Understanding By Design Unit Template

Title of Unit Controversial Issues in Grade Level 8

Canada

Subject Social Sciences Time Frame 18-20 lessons

Developed By Polina Lerman & Kassidy MacPherson

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?
Building Lifelong Learners - This unit will focus on a variety of different controversial issues (political, social,
economical, religious, etc…), one of which will hopefully spark the interest of each student and motivate them to dig
deeper into how this issue manifests itself in the present day. Students will hopefully be motivated to expand their
knowledge about the issue(s) and want to seek more information about similar topics.
Building Engaged Citizens - In this unit, students will have the opportunity to both listen to and do their own research
and reflection on controversial issues. With each lesson, students will hopefully gain the insight to become mobile, active
members of the social sphere and become engaged in helping to solve some of the issues we will present to the class.
Building a Sense of Self and Community - Students will be given the opportunity to reflect on their own beliefs
regarding each topic. Having provided them with both sides to each controversial issue we teach, we will then give
students the chance to work with a partner/group to come up with arguments supporting or opposing the arguments of
one issue. This will give them a chance to develop their own understanding, as well as be able to understand and respect
the point of view of others (even if they themselves don’t personally agree).

Cross curricular Competencies

How will this unit promote the CCC?
Developing Thinking - rather than just listening to the lectures and lessons about each individual issue, students will
then be assigned an issue to delve into more. They will be required to present their findings regarding both sides to each
issue, as well as pick one side to argue for (either in the form of a debate-style activity or a written assignment)
Developing Identity and Interdependence - students will develop their own identity as they research each topic and
decide for themselves where they stand with regard to the issue at hand. Students will be able to self-reflect on their own
understanding of the topic, as well as their own values regarding social and political matters.
Developing Social Responsibility - lessons will be delivered with the intent of getting across how each stance regarding
each issue affects society in a greater manner. Whether an argument is being made for or against an issue, students will
be taught how each side argues that it contributes to a more stable, successful, and/or powerful society. Students then get
to decide for themselves how they plan on taking on part of the social responsibility.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
IN 8.1 (c,d,e,h) - Investigate the meaning of culture and the origins of Canadian cultural diversity.
IN 8.2 (all) - Appraise the influence of immigration as a factor in Canadian cultural diversity.
DR 8.1 (b,e) - Develop an understanding of the significance of land on the evolution of Canadian identity.
DR 8.2 (all) - Describe the influence of the treaty relationship on Canadian identity.
DR 8.3 (all) - Assess how historical events in Canada have affected the present Canadian identity
PA 8.1 (a,c,d,e,f) - Contemplate the implications of Canadian citizenship on the life of Canadians.
PA 8.2 (a,b,c,d) - Examine the role of power and authority in the application of diverse decision-making processes in a
variety of contexts.
PA 8.3 (all) - Present the evolution of a piece of legislation, from its first conception to its implementation.
PA 8.4 (c,d,e,f,g,h,i,j) - Assess the impact of citizens’ willingness and ability to actively engage in the Canadian political
processes.
RW 8.3 (a,b) - Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.

Enduring Understandings Essential Questions

What understandings about the big ideas are
desired?(what you want students to
understand & be able to use several years
from now)
What misunderstandings are predictable?
What provocative questions will foster inquiry into the content?(open-
ended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Students will understand that...
- Various stances exist regarding
controversial issues
- The background of the controversial
issues, as well as how various beliefs
developed over time
- Being aware of these issues can make
them more mobile, engaged citizens in
society
Related misconceptions…
- There is only one right answer/right
side to each issue
- I can only pick one side (I can’t be ‘in-
between’ on some topics)
Content specific….
- Why should we care about controversial social and political
issues?
- Does picking one side of the debate make you more or less
Canadian?
- How do Canadian values come out throughout this debate?
- How can we use policies and legislation to support our stances for
certain topics?
FNMI, multicultural, cross-curricular…
- How do some of the issues affect specific cultures/races/religions
in Canada?
- How do policies regarding multiculturalism affect these issues?
- How do policies regarding Indigenous affairs affect these issues?
Knowledge:
What knowledge will student acquire as a
result of this unit? This content knowledge
may come from the indicators, or might also
address prerequisite knowledge that students
will need for this unit.
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will know... Students will be able to…

