UNIT #1: Citizenship, Identity and Ideology

How does our understanding of ideology influence our identity as a citizen?

Social Studies 30-2

Katelyn Perlich
Unit Plan
Erle Rivers High School
Milk River

Unit #1: Citizenship, Identity and Ideology

Topic: Citizenship Identity and Ideology
Grade: Social Studies 30-2
Timeline: 17 Lessons- 80 minute classes, approx. 4 times per week, Fridays 1-40 minute class
1. Overview:
This unit on citizenship, identity, and ideology will explore the foundations of ideology; how
it is shaped, themes and characteristics. In looking at the differences between collectivism and
individuals, students will understand how these values shape ideology. Furthermore, by
exploring citizenship and its relationship with ideology students will begin to analyze their role
in society. The emphasis of the unit will be on the students ability to recognize ideology and
how it relates to their identity, citizenship and common good of society. Daily Instruction will
consist of various activities and resources throughout the week. Fridays will be primarily devoted
to current events and applying their knowledge of course material to the contemporary issues.
The beginning of the unit will focus on developing an understanding of collectivism and
individualism, as this knowledge develops, students will begin applying it to ideology and their
identity as a Canadian citizen. They will also consider how their beliefs and values promote the
common good of society.

Rationale:

This unit will be taught as the first unit of the year to the Social Studies 30-2 class. There
are only 7 students in this class so some of the classes will be shared with the 30-1 class.
Although, having a limited number of students may pose some challenges for group work, I
think it will give them an opportunity to delve deeper into the issues with more one-on-one
opportunities. However, this unit plan is formatted to accommodate the seven students in 30-2
any combined classes will be dealt with in a flexible manner as my Teacher Mentor and I see fit.

Citizenship, Identity and Ideology is a unit that focuses on the students understanding of
their position in society and how their ideology influences their identity. The guiding question
students will consider is: how does our understanding of ideology influence our identity as a
citizen? This inquiry question will encourage students to apply the concepts, terminology and
themes within collectivism, individualism, and liberalism, to their own understanding of the
world. They will consider how they develop their opinions and identity, and their role as a
participating citizen.
The core concepts of Citizenship and Identity are interwoven throughout this unit. From
the first day when we democratically develop our classroom rights and freedomsechoing the
Canadian Charter of Rights and Freedomsstudents will understand the importance of respect,
equality, and the value of diversity in the community. This unit will also help students explore
how they developed their beliefs and values, and what they consider a good citizen. Canadian
identity is complex; each citizen has rights and responsibilities within society, while they also are
given the freedom to practice their own individuality. In developing an understanding of
ideology and the factors that shape ideology, the students will analyze their identity as a
Canadian citizen.
While the purpose of this unit is to cultivate their sense of identity and ideology, we will
also be considering various perspectives to ensure a well-rounded sense of various ideologies.
For example, we will be reading Borders by Thomas King. This short story offers a unique
account of a determined Blackfoot woman trying to cross the Canadian/American border. She is
adamant that she is Blackfoot and will not be persuaded to claim American nor Canadian
citizenship. This story will give students a different perspective on what it means to be Canadian.
The womans sense of identity may not reflect the students of my classroom, but coming from

rural homes they may find common ground with her determination and strong relationship to the
land. Erle Rivers High School is located in Milk River, a small town lying just north of the
Coutts border crossing. The location of the school offers the students their own unique
perspective in which to analyze this story.
Students will be using technology readily available at the school for the final
performance task. They can use the computer lab and/or laptops for any research purposes. The
A Brand New Society assignment will incorporate ELA objectives. In offering students another
way to explain themselvescreatively in this casethey will become more familiar with the
concepts and meet cross-curricular objectives.
I do not anticipate any parental or community issues for this unit, I hope that I can use the
rural atmosphere and recent eventslike the recent provincial electionto spark interest in the
subject matter, rather than hostility. In creating a caring and safe learning environment I expect
students to be respectful when considering multiple perspectives and their identity.
As students develop their understanding of ideology they will be able to consider the
world through a respectful and thoughtful lens. My goal is that the students will develop the
foundational concepts needed to prosper in this course as a whole. Because this is the first unit of
the year, there will be a focus on making sure everyone has a good understanding of
collectivism, individualism, ideology, and citizenship, so they are appropriately prepared for
future units. This scaffolding process will be considered in daily activities. For example,
considering the picture book: The Day the Crayons Quit, in the first week, will inform the way
we consider current events later in the unit.

