided inquiry question, and audience participation by asking
questions. The majority of this will be done through observation, but by the last
discussion students will know what is expected, and therefore the last discussion will be
marked through a checklist format.
Social Studies Inquiry Presentation Rubric
Level 1 Level 2 Level 3 Level 4

Preparation and Students did not Students are Students used Students used
Use of Class use class time somewhat class time well class time
Time effectively and prepared, but and were effectively and had
were unprepared need more prepared to noticeably
to share their practice. Used present their practiced their
assignment some class time thoughts and presentation.
effectively ideas.
Understanding Student Displays Student displays Students display Students display a
Social Studies a limited a satisfactory a god thorough
Concepts: understanding of understanding of understanding of understanding of
Summary the concept concepts concepts concepts
Social Studies Assignment More than half of Assignment Assignment

Application: requirements are the assignment is requirements are requirements are
Answering the incomplete, and complete, complete and complete and go
Inquiry Question the question was question still question has beyond
not attempted. omitting been answered. assignment
important expectations.
information.
Communication Students speak Students speak Students speak Students speak
Skills: Voice and unclear and use clearly for some clearly for most of clearly all of the
Eye Contact little voice of the time, only the time, use time, use excellent
expression. using satisfactory good voice voice expression
Students voice expression. expression and and establish
establish little to Students establish focus consistent eye
no eye contact establish some eye contact with contact with the
eye contact with audience. audience.
audience
Written Responses:
The cross curricular nature of this unit with the language curriculum allows
students to write down their thoughts on paper, and convey their learning. They will be
required to write three written responses; one paragraph explaining the federal
government
Social Studies: What is the Federal Government?
Write a paragraph describing the Federal Government to someone who

knows nothing about it. Include what the federal government is and some
services that they provide.
What I am looking for

Introduction Sentence Has an introduction sentence, and introduces
the paragraph in an interesting way
Body Sentences Includes at least one service that the federal
government provides
Explains what the federal government is in a
Canadian context
Includes one interesting fact about the federal
government in a Canadian context
Closing Sentence Closed the paragraph stating their main ideas
from the paragraph
Research The facts were written in my own words
The facts were accurate with what we have
learned about the Canadian federal government
Proofreading I checked for spelling
I checked for punctuation
Capitals
Final Copy I have a title, my name and the date
My printing/writing is neat and easy to
understand
Sentences are complete and make sense
Social Studies: Municipal Governments
Grade Five
Strand b: People and Environments: The Role of Government and Responsible
Citizenship
Learning Expectations:
Students are expected to be able to work in a collaborative group setting
Students are expected to be able to read a portion of a chapter and be able to
summarize it, and answer an inquiry question
Students are expected to be able to present their research to the full class
Estimated Time: 240 minute periods
Expected Prior Knowledge:

Students will be able to present their knowledge to the class
Students will know that there are three tiers of government; local, provincial and
federal
Summary Lesson Chart:

Introduction Activity Fact Session: Inquiry about Brampton
What do you know about the government in
our city?
Who is the mayor?
What do you think our local government
deals with?
Main Activity Split into social studies groups. Each will be given
a section of text and questions to answer. They
are required to complete the questions on chart
paper
Concluding Activity Present your findings to the class
Objective: Is for students to incorportate their prior knowledge of their local

government, read the summarize their section of the chapter, do effective research into
their topic, and present their learning to the class.
Method:
1. Students will go to the carpet for an inquiry discussion
2. Explain the instructions and give students their section and inquiry questions
3. Students will then research in their text, and with a chrome book to find their
answers
4. Students will then use a chart paper to write their summary and their answer to
the question
5. They will present their opinion to the class, and pose a question about the topic
to the class to answer and discover on their own.
Assessment Strategies:
Assessment as learning
- Chart paper summary for writing
- Group presentation of their thoughts
- Asked a key question relative to their topic
Materials:
Chart Paper
Markers
Pencils
Chrome books (5)
Nelson Social Studies Text
Social Studies: Provincial and Territorial
Grade Five
Strand B: People and Environments: The Role of Government and Responsible
Citizenship
issues
Students are expected to be able to work in a collaborative group setting
Students are expected to be able to read a portion of a chapter and be able to
summarize it, and answer an inquiry question
Students are expected to be able to present their research to the full class
Expected Time: 340 minute classes

