Unit Planning Organizer

Miss Dufresne
Social Studies
Grade 9
Unit Duration: 3.5 weeks (14 classes)
1. Unit Overview – Critical Inquiry Question
To what degree should we as Albertans be consumers of Alberta beef?
 How do the decisions we make as consumers affect our economy?
 What decisions do make as consumers that impact our quality of life?

2. Focusing Questions for Lessons (Related questions)

 How do the decisions we make as consumers affect our economy?
 What decisions are we making as consumers that are impacting our quality of life?
 What is consumerism?
 How do we measure quality of life? What are the indicators of quality of life?
 To what extent do the products we consume shape our identities and what’s important
to our QofL?
 To what extent does health and safety influence consumer behavior?
 To what extent do job opportunities influence consumer behavior?
 To what extent does environmentalism influence consumer behavior?
 To what extent does marketing influence manipulate consumer behavior?
 To what extent does marketing consumers?
 How do consumers use their collective power to impact the economy?
 To what extent does consumerism vary regionally?
Terms and Concepts
 Consumerism
 Quality of life
 Marketing
 Boycot
 GDP
 Chain (of jobs)

3. SEE-I of Key Concept for Unit

State:
 Consumerism is an economy theory that links prosperity to consumer demand for goods
and services, and that makes consumer behavior central to economic decision making
 Economic theory concerned specifically with the purchase and/or use of goods and
services.

Elaborate: Consumerism influences the economies of Canada and the USA, and reflects
common values that shape the economies of both countries. It is a theory that claims the more
people buy, the beter for the economy. When an economy is based on consumerism, consumer
behavior plays a key role in economic decision making. Consumerism affects the economy, and
the economy affects consumers. We are all consumers, and we have both impacted markets,
and been impacted by markets (Issues for Canadians textbooks).
Exemplify: For example, our consumer choices can create by-products such as wastes. When
you buy a botle of water, the botle ends up in the recycling or garbage. If you buy a botle for
water, the botle gets used again and again. Our consumer behavior impacts the environment.
Perhaps Sports Check markets and sells Canadian Olympic gear water botles. This will also sway
sports fans to buy the botle for water. Some producers market in concern for the environment
to atract consumers who care for the environment (Issues for Canadians textbooks).

Because I am using modified food as the main theme of my unit, I will provide an example for it.
In recent years, the restaurant Earl’s boycoted Alberta beef to promote beef from the USA that
they believed was raised beter and were free of additives and steroids. Alberta rich in ranchers
and farmers, and many used their voice to say that some farming is unsustainable without such
additives. By boycotting Alberta Beef, Earl’s was atempting to take jobs, employment, and
money away from the province. In return, many customers boycoted Earl’s. This movement was
powerful enough convince Earl’s to support Alberta beef again (in a desperate cry for the return
of their customers).

Illustrate:
4. Culminating Task Description

To what degree should we as Albertans be consumers of Alberta beef?

Students will respond to the above question in the creative form they choose.
The Critical Inquiry work booklet will guide student note-taking throughout the unit, and will
give them the content they need to craft an informed response to the critical inquiry question,
which sets them up to move straight into their creative response. They shouldn’t need to spend
too much additional time researching for their project because the booklet will gather evidence
and perspectives for them throughout the unit. I will keep the booklets at school some days so I
can read their responses and ensure they are on the right track. Some days/ weekends they can
take them home (like if they have to work on their project at home). My intent is not for this to
be an overwhelming assignment. They should be able to complete most of it in class.
Ideas for creative responses:
 PowerPoint
 Weebly
 radio ad (voice recording)
 essay
 video
(Not a partner project – individual work --- room for collaboration though, esp. at the gallery
walk/ elevator speeches!)