Students will learn that voicing their opinion is Students will develop critical thinking strategies and be able to self-reflect
very important and can make a difference. on their own beliefs and actions. In addition, students will learn to do their
They will understand how controversial issues own research about controversial issues when preparing for the debate
developed, how they are being received in activity. Furthermore, if a student is given a side of an argument they do
society by various groups of people, what not personally agree with, this will develop a skill that is sometimes
stance the government and media take on needed in postsecondary, where a student may be given an essay topic
certain issues, and how certain policies can that they do not agree with, but must nonetheless defend.
be changed when citizens are engaged and
passionate about improving the conditions of
present-day Canadian society. Students will
personally reflect on their own beliefs with
regards to judgment, equality, and justice.
Students will also make connections to how
certain issues are present around them.
Some topics will also compare and contrast
the issue in Canada and in other parts of the
world. By the end of the unit, students will be
able to understand some of the fundamental
differences between Canada and other
nations.
 Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes
the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge
and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task

G – Goal By the end of the unit, students should be familiar with the various controversial issues affecting Canada
What should students today. They will understand the historical context and development of the issues, the stances that exist
accomplish by about it, and the social, economical, and political implications of the topic. Through the debate activity,
completing this task? students will be assessed on their knowledge and understanding of topics, as well as communication and
application of the arguments for or against the issue. Students will self and peer reflect during the lesson
R – Role
and activity. During the lesson, students will be asked to do a Quick Write about their perspective on the
What role (perspective)
topic (formative assessment, not for marks, just to get them to reflect and write). After the debate activity,
will your students be
students will be able to express which side was more convincing. This is a form of peer reflection and
taking?
peer evaluation, albeit also formative. Therefore, the skills learned here are critical analysis and
A – Audience reflection. Students will be able to take either role in their own debate or research paper, provided that
Who is the relevant they are able to support and defend that side properly. During the debate (or research paper, if they
audience? choose that option), students will present their in-depth research and analysis of the specific issue
assigned to them. The research they will do about the topic will go beyond what will be presented to them
in the class. This is yet another skill the students will learn: self-guided learning. This is a form of inquiry
S – Situation
learning as students will have their own side of the argument as the driving force behind their research.
The context or
Students will get to either present their findings in the form of a classroom debate with the rest of the
challenge provided to
class observing and taking notes, or through a research paper for those students who do not feel
the student.
comfortable with a presentation or feel that they can convey their understanding more successfully in a
 comfortable with a presentation or feel that they can convey their understanding more successfully in a
P – Product, written work.
Performance
What product/
performance will
the student
create?
S – Standards &
Criteria for The only summative assessment for this unit would be the debate or research paper. We will analyze
Success whether their arguments were presented in a clear, concise manner (mark for grammar, spelling,
Create the rubric for sentence structure), if the opposite view was taken into account, and how convincing the ultimate
the Performance argument was to the classroom/the reader.
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess
journals or other means) will students demonstrate achievement of the desired their learning?
results? Formative and summative assessments used throughout the unit to arrive
at the outcomes.
Students would be observed during library work periods as they do their research. Students will be able to reflect upon their
The handouts they will be given will be worked on in class and as a homework learning at the end of each debate activity as
assignment and collected for the teacher to look over and grade. This will teach there will be an anonymous vote taken to see
research skills, time management, and organization. The summative assessment which side was more convincing. This will be
will include their final project, as well as a test at the end of the unit to grade their done after the students have listened to the
overall understanding. lesson, done their own research, and
observed the presentations by their peers,
thereby forming their own opinion on each
topic.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

How will you engage students at the beginning of the unit? (motivational set)
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?