Students will have worked with a chapter from the Nelson Social Studies 5:
Canadian Governments and Citizenship prior to this lesson
Students will be able to present their knowledge to the class
Students will know that there are three tiers of government; local, provincial and
federal

Activity Activity Description
Introductory Activity Guess What Government:
-students will be given the 13 licence
plates
Main Activity Recording the Data:
-Students then in their partners, will go to
an area of the hallway designated for
throwing the airplane
-Students will begin at the marked start
line to throw their airplane
-Once the airplane has landed, students
will use a metre stick
Concluding Activity -Reflective Response Worksheet to be
done and handed in
-What do you want to learn? In KWL chart
-Bible Verse: Genesis 1:26-28 (Creational
Mandate)
-Each student has a role in the creation!
-Focus for the rest of the unit on learning
and researching what we want to learn so
that they may complete that chart at the
end of the unit.
-What ways does God call us to care for
creation when it comes to invasive
species? How can we be stewards for
creation and be attentive to our impact on
creation?
Objective: Is for students to incorportate their prior knowledge from the previous
chapters, read the summarize their section of the chapter, do effective research into
their topic, and present their learning to the class.
Method:
Activity One:
1. Get the students into effective, collaborative groups
2. Each student will receive their groups package which contains 13 license
plates, with the province/territory blurred out, another sheet with the names of the
provinces and territories and finally the people in their group
3. Students must sort through and attempt to figure out which province/territory
goes with the license plate
4. After 15 minutes, students are allowed to check their agendas for help in finding
symbols that represent the provincial/territory government
5. Take it up on the board, asking why they chose the answers they did
6. Discuss how this level of government is important, and each one has symbols to
help differentiate, and create unity within the province.
Activity Two:
1. Get the students into effective, collaborative groups
2. Give each group a chrome book computer to help them with their inquiry
question and the section of reading
3. Students are required to read their portion of the chapter, and summarize it
effectively using main ideas
Special Concerns:
Keep in mind that this is a process that all students are involved in this activity.
Set the tone for the story by clearly explaining the activity prior to the reading of
the story so all students know what they need to do.
The yarn needs to reach all the students, measure out your roll of yarn to make
sure you have enough!
This is a guided inquiry process for the KWL chart. Questions and comments
may come up that are unsuitable for the topic, or controversial in nature. Stand
your ground as a teacher and encourage appropriate open exploration.
Observation in collaborative work settings and groups
Observation of effective use of the computers to help their presentation
Presented their material clearly, effectively and in good time
Assessment FOR learning
Appendices:
Materials Used
Materials:
Chrome book (computer), one per group
Chart paper, one per group
Markers, enough for two per group
Nelson Social Studies Book
Social Studies: What is the Federal Government?
Strand B: Roles of Government and Responsible Citizenship
Grade Five
Curricular Expectations:
Social Studies
B3.1 describe the major rights and responsibilities associated with citizenship in
Canada.
B3.2 describe the jurisdiction of different levels of government in Canada.
B3.4 describe different processes that governments can use to solicit input from
the public.
Media Literacy: Understanding Media Forms, Conventions and Techniques
Form 2.1 describe in detail the main elements of some media forms.
Conventions and Techniques 2.2 identify the conventions and techniques used in
some familiar media forms and explain how they help convey meaning and
influence or engage the audience.
Students will learn about the importance of a citizens vote.
Students will understand what a federal government is and how it is unique to
Canada.
Students will learn from a media format, and be able to cite ways the video
editors made the video more creative to them, and why that helped in teaching
them this concept.
Students will be able to reflect on what they learned and summarize their
learning to someone who has never learned about the federal government.
Estimated Time: 160 minute period, 120 minute period