General Learning Outcome for Unit

GLO#2: 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.
5. Specific Learning Outcomes for Unit
Values and attitudes:
9.2.2: appreciate relationship between consumerism and quality of life

Knowledge and understanding:

9.2.5: assess, critically, the relationship between consumerism and quality of life in Canada and
the USA by exploring:
 What are the indicators of quality of life?
 How does individual consumer behavior impact quality of life (ex. environmental
impacts)?
 How does marketing impact consumerism?
 How does consumerism provide opportunities for and limitations on impacting quality of
life?
 How is consumerism used as a power of a collective (ex. Boycots)?
 To what extent do perspectives regarding consumerism, economic growth and quality of
life differ regionally in NA?
 What societal values underlie social programs in Canada and the USA?
Skills and processes:
Dimensions of Thinking
 9.S.1 - Critical and creative thinking
 9.S.2 – Historical thinking
 9.S.3 - Geographic thinking
 9.S.4 - Decision making and problem solving
Social Participation as a Democratic Practice
 9.S.5 – demonstrate skills of cooperation, conflict resolution and consensus building
 9.S.6 – develop age-appropriate behavior for social involvement as responsible citizens
contributing to their community
Research for Deliberative Inquiry
 9.S.7 – apply the research process
Communication
 9.S.8 – demonstrate skills of oral, writen and visual literacy
 9.S.9 – develop skills of media literacy

6. Essential Resources
WEEK 1
Class #1: Observing
Class #2: Teacher Introduction, Consumerism
I will be using “Story of Consumption” as an intro video to consumerism / intro to this lesson.
After watching the video, we will complete a SEE-I of consumerism.
Video: htps://www.youtube.com/watch?v=iFlMQAppIpg
https://www.youtube.com/watch?v=_OVg8uov78I “I smell like beef”
Class #3: Consumerism + Quality of Life
I will be showing this video to demonstrate to students all the factors and indicators that need
to be considered when assessing one’s quality of life.
 htps://www.youtube.com/watch?v=yYNjXRVFnTc

Class #4: DMF: Health + Safety

 Mad cow
 The Alberta Beef website is a direct reflection of the work and efforts made by Albertan
ranchers to defend their catle and get them on the market. The following videos debunk
health concerns that many people and restaurants have with the catle and how they are
raised in Alberta.
htp://www.albertabeef.org/page/worried-about-hormones-in-catlecatle
htp://www.albertabeef.org/page/worried-about-antibiotic-use-and-resistance-in-catle
 I will show the following 3 videos to inform students on the mad cow crisis that occurred
in Alberta in 2004. It shows the efforts of Alberta Beef in protecting catles and
consumers, as well the impact this occurrence had on cows, human health, and most
 significantly, the economy.
 What is Mad Cow?
htps://www.youtube.com/watch?v=aP-ShyyHiIc
 Mad cow in AB: 2004
htps://www.youtube.com/watch?v=HVEgIOFLt9E
 BSE in Alberta – Efforts to Minimize
htps://www.youtube.com/watch?v=AtD_rS6Fdyk
 Alfalfa case study – this link leads to an article on the concern of alfalfa in
ranching communities. It is another example of health concerns that
students may not be aware of when they bite into a burger.
htp://edmontonjournal.com/news/politics/alberta-farmers-concerned-with-influx-of-
gm-alfalfa

WEEK 2
Class #5: DMF: Jobs
 I will use the following news article to educate students on the media blowup following
A&W and Earl’s decisions to use beef only produced a certain way (and therefore vetoing
AB beef from their sales). I will use this opportunity to analyze media sources with my
students.
A&W CBC article: htp://www.cbc.ca/news/canada/edmonton/ranchers-have-a-beef-
with-new-a-w-hamburger-campaign-1.2426659