2. Performance Assessment Task and Evaluation Tool

Summative Assignments:
o A Brand New Sociey: This brief in class assignment will help me distinguish
who are still struggling with the key concepts. Students will create their own
dystopian or utopian society. They Smust consider what the citizens are doing
and how they interact, the economy, and politics. They should use appropriate
vocabulary from their learning and why the citizens are contributing to the
common good of society. It is also a good exercise for them to apply their
knowledge in a creative wayextending their knowledge.
Specific Learner Outcomes Addressed in this Task
SLO 1.1 Appreciate various perspectives regarding identity and ideology
SLO 1.2 Appreciate perspectives regarding the relationship between individualism and common
good.
SLO 1.3 Explore factors that may influence individual and collective beliefs and values (culture,
language, media, relationship to land, environment, gender, religion, spirituality, ideology).
SLO 1.4 Identify historic and contemporary expressions of individualism and collectivism
SLO 1.5 Examine the characteristics of ideology (interpretations of history, beliefs about human
nature, beliefs about the structure of society, visions for the future).
SLO 1.6 Identify themes of ideologies (nation, class, relationship to land/environment, religion)
SLO 1.7 Examine individualism as a key value of ideology (values of liberalism: individual
rights and freedoms, self-interest, competition, economic freedom, rule of law, private property
SLO 1.8 Examine collectivism as a foundation of ideology (values of collectivism: collective
responsibility collective interest, cooperation, economic equality, adherence to collective norms,
public property.
SLO 1.9 Examine the relationship between individualism and common good in contemporary
societies
SLO 4.4 Explore how ideologies shape individual and collective citizenship
Skills and Processes Addressed in this Task
S.1.4 Students will suggest likely outcomes based on factual information
S.1.5 Students will evaluate personal assumptions and opinions
S.1.9 Students will identify main ideas underlying a position of issue
S.4.2 Students will use inquiry processes to make decisions and solve problems
S.4.3 Students will apply ideas and strategies to contribute to decision making and problem
solving
S.5.4 Students will consider the points of view and perspectives of others
S.6.2 Students will promote and respect the contributions of team members when working as a
team

S.7.1 Students will develop and express an informed position on an issue

S.7.5 Students will revise questions on an issue as new information becomes available.
S.7.6 Students will select relevant information when conducting research
S.8.1 Students will communicate effectively in a variety of situations
S.8.3 Students will use a variety of oral, visual and print sources to present informed positions on
issues.
S.8.4 Students will ask respectful and relevant questions of others to clarify viewpoints on an
issue
S.8.5 Students will make respectful and reasoned comments on the topic of discussion.
ELA OUTCOMES
4.1.3. E Develop appropriate and relevant content sufficient to support a controlling idea or
unifying effect.
4.2.3.A Evaluate the use of vocabulary words and stylistic choices for effectiveness
4.2.4 Edit text for matters of correctness

Handout: On next page

A Brand New Society

Consider the following texts: Hunger Games, The Truman Show, Maze Runner, The Giver, Mad
Maxx. What do they all have in common? They each portray a radical view of society. Some
societies promote individualism while others value collectivist ideas.
Your task:
You have the opportunity to create a dystopian or utopian society. Using the knowledge you have
gained in this unit, describe how the citizens interact, how they view their world based on
YOUR idea of a perfect/unperfected society. Be sure to consider social, political and economic
factors of your society. How does the perfect citizen behave? (Could be the protagonist or
antagonist).
You must include, checklist:
o Presentation of your society (see How to Present your Society for ideas).
o Coat of Arms
o Code of Conduct (if you do not get the chance to address some aspects of your society in
the presentation of your society, this is where you do it).
THINGS TO CONSIDER:
Nation
Religion
Class
Relationship to the Land/Environment