Students will know that there are three levels of government.
Students will know what a citizen is, and that they have the right to vote.
Introduction Activity -Watch Video:

https://www.youtube.com/watch?v=USK3Q4rsgnw
-Watch it again!
-This time write your own notes!
-Discuss:
-What did this video do to capture your attention
and make it interesting?
-Write chart of their notes of the main ideas of the
video
Main Activity -How are classrooms similar to eachother?
Different?
-Would the rules in each classroom be the same
or different? Why do you think so?
-Who decides the rules in the classroom? The
school?
-How is this similar to our government?
-What parts of our school are similar to the
provincial governments? The federal?
-In our video we talked about the federal
government. Now, you will fill out this worksheet
and answer the questions.
-Part One: Four questions on the video
-Part Two: Three questions of page 49 in the
nelson text
Concluding Activity Activity Cards:
-Migrant Workers
-CBC Network
Write a summary and answer one of the

questions. Present their ideas to the class.
Objective: For students to understand what a federal government is, and how the
federal government is decided among Canadians.
Method:
Part One: Video
1. Have students watch the video once, just watching and absorbing what they are
seeing
2. Watch a second time and take notes
3. Discuss: What did the video do to make you interested in what they were talking
about?
4. Write on a chart, their notes only highlighting the key, important material
5. Give students their handouts to work on- allow them to use a dictionary to help
them with words they do not understand
Part Two: Activity Card: Migrant Workers
1. Have students read the activity card as a class.
2. Discussion is imperative for this
3. Write about important key information on chart paper for them to use at a later
date
4. Once students have finished with the activity card, have them check their
answers for their worksheet and allow them to grab a Nelson Social Studies book
for the last three questions
Special Concerns:
Watching a video can be extremely challenging as students focus may not be on the
video at all times. It is important to discuss after the first watch, and the second. Allow
them to write notes and discuss key material on chart paper for them to use when
writing their answers to their questions.
Assessment for learning. Able to make connections to their prior knowledge and gather
evidence of their learning in their summary.
Appendices:
Materials
Questions
Handout
Materials:
Chart Paper
Computer, Projector and Speaker
Pencils and Markers
Handout with Questions
Nelson Social Studies Books
Dictionaries.
Questions:
1. What is a First-Past-The-Post Electoral system? Is it unique to Canada?
2. What are candidates?
3. In order for a bill to be passed, how much support of the members of parliament
does there need to be?
4. Why is a single vote so important in Canadian elections?
5. What is a federation?
6. What is the Canadian Constitution?
7. Write a paragraph describing how the federal government works to someone
who knows nothing of the Canadian federal government.
The Federal Government
Part One: Based on the video we watched in class, answer the
following questions.
1. What is a Frist-Past-The-Post Electoral system? Is it unique to

Canada?
2. What are candidates?
3. In order for a bill to be passed, how much support of the members of

parliament does there need to be?
4. Why is a single vote so important in Canadian elections?

Part Two: Use a Nelson Social Studies textbook, page
49 to help you solve these questions.
5. What is a federation?
6. What is the Canadian Constitution?
7. On a separate, lined piece of paper, write the definitions of each

branch of government in the pictures below.
8. Write a paragraph describing how the federal government works to

someone who knows nothing of the Canadian federal government.
Please put this sheet and your answer to this question in your social
studies folders.
Social Studies: Do We Work Together?

Grade Five
Strand B: People and Environments: The Role of Government and Responsible
Citizenship
Social Studies
assess the effectiveness of actions taken by one or more levels of government to
address an issue of national, provincial/territorial, and/or local significance
formulate questions to guide investigations into social and/or environmental
describe the jurisdiction of different levels of government in Canada (i.e., federal,
provincial, territorial, municipal, First Nation, and Mtis goverance; the Inuit
Tapiriit Kanatami) and some of the services provided by each
3 describe the shared responsibility of various levels of government for providing
some services and for dealing with selected social and environmental issues
describe key actions taken by different levels of government to solve some
significant national, provincial/territorial, and/or local issues
Language Arts
1.1 identify the topic, purpose, and audience for a variety of writing forms
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a variety of strategies that involve understanding
sound-symbol relationships, word structures, word meanings, and
generalizations about spelling
1.3 identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand texts
1.4 demonstrate understanding of a variety of texts by summarizing important
ideas and citing supporting details
1.5 use stated and implied ideas in texts to make inferences and construct
meaning
Students will learn about specific events in Canadian history that caused different
levels of government to work together.
Students will learn about how they can make a difference in their community as
an active citizen.
Students will learn about previous events that have caused the various levels of
government to come together for the greater good.
Expected Time: 160 minute classes