# Lesson Title Lesson Activities CCCs Resources

1 Introduction - Explain the topic of a controversial issue DT, DI, PowerPoint,

to - Explore the various types of controversial issues that exist and which DSR Handouts,
Controversial sphere they affect (social, political, economic, etc…) Articles from
Issues - Ask the class to discuss in smaller groups what controversial issues they Newspapers
are familiar with ,
- Take up the small group discussions as a whole statistics
- Explain why it is necessary that we learn of these issues and the
importance of individual contribution in order to benefit society
2 Case Study This lesson will have two parts. Part one will take two days and will consist of an DSR, DT PowerPoint,
Issue: Syrian introduction to the topic and a work period for the students to research the topic handouts,
Refugees in on their own. Part two will be the debate activity. computers
Canada Day 1 for note-
- Introduction to the topic taking,
- Explain the current conditions in Syria and other war-torn nations research
- Explain the events that led to the current state of Syria
- Explain how these events have impacted Syrian citizens
- Explain Canada’s policy on accepting refugees
- Provide historical background of Canada’s acceptance/refusal of
refugees in the past
- Based on the above information, have the students do a Quick Write
about how they feel Canada should act with regard to Syrian refugees
- Explain why Trudeau’s policy regarding Syrian refugees has become
controversial
- Present both sides, including statistics, direct quotes, Youtube videos of
interviews and public statements, etc…
Day 2
- give students library work time to research this issue, or whichever they
will be presenting themselves
- Have students analyze the refugee policies of at least 3 other countries
- Compare Canada’s policy regarding the acceptance of refugees to that
of the United States
3 Activity: - Classroom will be set up in a way that facilitates a debate-style DL, DI Classroom
Debate about presentation organized in
whether or not - The member(s) of each side of the controversial issue will have 5 a way that
Canada minutes each to present their side simulates a
should - The two sides will be able to debate the topic freely, or with the debate/
welcome moderation of the teacher conference
Syrian - If possible, a student will also be assigned as a moderator and can come room,
refugees up with questions such as “How does your argument coincide with PowerPoint
Canada’s policy of multiculturalism and diversity?”
- The students will continue to debate
- The class will have a debrief all together to discuss the strengths and
weaknesses of each side
- The class will ultimately choose the winning side based on how strongly
the arguments were presented
4 Case Study This lesson will have two parts. Part one will take two days and will consist of an DT PowerPoint,
Issue: introduction to the topic and a work period for the students to research the topic handout,
National on their own. Part two will be the debate activity. articles,
Daycare Plan Day One computers
- Introduction to the topic:
- Teacher will explain the role of daycares in society
- Students will be taught the costs and labour associated with maintaining
a daycare
- Based on this information, students will do a Quick Write explaining their
thoughts on whether daycare should be a nationally funded project in
Canada
- The teacher will then explain the sides of the controversial issue
- Explain how universal daycare is thought to benefit the economy, as well
as the rebuttal to that statement
- Explain the various options that may exist (such as a daycare plan
existing only for families of a certain income level)
- Discuss with the class what can be a fair, yet financially conscious
solution to this issue
Day Two
- Provide the students with library time to research their topic
- Have students come up with any type of family unit and list all the living
costs and expenses such a family would have, including day care for the
child/children and analyze whether the implementation of a daycare plan
would help or hinder this family
5 Activity: - Classroom will be set up in a way that facilitates a debate-style DL, DI Classroom
Debate presentation organized in
whether - The member(s) of each side of the controversial issue will have 5 a way that
Canada minutes each to present their side simulates a
should have a - The two sides will be able to debate the topic freely, or with the debate/
national moderation of the teacher conference
daycare plan - If possible, a student will also be assigned as a moderator and can come room,
up with questions such as “What would the short and long term PowerPoint
results be of an implemented national daycare plan?”
- The students will continue to debate
- The class will have a debrief all together to discuss the strengths and
weaknesses of each side
- The class will ultimately choose the winning side based on how strongly
the arguments were presented
6 Case Study This lesson will have two parts. Part one will take two days and will consist of an DT, DSR
Issue: introduction to the topic and a work period for the students to research the topic PowerPoint,
Keystone on their own. Part two will be the debate activity. handout,
Pipeline Day One articles,
- Introduction to the topic computers
- Explain what a pipeline is, why governments and companies choose to
build it, the costs associated with it (financial and otherwise)
- Reinforce the purpose of a pipeline and alternatives to its construction
- Based on this explanation, have students discuss in small groups
whether they believe that a pipeline should be built (why or why not)
- Present the students with the various controversies that exists about the
construction of the Keystone Pipeline
- Present how these issues have been focused on in media
- Present recent media coverage referencing the pipeline (“Keystone
Pipeline Spills 200,000 Gallons of Oil”)

