Professional Documents
Culture Documents
Created by: Cassie Aragon, Micah Garcia, Michelle Hrouda, Monique Morin
Course
Social Studies
Grade Level
Subject
Time Frame
5 weeks
Essential Questions:
Content specific . . .
- How does consumer behaviour affect quality of life
quality of life
of individuals and groups?
- Appreciate the impact of government decision making on
- What are the effects of consumerism on the
quality of life
environment?
- Understand impacts of consumerism on the environment
- What role should consumerism play in our
economy?
- How can consumers act together
Related misconceptions . . .
to bring about change?
- Actions of an individual consumer do not affect the
Prior Knowledge:
economy, environment
- An understanding of supply and demand
- As a grade 9 student they do not have an impact as
- Knowledge of different economic systems
consumers
- How to think and write critically, informatively,
- Consumerism does not have an effect on my quality
persuasively
of life
Knowledge objectives (key outcomes):
Skills/Attitudes objectives (key outcomes):
Students will know . . .
Students will be able to . . .
- examine how the government processes meet the
- Appreciate the effects of government decisions on
needs of Canadians
Canadians
- Appreciate the values underlying economic decision - Understand emerging issues around quality of life
making in North America
- Examine techniques used in media messages
- The relationship between consumerism and quality of
life
- Impact of government decisions on quality of life
- Role of the consumer and how it is affected by
identity and the media
Formative Assessment:
- Think, Pair, Share Discussion
- In Class Discussion
- Written response
- Jigsaw activity
- Unit review and final reflection
Summative Assessment:
- Analysis of an advertisement
- Create a mixed media project
Student Self-Assessments
- Students will help create rubric for project
- Students will self-assess the progress, quality and
success of their project
- Students will peer evaluate projects and provide
constructive feedback
- Students will submit a rationale of how they think
the project went
Lesson Title
Lesson
Activity
Key
Outcomes
Evidence
from Stage 2
Key5
E
Materials
Resources
En
Exr
Ev
- World
Without Fish,
by Mark
Kurlansky
Incl. Stage 1
1
Introduction to
interdisciplinary
project
- Present them
with idea:
World with no
fish. Ask them
to write a
response to this
then discuss as
a class.
- Provoke the
students with
the topic, so
they are
engaged and
excited with
the project
- Formative
Assessment (FA):
discussion and written
response shows how
students feel about the
topic. Good spot to see
potential
misconceptions.
- Read the
comic from
World Without
Fish.
2
History of fishing
in Canada
- A look at how
fishing is part
of Canadian
history,
specifically look
- Good
opportunity to
bring in
Aboriginal
perspectives,
values and
history
History of fishing,
and lead into
consumerism (Re:
Fishing)
- Case Study:
fishing on the
Canadian east
coast and the
effects.
- This shows
how it is a real
issue that
Canadians
have faced.
Introduce
chapter- focus in
on consumerism
- What
influences you
as a consumer?
(Think, Pair,
Share)
- How does
marketing
impact a
consumer?
(Look at
different
commercials,
etc)
- Create an
awareness in
students about
how they are
influenced.
- Students will
understand
what
consumerism is
and hopefully
begin to think
about other
effects of
consumerism
(environment,
quality of life,
jobs)
Consumer
behaviour
affecting quality
of life
- How do
factors such as
jobs and the
environment
connect to
citizenship,
- Understand
what quality of
life is
- Recognize the
effects of
consumer
Exr
Exl
Exr
En
Ev
Exr
El
Exr
Exl
- Kahoot app to
let students
contribute
anonymously to
discussion
identity and
quality of life?
- Come back to
what is
influencing
consumer
behaviour, but
now analyse
effects on
quality of life
behavior on
quality of life
- See correlation
between identity
and our
consumer
behaviour
Analyzing media
messages
Exr
Ev
Analyzing media
messages
- What factors
are involved
with media
messages?