Students will know that there are three levels of government and be able to cite
one or two services that they facilitate.
Be familiar with several issues that the various levels of government work
together to solve.
Will have worked with the Nelson Literacy books.
Activity Activity Description

Introductory Activity Read the first page of Nelson Literacy
together as a class, and have a class
discussion on it
Main Activity Each page has a different issue the levels
of government had to collaborate for in
order to either deal with it and solve it
together, or band together to create
something amazing.
-divide the three
Concluding Activity I Wonder Activity
-gather their I Wonder journal and answer
one of the questions on the board in a
paragraph.
Objective: Is for students to incorporate their prior knowledge from the previous inquiry
presentations, and look at new issues that have happened to discuss how the various
levels of government come together.
Method:
Activity One:
4. Gather all the students into their table groups, and have each pair grab a Nelson
Literacy book
5. Read the first page together. Have students read out loud.
6. Discuss: What are the three levels of government? What could this book show
the three levels of government working together before we read on?
Activity Two:
1. Have students read and summarize their page (issue) on a piece of paper with
their partner.
2. We will have a class discussion where some students will read their summary
and will discuss as a group what they believe is important to gain from reading
how governments come together
Activity Three:
1. Have students return their nelson literacy books
2. Have student grab their I Wonder journals
3. There are questions on the board for students to answer in their journal. They
must pick one and write a paragraph response. What they do not finish will be for
homework.
Special Concerns:
Many students read and summarize at different paces, many even not able to work
collaboratively in group when it comes to summarizing a section. Have an extra task
ready for those who are done early to help in discussion.
Observation in collaborative work settings and groups
I Wonder Statements and Paragraphs
Assessment FOR learning
Appendices:
Materials Used
Questions for I Wonder
Materials:
Nelson Literacy book
Questions:
If you were prime minister of Canada, what is the first thing you would do for the
Canadian citizens?
If you were in charge of planning and budgeting the next Olympics in Canada,
where would you put most of the money? What is the most important thing to
you?
If you could vote today on a bill to stand against climate change and for
environmental preservation, would you? Why or why not?
If you could write a letter to your local political leader, what would you write to
them about?
What did you wonder about when you read this book on the levels of government
and how they cooperate?
Social Studies Lesson: Homelessness
Strand B: Government and Responsible Citizenship
Grade Five
significance
B1.2 create a plan of action to address a social issue of local,
provincial/territorial, and/or national significance (e.g., homelessness, child
poverty, bullying in schools, availability of physicians in remote communities),
specifying the actions to be taken by the appropriate level (or levels) of
government as well as by citizens Sample questions: What types of services are
needed to help homeless people? Who could best provide those services?
B2.6 communicate the results of their inquiries, using appropriate vocabulary
Students will learn about the presence of homelessness in their local community,
their provincial community, and their national community
Students will learn that this issue surpasses just a government issue and that
they can make a difference when it comes to this issue.
Students will learn of several statistics on homelessness, and that it can happen
to anyone
Students will learn of some organizations that are working to eliminate
homelessness
Estimated Time: 140 minute period

Students are expected to know that there are three levels of government
Students are expected to know that these governments work together for the
common good
Students are expected to know what the idea of homelessness is

Introduction Activity Cards Activity:
-Students will each receive one card. The card
number they are assigned, is a role they are
expected to have. They are not allowed to look at
their card. Everyone else can see their card
-On the board is a reminder as to which number is
which, and how to act around someone with that
number
-For five minutes, students will walk around the
classroom attempting to communicate. They must
follow the rules on the board and act according to
the way you are supposed to around certain
numbers
Main Activity News clipping Activity
-Students are divided into their five groups. One
group will summarize the video for the class citing
important points, and what they believe needs to
happen in the local community to solve this
problem
-The rest will have sections of the article to
summarize for the class, and answer what they
believe needs to be done for Canadians to get
homes.
-Has Canada been doing enough?
Concluding Activity Worksheet on Homelessness
Objective: To have students understand that this is a major social issue within our
Canadian society, and that each level of government is working together to solve it.
Method:
Activity One: Cards
1. Explain to the students that they will be doing a role-playing activity
2. Write on the board prior to the activity commencing, how students should act
around each number
Activity Two: News clipping from CBC