=IDEOLOGY

Interpretations of history
Beliefs about human nature
Beliefs about society
Visions for the Future

How to present your society

If you have a different idea of how to present your society not listed here, please feel free to
come and ask!
Short Story
Movie Trailer
Newspaper
Journal
Diorama
Comic Strip
Script
Newscast

Assessment: Rubric
Level
Excellent

Proficient

Adequate

Limited*

Insufficie
nt/
Blank*

Insightfully
explores
ideology, and
gives a
comprehensive
description of
individualist or
collectivist
beliefs and
values.
Use of
compelling
examples of
individualism/c
ollectivism to
depict a utopian
or dystopian
society.

Thoughtfully
explores
ideology, and
gives a
considerable
description of
individualist or
collectivist
beliefs and
values.
Use of
effective
examples of
individualism/
collectivism to
depict a
utopian or
dystopian
society.
Logically
forms a society
and citizens
that work
towards the
common good.

Appropriately
explores
ideology, and
gives a partial
description of
individualist or
collectivist
beliefs and
values.

Exploration of
ideology is
limited, and
gives an
undeveloped
description of
individualist or
collectivist
beliefs and
values.
Use of unrelated
examples of
individualism/co
llectivism to
depict a utopian
or dystopian
society.

No score is
awarded
because
there is
insufficient
evidence of
student
performanc
e based on
the
requiremen
ts of the
assessment
task.

Depicts a
simplistic
society and
citizens that
work towards
the common
good.

Depicts an
unsupported
society and
citizens that
work towards the
common good.

Provides an
interesting and
effective
presentation of
an
individualist/c
ollectivist
society

Provides an
predictable and
appropriate
presentation of
an
individualist/col
lectivist society

Provides an
ineffective and
inappropriate
presentation of
an
individualist/coll
ectivist society

Criteria

Explores the
themes and
characteristics
of ideology and
how they
influence
beliefs and
values
(1.3,1.5,1.6,
S.1.4, S.1.5,)
Use of
collectivism or
individualism
as the
foundation of
the societys
ideology. (1.7,
1.8, S.4.3,
S.7.1)
Analyze how
ideology shapes
perspectives of
citizenship and
common good.
(1.2,1.9,4.4,
S.1.9, S.4.2,
S.5.4, S.7.5)
Clear
communication
in presentation
(S.7.6, ELA:
4.1.3.E,
4.2.3.A,4.2.4)

Perceptively
forms a society
and citizens that
work towards
the common
good.
Provides an
engaging and
skillful
presentation of
an
individualist/col
lectivist society

Use of
simplistic
examples of
individualism/c
ollectivism to
depict a utopian
or dystopian
society.

When work is judged to be limited or insufficient, the teacher makes decisions about
appropriate intervention to help the student improve.

o Current Events Fridays: This assignment will be carried forward throughout

the semester. Students will sign up for one Friday during the semester. On
their day they will be responsible for bringing in an article/newspaper
clipping/news link etc. on a global/national/local issue. We will examine the
article as a class in light of the unit we are focussing on. For the first two
weeks of classes I will be presenting the current events, after the second week
we will develop the expectations and rubric for this assignment by
brainstorming as a class.
Skills and Processes Addressed in this Task
S.1.1 Analyze ideas and information from multiple sources
S.1.2 Determine relationships among multiple sources
S.1.3 Determine the validity of information based on context, bias, sources, objectivity, evidence
or reliability
S.1.6 Determine the strengths and weaknesses of arguments
S.1.8 Analyze current affairs from multiple perspectives
S.1.9 Students will identify main ideas underlying a position of issue
S.2.7 Develop reasoned arguments supported by historical and contemporary evidence
S.3.1 Analyze the ways in which physical and human geographic features influence world events
S.3.2 Use inquiry processes to make decisions and solve problems
S.5.2 Make meaningful contributions to discussion and group work
S.5.4 Consider the points of view and perspectives of others
S.6.3 Cooperate with others for the well-being of the community
S.7.1 Develop and express an informed position on an issue
S.8.1 Students will communicate effectively in a variety of situations
S.8.2 Engage in respectful discussion
S.8.4 Ask respectful questions of others to clarify viewpoints on an issue
S.8.5 Make respectful and reasoned comments on the topic of discussion
S.9.1 Assess the authority, reliability and validity of electronically accessed information
S.9.2 Analyze the validity of various points of view in media messages
S.9.3 Analyze information from multiple sources, evaluating each source in terms of the authors
perspective or bias and use of evidence
S.9.4 Analyze the impact of various forms of media.