https://news.nationalgeographic.com/2017/11/keystone-oil-spill-south-
dakota-spd/?
utm_source=Facebook&utm_medium=Social&utm_content=link_fb2017
1116news-keystonespill&utm_campaign=Content&sf173480140=1
- Present the Indigenous perspective on the construction of pipelines
- Present the Canadian and American policies of fair and just treatment of
Indigenous peoples
- Present the argument of the pipeline being a financial benefit
- Based on this presentation, have the students discuss in small groups
again how they feel about the construction. Have their views changed?
Why or why not?
Day Two
- Provide the students with library time to work on their projects
- Have students research the action that is being taken against the
construction of the Dakota Access Pipeline
- To get the students more interested, they will be provided with a
worksheet where they will be asked to fill out how various celebrities
have been personally involved in the protests against the construction
7 Activity: - Classroom will be set up in a way that facilitates a debate-style DL Classroom
Debate presentation organized in
whether the - The member(s) of each side of the controversial issue will have 5 a way that
pipeline minutes each to present their side simulates a
should be built - The two sides will be able to debate the topic freely, or with the debate/
moderation of the teacher conference
- If possible, a student will also be assigned as a moderator and can come room,
up with questions such as “Do you feel that the construction of the PowerPoint
pipeline will benefit everyone in the long run (including those that
are opposed to it right now)?”
- The students will continue to debate
- The class will have a debrief all together to discuss the strengths and
weaknesses of each side
- The class will ultimately choose the winning side based on how strongly
the arguments were presented
8 Case Study This lesson will have two parts. Part one will take two days and will consist of an DSR, DT
Issue: The introduction to the topic and a work period for the students to research the topic PowerPoint,
niqab ban on their own. Part two will be the debate activity. handout,
Day One articles,
- Introduction to the topic computers
- Explain what a niqab is, why women wear it, its significance in Islam
- Explain Canadian laws regarding freedom and Canadian diversity
- Based on this introduction, have students discuss in smaller groups
whether a woman should be allowed to wear a niqab in public in Canada
- Take up the small group discussions,then discuss the answers as a
class
- Use the students’ answers to lead into the explanation of why this has
become a controversial issues
- Explain the various sides that people take with regard to wearing a niqab
in public
- Show the Youtube video “Quebec’s face-covering band: Does Bill 62
violate religious freedom?” 

https://www.youtube.com/watch?v=3rnC6rNVLPY
- Pose a question to the class: “Is the concern for safety legitimate, or are
those people who claim to be worried about security just merely using
this as an excuse for some other reason? If so, what could this other
reason be?”
- Explain the varying stances that exist (such as wearing it in public, but
having one’s identity confirmed by a female representative in
government buildings, airports, offices, etc…)
Day Two
- Give the class some library time to work on their projects and research
the issues further
- Have students research and compare the policies regarding religious
attire in Canada and at least 2 other countries (one European country,
one Muslim-majority country)
9 Debate: - Classroom will be set up in a way that facilitates a debate-style DL, DSR Classroom
Should presentation organized in
women who - The member(s) of each side of the controversial issue will have 5 a way that
wear the niqab minutes each to present their side simulates a
be forced to - The two sides will be able to debate the topic freely, or with the debate/
remove it in moderation of the teacher conference
public - If possible, a student will also be assigned as a moderator and can come room,
spaces? up with questions such as “At what point do the freedoms that are PowerPoint
guaranteed in the Charter cease to exist? Does this apply to
everyone equally?”
- The students will continue to debate
- The class will have a debrief all together to discuss the strengths and
weaknesses of each side
- The class will ultimately choose the winning side based on how strongly
the arguments were presented
10 Case Study This lesson will have two parts. Part one will take two days and will consist of an DI, DT
Issue: introduction to the topic and a work period for the students to research the topic PowerPoint,
Minimum on their own. Part two will be the debate activity. handout,
voting age Day One articles,
- Introduction to the topic computers
- Explain what the current minimum voting age is and since when this has
been the case
- Explain the justification for the current minimum voting age
- Based on this information, have the students do a Quick Write on their
thoughts about minimum voting ages
- Introduce why this is a controversial issue
- Present the various ages that are proposed to be the minimum ages
- Present why some people believe the minimum age should be lowered
(students voting, students who work while in high school)
- Present why some believe that the voting age should be raised (only
those who pay a certain amount in taxes paying, only those who are
employed, etc…)
Day Two
- Have the students perform their own in-class vote (set up in the same
way as a real polling station)
- Give the students library time to research their topics for the debate
activity
11 Debate: - The two sides will be able to debate the topic freely, or with the DL, DT, Classroom
Should the moderation of the teacher DSR organized in
minimum - If possible, a student will also be assigned as a moderator and can come a way that
voting age be up with questions such as “Should high school students be able to simulates a
lowered, kept vote?” debate/
the same, or - The students will continue to debate conference
raised? - The class will have a debrief all together to discuss the strengths and room,
weaknesses of each side PowerPoint
- The class will ultimately choose the winning side based on how strongly
the arguments were presented
12 Comparing and Contrasting Canadian and American Societies DT, DI, Powerpoint,
Comparing - Broad discussions to identify main differences in governmental structure DSR exit slip,
Societies; and legislature white board
Identifying - Beginning portion of class will have students share what differences, if
differences any, they can identify between our two societies
between - Classwide brainstorm will create Venn Diagram on board to outline these
Canadian and differences and similarities
American - Lecture style structure with powerpoint will outline basic major
Societies differences between Canadian and American societies
- Formative assessment for this lesson will be evident in what students
contribute to the Venn Diagram group discussion
- I will ask students to complete an exit slip outlining at least two
difference between these two societies