1. Students will get into their groups, and be given either their section to summarize
or their video to watch
2. Students must then answer the question of what they believe needs to be done
to help the homeless in Canada
3. They are allowed to use a netbook to help them with their answers
Activity Three:
1. Complete the worksheet independently to see if they are grasping the material
they were given
Special Concerns:
Students may be sensitive to discuss this topic due to the nature of homelessness, and
having no money. Be careful when discussing this issue; discuss it as a way of life that
someone has fallen into due to MANY reasons, not just drugs or alcohol.
The activity may cause those to feel bullied. It is imperative to make this a role-playing
scenario, and to guide children who may feel more shy into roles of the higher up, and
those who are very talkative to the lower end to balance it out and create a more rich
discussion.
Assessment for learning
Materials:
Netbooks (one per group member)
Newspaper clipping printed for students
Headphones for the group that needs to watch the video
Social Studies: First Nations
Strand B: The Roles of Government and Responsible Citizenship
Grade Level: Five
significance (e.g., the effectiveness of the Far North Act in addressing concerns
of Inuit and First Nations about development in northern Ontario; the
effectiveness of municipal, provincial, and/or federal programs/policies aimed at
reducing child poverty; the effectiveness of policies related to the management of
the Great Lakes)
B3.2 describe the jurisdiction of different levels of government in Canada (i.e.,
federal, provincial, territorial, municipal, First Nation, and Mtis goverance; the
Inuit Tapiriit Kanatami) and some of the services provided by each (e.g., health
services, education, policing, defence, social assistance, garbage collection,
water services, public transit, libraries)
issues (e.g., services/issues related to transportation, health ca re, the
environment, and/or crime and policing)
have different perspectives on housing problems on reserves)
Students are expected to learn about the role of the first nations peoples within
government, and begin to understand why the Canadian government may have a
tense relationship with these groups
Students will research and explore their given inquiry question, and summarize
the material the text provides for them
Students will work in collaborative groups to present their learning to the class
Estimated Time 260 minute classes

Students are expected to know that the first nations groups inhabited Canada
before the Europeans, and how this plays a role in the relationship between
governing bodies
Students will know that there has been tensions in the past between the current
government, and the previous