Class #6: DMF: Environment

 This poll will be used for students to text their responses to class questions/debate
htps://www.polleverywhere.com/my/polls
 GHG – this link leads to Alberta Beef’s rebutal to consumer’s concern for cows’
contribution to greenhouse gases (and the environmental consequences associated with
it)
htp://www.albertabeef.org/page/worried-about-greenhouse-gas
 We still use the following link to study the environmental impact of livestock in Picture
Bute. I will relate this back to our critical inquiry: Should we buy Alberta beef
considering the impact it has on the environment (and drinking water) in this
community?
htp://www1.agric.gov.ab.ca/
$department/deptdocs.nsf/all/irr14241/$file/groundwater_project_brochure_sept2013.
pdf?OpenElement
Class #7: DMF: Marketing and Media
 AB Beef commercial – this video will show students the marketing techniques used by
AB beef
htps://www.youtube.com/watch?v=eyVa5laS26QPWIM
 A&W anti-hormone beef – this video will show students how A&W spoon-fed a belief on
hormones to bystanders on the street – and how many marketing techniques involve
creating concern for an issue that may not need as much atention as it is getting.
htps://www.youtube.com/watch?v=8VrqOYqQW80
 htps://www.youtube.com/watch?v=Xia7qLKP-Ls(manipulating)

WEEK 3

Class #8: DMF: Identity

-will not be using any
Class #9: Regional Consumerism
-Will not be using any
Class #10: Boycots
 The following news articles will be used as an example of boycots within the frames of
our AB Beef theme
htps://www.thestar.com/business/2016/04/28/earls-restaurants-threatened-with-
boycot-after-ditching-alberta-beef.html
htps://www.theglobeandmail.com/news/national/we-made-a-mistake-earls-reverses-
decision-on-canadian-beef/article29852514/
 Boycot Earls – this video is a call to Albertans to boycot Earl’s beef, and why
htps://www.youtube.com/watch?v=PHENYcTV5hk
htp://edmontonjournal.com/life/food/earls-pledges-to-work-with-alberta-ranchers-
corporate-chef-regretful-at-earlier-decision
Class #11: Work Period

WEEK 4

Class #12: Work period

Class #13: Work period
Class #14: Presentations
Class #15: Unit test?

7. Possible Learning Activities

Class #1: Observe
Class #2: Teacher Intro (Name Tag Activity) + Chapter 7 Introduction (Consumerism) (SEE-I) +,
Value Line
Class #3: Quality of Life + Consumerism: Analyzing Historically
Class #4: DMF: Health +Safety (videos, think pair and share)
Class #5: DMF: Jobs online research of job chains
Class #6: DMF: Environment 2/4 corners
Class #7: DMF: Media and Marketing: After watching commercial examples on beef, students
will be grouped into groups of 4-5, assigned one of the 6 ad strategies and preform skits
demonstrate to the class
Class #8: Identity Create their own “consumer identity” picture (map, portrait, etc.)
Class #9: Regional Consumerism: smartboard activity
Class #10: Boycots (Earl’s Case Study)  Debate OR potential guest speaker
Class #11-14: Work periods, presentations + unit tests

8. Rationale:
I am extremely excited to teach this unit. When I envisioned it, I want a
cohesive, thematic and engaging unit so that my students could interact with the
concept of consumerism in a realistic and interesting way. I chose to use Alberta
beef as our inquiry because it is so relevant for Southern Alberta. Growing up, I
always saw the “I Love Alberta Beef” logo – it was a prominent symbol around
Lethbridge. So, for my critical inquiry, I wanted to know why it was so
prominent. As I went through the textbook, I realized that so many of the
concepts I would be teaching correlated so well with case studies on Alberta
Beef. As you’ll read in my lesson plan overview, I will be discussing how beef has
been a controversial topic in Alberta in the last decade. From mad cow to Earl’s
boycott, there is so many relevant topics to teach students, which is why I am
using Alberta beef to base my unit off of.

We start off the unit learning about the topic of consumerism, using a SEE-I
method to pull apart the concept. Then we use a gallery walk to learn how the
definition of quality of life is different for everyone. I stress the five decision
making factors as I introduce them each with a different news article or case
study. Then we move onto regional consumerism and boycotts to wrap up the
unit’s content. The last week will be spent giving students time to work on their
performance tasks, which will tie the unit together and give them an
opportunity to answer or inquiry question: To what degree should we as
Albertans be consumers of Alberta beef. Students will be able to look at their
answer to the question from the beginning of the unit, and see how their
understanding of the topic progressed and developed, and how their answer
changed (or stayed the same) by the end of the unit. I believe this is an issue all
students can relate to, either because they care about what they eat, or they
care about supporting local jobs.