13 This will be a 2-3 day lesson (Third day allotted in case project takes longer DT, DI, Tv or
Case Study than anticipated and in case documentary is not completed in class) DSR computer for
Issue: Gun Day 1 documentary
Control- Gun Control- Canada vs USA ,
Freedom or - Open class with review of the basic differences we learned last day documentary
Problem? - Outline of firearm laws in our neighboring countries movie file,
- Students will have access to computers/ipads/cell phones to do in-class computers
research assignment; or ipads,
- Project: find at least 1 case involving either gun violence or legislation research
surrounding it from both Canada and the USA assignment
Day 2 handout
Documentary: Bowling for Columbine (or some age-appropriate and school
approved documentary about gun violence)
14 This is a 3 day lesson will focus on introducing the students to the Treaties DSR, DI, Powerpoint,
Intro to present in Canada and in SK specifically DL cue cards
Recognizing Day 1 with
Treaties and - Open with a class discussion prompted by asking what the students segments of
FNIM Rights already know about Treaties Treaty 6
- Explain what a treaty is in general terms and give an example of Treaty written out,
6 tenets to review as a class Heritage
- Use the jigsaw method and give groups of students a portion of the Minutes
treaty to review and decipher (offering help with jargon)- then have the videos,
groups present their small section to create a comprehensive funding
understanding of what Treaty 6 outlines assignment
- Ask the students if they think Treaty 6 is being effectively followed in SK; printouts
why or why not? (If they do not know, prompt them by asking whether
they think First Nations people are treated equally in Saskatoon- are
there stereotypes we can think of?)
- Offer a brief history (15-20 minutes) of how the Treaties came to exist in
Canada (Use Heritage Minutes videos to help offer differentiation in the
presentation of material)
- Finish class by discussing the short videos and insuring students
understood
Day 2
- Begin with a brief recap of the content we covered yesterday
- Case Study Issue: Tell students about lack of FNIM funding in Canada
and Saskatoon more specifically; have them take some notes about the
stats of underfunding and cuts to FNIM programming and reservations
- Have students do a 5 minute quick-write on whether they think these
funding issues align with the treaty agreements (yes or no) then explain
why they think that and why it matters for people today
- Give students an assignment which has them designate a simplified
government budget; how do they distribute the funds?
Day 3
- Give students a work period to complete their government budget
assignment in groups
15 Case Study This lesson may overlap into 2 class periods DI, DL, Video or
Issue: Death - Lesson will open with a lecture style presentation of information DSR, DT case notes
Penalty regarding the laws surrounding the death penalty on real-life
- Refer back to lesson on differences between Canada and the US; have cases;
students compare and contrast in a think-pair-share format powerpoint
- Ensure all students are understanding the basic tenets of each side: for slides for
and against capital punishment lecture
- 2 age appropriate examples of controversial court trials/case summaries
will be presented to the class for them to judge whether or not they think
the perpetrators should receive the death penalty
- A debate-style activity will again be used to have the class learn to
defend their own position on the issues- they will be required to explain
their positions and relate it to the specific case studies
- Following this debate style discussion, students will write a quick in-class
summary of their reasoning to why they think what they think (5-10
points justifying and explaining their opinion on the matter)
- Following this written assignment I will ask students to do the same 5-10
point summary but this time from the other point of view
- I will emphasize that while they do not need to change their opinion, they
do need to challenge themselves to see and hear the opinions of the
opposing side in a mature and respectful manner
16 Introduce Day 1 DL, DSR Printouts of
essay project - Introduce the Unit Project assignment
- Students will choose a controversial topic to research individually requirement
- They will be required to research why their chosen issue is controversial s; laptop or
and argue either for or against computer
- Information will be made into a 5-paragraph essay time booked
- Students will have the remainder of the class (after a thorough
explanation of the expectations and requirements) to work on the
beginning portion of their research/topic focus
Day 2 & 3 (if necessary)
- Students will be given class time to research and compose their 5-
paragraph essays
17 Encouraging DI, DSR
Critical and Day 1