Introduction Activity Inquiry Discussion:
How much do you know about the first nations in
Canada?
What about their relationship to the government?
Do you believe that there are governing bodies to
represent these diverse groups?
Social and Environmental Issues affect these
people in current culture. Can any of you name a
few?
- access to clean water
- oil pipeline
- access to education
- access to resources and food
Main Activity Research and Summarize
- get the students into their groups and give
them the assigned question
- required to summarize their section and
use that information to help them answer
their question
- create a chart to present their thoughts to
the class
- create one question they have from their
reading that they will pose to the class
Concluding Activity Presentation of their chart
- discuss their summary and their answer to
the question
- discuss their questions they pose to the
class and write them on the board
- further discussion on these questions at a
later date
Objective: For students to recognize that this diverse group of people living within
Canada has a governing body, a tense relationship with the federal government, and
are activists for social justice and environmental conservation.
Method:
6. Students will go to the carpet for an inquiry discussion
7. Explain the instructions and give students their section and inquiry questions
8. Students will then research in their text, and with a chrome book to find their
answers
9. Students will then use a chart paper to write their summary and their answer to
the question
10. They will present their opinion to the class, and pose a question about the topic
to the class to answer and discover on their own.
Special Concerns:
This is considered one of the sensitive topics in elementary education. The hope is to
promote awareness of these people groups, as well as a history on how they got to
where they are today, and how they are treated today. Each student must show respect
to this group, and it is your duty as a teacher to setup the learning in such a topic.
Assessment as learning
- Chart paper summary for writing
- Group presentation of their thoughts
- Asked a key question relative to their topic
Materials:
- Chrome books (5)
- Chart paper (5)
- Lined paper and pencils
- Nelson Grade 5 Social Studies book
Questions:
Page 43: Question One
Page 59: Question One- Inuit Tapiriit Kanatami
Page 59: Question One- Metis National Council
Page 58: Thinking about Interrelationships Bubble
o Question: Research some responses to the Indian Act of 1867 and
discuss why there might be tensions between the first nations people and
the federal government
Page 59: Citizenship in Action
o Question Research Shannen Koostachin and describe why she chose to
challenge the federal MP and what happened. Why is the opening of a
school on the reserve so important in your perspective?
Social Studies: Debate!
Strand B: The Role of Government and Responsible Citizenship
Grade Five
level (or levels) of government responsible for addressing the issues (e.g., the
perspectives of different levels of government, non-governmental organizations
[NGOs], professionals in the field, and people directly affected by an issue such
as child poverty on reserves or in large cities, homelessness, bullying in schools,
access to health care, climate change in the Arctic, waste disposal, or
deforestation)
B2.2 gather and organize a variety of information and data that present various
perspectives about Canadian social and/or environmental issues, including the
perspective of the level (or levels) of government responsible for addressing the
issues
B3.5 describe key actions taken by different levels of government to solve some
significant national, provincial/territorial, and/or local issues (e.g., federal policies
relating to the effects of climate change in the Arctic or the issue of sovereignty in
Canadian waters; provincial policies around child mental health issues; municipal
recycling and waste diversion programs; government action to relocate elk from
the town of Banff, Alberta)
have different perspectives on housing problems on reserves) B3.7 describe
some different ways in which citizens can take action to address social and
environmental issues (e.g., by determining the position of their local candidates
on various issues and supporting/voting for the one whose position they agree
with; through the court system; by organizing petitions or boycotts; by
volunteering with organizations that work on specific issues; by writing to their
elected representatives or to the media)
Students will learn how an official debate runs in parliament
Students will discuss a current hot issue in Canadian politics and decide as a
class if it is a priority
Will role-play the research they have done to support the point they wish to come
across
Estimated Time: (5) 40 minute classes

Students are expected to know some of the roles in government
Students are expected to know what parliament is, and how a bill is passed to
help them in their debate
Students are expected to know how to work together and to do appropriate
research

Introduction Video:
Activity https://www.youtube.com/watch?
v=NHYNQiHSiwA&index=4&list=LLlViusR7W6fnzArzr09ucjg
Discuss: What does this mean?
What have we learned that supports what we just heard?
What is a debate?
Are there sides to a debate?
Hand out Role Cards and assign. Introduce topic and timeframe
Main Activity Students will work to create their case and side for the big debate. There
are three major parties the MPs will be a part of , and a testimony piece.
The big Debate will take place during a two block period and be run by
the students of the neutral party. It is important that each side states
their case, and that voting takes place
Concluding Results: How did the vote turn out? Who won?
Activity Why did they win?
What precautions is Canada taking for climate change?
The pipeline results
What did each side do great? What is something they could have
worked on?
Why is it important to debate in such a manner?
Reflection Journal
Objective: For students to understand how a formal debate within a legislative

assembly works, and for students to see how different perspectives affect what happens
in government.
Method:
Day One: (One 60 minute Period)
Explain the roles of the debate and how a debate runs (15 minutes)
Answer any questions
Give out roles
Have groups brainstorm their roles and discuss what they need to do in a graphic
organizer
o Make sure the students are on track and understand the assignment
Day Two:
Work period day
Period One: Meet with the groups (10 minutes each) to discuss how they are
feeling, where they are in their work, and what goals they wish to set for the day
o During this time other students are working on their tasks
Go around and make sure students are on task and ask questions to make sure
students understand their role
Make sure students are on the correct websites
Day Two:
Work period day
Meet with the groups (10 minutes each) to discuss how they are feeling, where
they are in their work, and what goals they wish to set for the day
o During this time other students are working on their tasks
Go around and make sure students are on task and ask questions to make sure
students understand their role
Make sure students typing up their work to be printed to memorize
Homework in between
Make sure there is a day or two for the students to memorize their parts. In this
case, there was a weekend where the students were able to take home their
work to be memorized
Day Three: Debate Day