I will support students throughout the unit with a work booklet; their “Beef on
Trial” booklet will ask them questions each class, and their answers will turn into
the content they need to make their creative response at the end of the unit. By
answering this question, using all the activities and lessons they will have
interacted with, students will be able to demonstrate a thorough understanding
of consumerism as they apply it to a real-life issue.

My goal for this unit was to get students out of their seats- there is no reason for
them to stay seated when they could be collaborating, debating and researching
this topic. I will be meeting many of the Skills and Processes SLOs by
incorporating activities such as debates, drama skits, gallery walks, value lines,
research, and four corners into our unit calendar.

This unit teaches students how to be active, responsible citizens because it holds
them accountable for an item they likely consume regularly, and encourages
them to understand why it is important to consider and form opinions on issues
that impact our quality of life, our economies, and our society.
 Lesson Class #/ Outcomes Procedure Assessment
Date
WEEK 1
Observe Class 1
March 5
Teacher Intro Class 2 9.2.5: assess, critically, the -Teaching intro -SEE-I in booklets
Introduction of Unit: March 6 relationship between -Word Scramble, (formative)
What is consumerism and quality of -Video, SEE-I -Value Line + Sticky
consumerism? life in Canada and the USA -Discussion Notes (Observation)
S&P: 9.S.6 – develop age- Etiquete
appropriate behavior for -Introduce Inquiry
social involvement as (Question: BEEF)
responsible citizens -Value Line
contributing to their -TASK FOR
community TOMORROW**
S&P: 9.S.4 - Decision making
and problem solving
Quality of Life + Class 3 How does individual -“Give Me Your -Chalkboard responses
Consumerism March 7 consumer behavior impact Thoughts”: discuss And work booklets as
(Historical UC quality of life? when/ where they exit slips (pg.3)
Analyzation of) Observation S&P: 9.S.1 – Critical and saw ads… how this (formative)
How do we measure creative thinking affects their QofL
quality of life? What S&P: 9.S.4 – decision making -QofL
are the indicators of and problem solving Think/Pair/Share +
quality of life? S&P: 5.S.5 – demonstrate Gallery Walk
skills of cooperation, conflict
resolution and consensus
building

Decision Making Factors: Class 4 9.2.5: assess, critically, the -Mad Cow video -Daily Quiz
Health + Safety March 8/9 relationship between documentary
(Mad Cow: an consumerism and quality of -lecture
experience that life in Canada and the USA by
impacts consumer exploring:
behavior/ decision) How does individual consumer
To what extent does behavior impact quality of life
health and safety
influence consumer (ex. health awareness)?
behavior? S&P 9.S.1 - Critical and
creative thinking

Lesson Class #/ Outcomes Procedure Assessment

Date
ATTN WEEK 2
DMF: Jobs Class 5 9.2.5: assess, critically, the Students will -Daily Quiz
(?) March 12 relationship between research the chain -Formative assessment
To what extent do consumerism and quality of of jobs involved in of CI Booklets
jobs influence life in Canada and the USA by the production of -exit slips (formative)
consumer behavior? exploring: goods and services
How does individual consumer –they will log their
behavior impact quality of life research in the
(ex. Job opportunity)? inquiry booklets
S&P 9.S.1 - Critical and **laptops
creative thinking -exit slips
S&P: 9.S.7 – apply the
research process
S&P: 9.S.9 – develop skills of
media literacy

DMF: Environment Class 6 9.2.5: assess, critically, the -case studies:

(Picture Bute) March 13 relationship between alfalfa, GHGs and
To what extent does FRIDAY consumerism and quality of picture bute
environmental SCHEDULE life in Canada and the USA by -student response
concern influence Only exploring: via text-to-poll
consumer behavior Miller’s How does individual consumer -value line
class behavior impact quality of life
(ex. environmental impacts)?
S&P 9.S.1 - Critical and
creative thinking

DMF: Marketing + Class 7 9.2.5: assess, critically, the Students act out -Exit Slip (formative)
Media Miller relationship between skits/
PWIM March 14 consumerism and quality of commercials– I will
To what extent does life in Canada and the USA by assign them one of
marketing influence/ Class 6 exploring: the 6 marketing
manipulate Lawrence^^ How does marketing impact strategies
consumer behavior? consumerism?
9.S.1 - Critical and creative
thinking

DMF: Marketing + Class 7 9.2.5: assess, critically, the Students act out -Exit Slip (formative)
Media March 15 relationship between skits/
PWIM Only consumerism and quality of commercials– I will
To what extent does Lawrence’s life in Canada and the USA by assign them one of
marketing influence/ class exploring: the 6 marketing
manipulate M16 PD* How does marketing impact strategies
consumer behavior? consumerism?
9.S.1 - Critical and creative
thinking
 Lesson Class #/ Outcomes Procedure Assessment
Date
WEEK 3
Quality of Life + Class 8 SLO 9.2.2: appreciate -What’s MY Daily Quiz
Decision Making Factor: March 19 relationship between consumer identity?
Identity consumerism and quality of -personal reflection
To what extent do life on how all of the
the products we SLO 9.2.5: assess, critically, the above reflect their
consume define who relationship between identity
we are and what’s consumerism and quality of -start forming their
important to our life in Canada and the USA inquiry responses
QofL?  What are the -Value line
indicators of quality of
life?
S&P 9.S.1 - Critical and
creative thinking
S&P 9.S.5: demonstrate skills
of cooperation, conflict
resolution and consensus
building

Regional Class 9 9.2.5: assess, critically, the -Smartboard -Exit Slips (formative)
Consumerism March 20 relationship between activity
To what extent does consumerism and quality of -Exit Slips
consumerism vary life in Canada and the USA by
regionally? exploring:
 To what extent do
perspectives regarding
consumerism,
economic growth and
quality of life differ
regionally in NA?
S&P: 9.S.3 - Geographical
thinking
 Boycots Class 10 9.2.5: assess, critically, the Class Debate
(Earl’s) March 21 relationship between Value Line before
How do consumers consumerism and quality of and after
use their collective life in Canada and the USA by Guest speaker?
power to impact the exploring: (classes are close
economy?  How is consumerism together)jj
What impact does used as a power of a Class debate can
consumer behavior collective (ex. move to tomorrow
have on the Boycots)? if guest speaker
economy? 9.S.1 - Critical and creative comes
How do the thinking
decisions we make S&P: 9.S.4 - Decision making
as consumers affect and problem solving
our economy?

Start Project Class 11 Exit Slips (on progress/

March idea/ plan)
22/23

March 22 =
Lawrence

March 23=
Miller
 Lesson Class #/ Outcomes Procedure Assessment
Date
WEEK 4
Critical Inquiry Class 12 S&P: 9.S.7 – apply the
*Formative March 26 research process
Feedback S&P: 9.S.4 - Decision making
and problem solving
S&P: 9.S.9 – develop skills of
media literacy

Critical Inquiry Class 13 S&P: 9.S.7 – apply the

*Formative March 27 research process
Feedback S&P: 9.S.4 - Decision making
and problem solving
S&P: 9.S.9 – develop skills of
media literacy

Presentations Class 14 -“elevator speech”

March 28 presentations of
(LAST CLASS each student
FOR project
LAWRENCE) -final round of
sticky notes on
inquiry display
board
Presentations Class 15
March 29
(MILLER
ONLY)
][March 30:
Good
Friday]
GOOD FRIDAY + EASTER BREAK
Unit test date will be confirmed in first week of practicum. Will be seeking TA’s advice for this.