- Understand
how health,
safety, jobs,
environment,
marketing and
other factors
influence
medias.
Exr
Ev
Analyzing media
messages
- What controls
does the
government
have over what
is being
advertised?
- Understand
the legislation
limiting what
can or cannot be
advertised
Ev
Exr
Introduce mixed
medias project
Imagine a
World with no
fish- now create
a mixed media
message for the
public on the
effects. Students
have choice of
working
Students are
taking the
knowledge from
class and
applying it to
their project.
The project will
reflect a strong
opinion and be
During the
Ev
brainstorming phase, it En
is a good FA to see if
Exr
students are able to
have a strong opinion
and present it well.
Issues for
Canadians
textbook, chapter
7, page 240
https://www.youtube.
com/watch?v=gCnN
H1zXag4
10
11
12
individually or
in groups. How
has
consumerism
contributed,
and how will it
be affected?
How does
quality of life
change as a
result of no
fish?
informative and
persuasive.
Students will
apply their
learning from
analysing mixed
medias when
creating their
own.
Class time to
Same as above.
Mixed Media
Project
- Class time to
Same as above.
FA:Students do self
analysis, submit to
teacher
Consumerism
empowering a
group
- What is a
- How does
Boycotting and
Aboriginals
- Examine why
there are often
media stories
around
Aboriginal
groups
boycotting
Revisit
colonialism
from previous
units
Mixed Media
Project
work on project
work on project
- As a class,
design self and
peer assessment
template
boycott?
- Case study
different
boycotts in
Canadian
history
consumerism
give groups a
feeling of
empowerment
?
Exr
En
El
Exr
En
Ev
El
En
Exl
- Case Study:
Lubicon Lake
Cree
https://www.youtube
.com/watch?v=3DKs
2lc5sBQ
https://www.cult
uralsurvival.org/
ourpublications/
csq/article/canad
a-the-lubicon-la
ke-cree
13
Special guest
- Provide
insight into the
Aboriginal
perspective and
share personal
experience
14
Mixed Media
Project
15
Mixed Media
Project
- Class time to
- Same as
Encourage
students to see
the big picture
and how this
project relates
to real world
issues
Gather an
En
understanding
El
through discussion of Exr
what students learned
and how they will
explore this learning
to a deeper level
En
El
Exr
En
El
Exr
16
Project extension
How can
students take
their project to
the community
or to local
members of
parliament to
provoke
change?
17
Varying
perspectives of
consumerism in
North America
What
Study the
differences exist differences
between
between US and
Canadian and
Canada
American views
on
consumerism?
Exr
Exl
18
Varying
perspectives of
consumerism in
North America
What factors
influence the
differing
perspectives in
North America?
Exr
Exl
El
19
Unit conclusion
- Review big
topics:
consumerism,
quality of life,
media messages,
boycott
Study the
differences
between US and
Canada and
what causes
them
- Aboriginal
Studies
Professor from
the University of
Calgary
- Final thoughts
surrounding
projects
essential
question
Stage 4 Reflection
Considerations
Comments
This will be reflected upon when the project is complete, however, stage 3 is a
reflection of stages 1 and 2.
- There is lots of use of technology, so students will have the chance to learn
by watching and using technology to support the non-technological learning
- There is lots of collaboration and group work
- There is not much written work in this unit, so ELLs can use their other skills
to succeed, while working on English comprehension during discussions and
other in class activities.
- Students have a chance to self assess and peer assess, which will give them
the opportunity to give constructive feedback and share their talents with each
other.
The unit is part of an interdisciplinary project that the grade nine students will
be completing. They must solve an essential problem using Science,
Mathematics, Social Studies and Art. By nature, this project will encourage
collaboration, critical thinking, heighten awareness around cultural differences
and implement multimodal teaching methods. This project intentionally
includes FNMI learning practices and curricular concepts in all four
disciplines. Furthermore, there are many opportunities for students to share
their individuality in their work and class discussions.