Respectful Lesson will focus on why the issues we have discussed throughout the unit
Citizens matter in real life; bring relevance to these issues
- Class will open with youtube videos/news clips about controversial
issues here in Saskatoon (3-5 quick clips highlighting different issues)
- We will have ongoing class discussion following the videos to hear
possible viewpoints from both “sides”
- Students will write an in-class reflection assignment: 1 paragraph
reflecting on what controversial issue they think they could encounter in
their own school or in their own city (use anecdotes if able); 1 paragraph
about how they would practically respond to this issue
18 Conclusion of - This day will begin by finishing up any presentations that were not done DL Self-
unit last day evaluation
- Students will be required to hand in their projects as well as their self- printed off
evaluation forms forms; Link
- Class Jeopardy will serve as a conclusive review of the unit- the to Jeopardy
questions will focus on specific issues and topics as well as more broad game online
themes
- Conclusion to the unit will take place in a class discussion about main
ideas and lessons learned
- Class discussion will focus less on the facts and individual issues and
moreso on the relevance of dealing with and understanding these
issues; want to make sure that each student feels that they better
understand why this lesson pertains to their everyday life
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Comments
I think that the lessons planned above will sufficiently cover several
pertinent controversial issues that are relevant to today’s society. The aim
to engage students and raise up engaged citizens will be directly
addressed as we explore Canadian society, immigration, FNIM issues,
citizenship, environmental health, etc. Assessment of students knowledge
and understanding will be largely formative through class discussions, in-
class writing assignments, and reflection paragraphs, whereas summative
assessment will take form in a final essay. Ultimately, the students should
feel informed and confident in respectfully listening to and understanding
multiple points of view regarding pertinent controversial issues in today’s
society.
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
For struggling students:
I have included numerous activities and instructional methods that
differentiate not only for different learning styles, but that also change up
the way in which information is being presented. Group work and
technology has been incorporated when possible to provide additional
support to all students (but especially those who may struggle) instead of
relying solely on independent work.
I have also tried to give the gift of time to my students in providing work
periods and in-class time to complete both small assignments and the unit
essay.
Additional flexibility and adaptation will be made should any struggling
students continue to need it.
For students who need a challenge:
The unit has been designed so that any students who need a challenge
can delve deeper into their research, presentations, and case studies.
Students who need a challenge may be held to a higher standard
regarding their insight and contribution to debate and research.
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
A variety of approaches will be used throughout the unit. During the
introduction to the unit and to each individual topic, students will have the
opportunity to listen to the lecture and take notes from the PowerPoint if
they wish, or just listen and refer to a handout which will include printed
PowerPoint slides. For the assessment, students who do not wish to
present their arguments in front of the class as a debate will have the
option to write a research paper arguing for or against a specific issue.
Students will have access to assistive technology throughout the lesson
and debate (microphones, laptops/tablets, SmartBoards) and may make
use of them as they wish.
Students will be given time after the introduction to each topic to do their
own research on the topic assigned to them. After the introduction to the
lesson, students will be taken to the library and can begin their research
either through books or computers. This will facilitate both their learning
and development of research skills, but also serve as the preparation for
their debate/research paper.
 FNM/I Content and Perspectives/Gender Equity/
Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
This unit does incorporate FNIM content as an entire lesson is aimed at
discussing and researching the underfunding to FNIM peoples in Canada.
While this lesson will aim to get students involved in FNIM issues, I should
seek to incorporate more expertise on FNIM ways and knowledge via
advice from experts and elders should I have the opportunity.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Resources:

https://canada.isidewith.com/polls