Have the neutral party write out the agenda for the period (this is to be done
during two-three periods)
Seating plan should be arranged where the opposition and the affirmative are
facing each other, with the neutral party in the middle
The neutral party will introduce the debate, and have a time to keep the students
on task
Follow their agenda, making sure to make notes of observation during the debate
Make sure that each group is listening intently and making appropriate rebuttle
remarks
At the end, each student will vote.
Day Four: Voting Results and Debrief

Discuss the debate: What happened? How did this happen? How did you feel
during the debate?
Have each group discuss this on their own for five minutes and then come
together for ten to share what they thought
Announce results. How did this happen? Why? Neutral party shares why they
voted the way they did
How does this affect current Canadian politics?
What did you learn throughout this experience?
Create a reflection on the experience to be done for homework, ranging from at
least a paragraph to a maximum of one page.
1m 30s video on Justin Trudeaus decision on the Kinder Morgan Pipeline (CBC)
Special Concerns:
The debate topic is very risky to do because of the range of perspectives in the class. It
is important to note to the students that they are role-playing in these scenarios. They
are becoming this role. Even though they may not particularly agree with what they are
arguing, that is okay! They are to become a role and then discover why that person or
that role may feel that way.
Observation of Effective Use of Class Time
Meeting: Create anecdotal notes on the students responses to see if they are on
task, working cooperatively, are creating appropriate content for their statements
and had good time management skills
Debate Time: Independent work on their portions. Did they use their five minute
time period to effectively convey their points? Did it make sense with what they
were arguing? Did they speak with expression and fluency?
Appendices:
Question
Agenda made by students
Materials
Role Cards
Materials:
Two chrome books per groups
Paper for their role cards
Folders for each group to put all of their written information

Question:
Isclimatechangesomethingthegovernmentshouldbemoreproactiveabout?
Shouldtheycreatemorebillstostopclimatechange?
Affirmative:Yes,theyshouldbecauseclimatechangeisrealanddangerous.We
shoulddoeverythinginourpowertoreduceouractionsthateffectclimatechange
Opposition:Nobecauseclimatechangeisnotreal,orisnotanissueweshouldbe
focusingon.Weshouldbefocusingonoureconomy.
Sources:
http://creativeclassroom.pbworks.com/w/page/16604623/Debate%20Topics
http://discoveryportal.ontla.on.ca/en/teach-learn/lesson-plans-0/grade-5/debate-
classroom
http://csdf-fcde.ca/UserFiles/File/resources/teacher_debate_guide.pdf
Affirmative.
About: The Affirmative position is in favour of the bill being
discussed. In this case, they are in support of climate change.
Your task is to create an opening statement, two points in
support of climate change, and a closing statement. During your
time researching, it is important to work as a group and make
sure everyone understands the position that you are arguing.
This is because each party will have an opportunity to argue
against one of the point that the opposition party will make.
Research well together so that anyone of you can argue against
the opposition during the debate
Ian Gulnoor
Ratna Surtaj
Malraven Harleen
Opposition
About: The Opposition position disagrees with the bill being
passed. In this case, they are against climate change. Your task is
to create an opening statement, two points in support of climate
change, and a closing statement. During your time researching, it
is important to work as a group and make sure everyone
understands the position that you are arguing. This is because
each party will have an opportunity to argue against one of the
point that the opposition party will make. Research well together
so that anyone of you can argue against the opposition during
the debate.
Jasveer Srijan
Toya Sahibjot
Rida Roopali
Testimony
About: This is a personal statement made by a person discussing
their agreement with one side of the debate. You will be the
testimony for the Affirmative Side. Use the information below to
help you research:
Canada Wildlife Federation Member: Explain the contribution to Canada
Fossil Fuel Divestment: Bill McKibben

What is it? What are the positive impacts on the environment?
Sharandeep
Website: https://en.wikipedia.org/wiki/Fossil_fuel_divestment
Neutral Party
About: The Neutral Party are the people who do not have a
specific side they are with. They will watch the debate and vote
for the side they believe convinced them to support climate
change, or to be against it.
Speaker, Clerk, Sergeant-at-Arms and the Premier are the three roles.
What are your roles in the house of commons? Explain them to the class at
the beginning of the debate.
How does a debate run? How will this debate run?
Create a voting ballot for the class to vote on If Canada should be supporting
more actions for climate change, or should they be focusing on economic
advancements?
Create an agenda for how the debate will run. How much time does each
position get to speak? Create a seating plan that reflects one of the house of
commons.
Agree
Disagree
Keerthana Adiya
Wahegurupal Sarujan
Testimony
About: This is a personal statement made by a person discussing
their agreement with one side of the debate. You will be the
testimony for the opposition side. Use the information below to
help you research.
Kinder Morgan Company

Expansion of Trans Mountain Pipeline
What is it?
Why is this a positive investment from a business perspective?
Dilip
Website: http://www.cbc.ca/news/business/tmx-pipelines-kinder-morgan-
worth-1.3852162
Self and Peer Self and Peer
Evaluation Evaluation
Name:_________________ Name:_________________
Date:_________________ Date:_________________
How much work did you contribute How much work did you contribute
to this group assignment? to this group assignment?
1 2 3 4 5 1 2 3 4 5
Why did you answer the way you Why did you answer the way you
did? Is there anything you did did? Is there anything you did
spectacular with? spectacular with?
Do you believe each member of your Do you believe each member of your
group worked well together and group worked well together and
contributed an equal amount? contributed an equal amount?
Circle the heart if you liked this Circle the heart if you liked this
Is there anything about this Is there anything about this
assignment that should be assignment that should be
improved? Comment below. improved? Comment below.

Social Studies Unit - Grade Five Government and Citizenship

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Canadian Government and

ANTICIPATED UNIT PLAN 8-11

UNIT ASSESSMENT 12-14

DETAILED LESSON PLANS 14-40

Three Levels of Government:

How do we work together?

Homelessness and Public Activism

B2.1 formulate questions to guide investigations into social and/or environmental

First Nations Perspective

How Does a Bill Become Law?

access to health care, climate change in the Arctic, waste disposal, or

Students will analyze how a debate is run in parliament to role-play an actual

Students will be assessed through the following means:

Three Levels of Government Poster Checklist

Poster Appeal My layout design is attractive

Content It is clear what the poster is about

Proofreading I checked for spelling

Social Studies Inquiry Presentation Rubric

Level 1 Level 2 Level 3 Level 4

Social Studies Assignment More than half of Assignment Assignment

Social Studies: What is the Federal Government?

Write a paragraph describing the Federal Government to someone who

What I am looking for

Estimated Time: 240 minute periods

Expected Prior Knowledge:

Summary Lesson Chart:

Objective: Is for students to incorportate their prior knowledge of their local

Expected Time: 340 minute classes

Expected Prior Knowledge:

Summary Lesson Chart:

Estimated Time: 160 minute period, 120 minute period

Expected Prior Knowledge:

Summary Lesson Chart:

Introduction Activity -Watch Video:

Write a summary and answer one of the

1. What is a Frist-Past-The-Post Electoral system? Is it unique to

2. What are candidates?

3. In order for a bill to be passed, how much support of the members of

4. Why is a single vote so important in Canadian elections?

6. What is the Canadian Constitution?

7. On a separate, lined piece of paper, write the definitions of each

8. Write a paragraph describing how the federal government works to

Social Studies: Do We Work Together?

Expected Time: 160 minute classes

Summary Lesson Chart:

Activity Activity Description

Estimated Time: 140 minute period

Expected Prior Knowledge:

Summary Lesson Chart:

Activity Two: News clipping from CBC

Estimated Time 260 minute classes

Expected Prior Knowledge:

Summary Lesson Chart:

Estimated Time: (5) 40 minute classes

Summary Lesson Chart:

Objective: For students to understand how a formal debate within a legislative

Day Three: Debate Day

Day Four: Voting Results and Debrief

Canada Wildlife Federation Member: Explain the contribution to Canada

Fossil Fuel Divestment: Bill McKibben

Kinder Morgan Company

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