3. Lesson Overview
September 2016
Citizenship, Identity and Ideology Unit Plan Calendar
Week 1: September 1-2
Monda
y

Tuesda
y

Wednesda
y

Thursday (80 minutes)

Friday (40 minutes)

Title: Welcome to Social

Studies 30-2

Title: Current Events Friday & Intro to

Unit

Intention: Students will work

together to create a class set
of rules and expectations.
Then they will compare their
rules and draw parallels
between the Canadian Charter
of Rights and Freedoms.
Students will develop and
understanding of the
classroom as a safe and caring
learning environment.
Students will also be
introduced to the Current
Events Friday ongoing
assignment.

Intentions: Students will get a better

understanding of the expectations for
the current events assignment after
seeing an example. Students will be
introduced to
individualism/collectivism, and begin to
understand the basic characteristics and
themes of ideology.

Display: Canadian Charter of

Rights and Freedoms.
Interest Inventory
Activities: Develop a
classroom Charter of Rights
and Freedoms, may have to
guide students into the right
direction (give examples).
Evaluation: Formative and
pre-assessment through the
completion of the interest
inventory.

Display: The Day the Crayons Quit

by Drew Daywalt.
Classroom IND/COL spectrum
Current Event Sign-up Sheet
Activities:
-I will give an example of the Current
Events Friday assignment. We will
analyze bias and the 5Ws using a
KWLS chart.
-Read the story by Daywalt and
consider where the crayons are coming
from: labour rights, individualism vs.
collectivism
Evaluation: Formative KWLS Chartcan they analyze the current event are
they making connections between the
material and other things they have
seen/experienced.

Citizenship, Identity and Ideology Unit Plan Calendar Week 2: September 5-9
Mo
n

Tuesday

Wednesday

Thursday

Friday

Title: What is an ideology? Is

Canadas ideology based in collective
or individualist values?

N
O
S
C
H
O
O
L

Intentions: Students will discuss the

great and embarrassing aspects of
Canada and determine where Canada
lies on the spectrum. Students will
also begin identifying themes of
ideologies.
Display: Understanding of Ideologies
-CBC: Comedy How to be Canadian
(depending on maturity of the class
and applicability)
Activities:
-Poster activity-Brainstorm/Share
Canada is great b/cWhat it means to
be Canadian Embarrassing aspects
of Canada After this is complete
discuss where Canada lies on the
individualism/collectivism spectrum.
-Word Wall: Common Good
-Class Spectrum: based on how
students respond to different scenarios
they will be asked to move to one side
of the classroom (collective vs.
individual). After they are done they
may try to guess what the sides of the
classroom represent and consider
which side dominated.
-Place their names on the bulletin
board spectrum (they may move their
name as they learn more about
individualism/collectivism)
-PowerPoint-Themes of Ideology:
Nation, Religion, Class, Relationship
to the Land/Environment. Students
will offer examples of each as they
learn the relationship between the
theme and ideology.
Evaluation: Formative-their
responses to the Poster Activity, where
they decide to place their name &
Canada. Participation in class
discussion.

Title: Characteristics
of Ideology: What are
humans like, and why
do they act the way
they do? What is the
nature of society?

Title: Should the

values of collectivism
shape an ideology?
Should the values of
individualism shape
and ideology?

Intentions: Students
will develop an
understanding of the
characteristics of
ideology
(interpretations of
history, beliefs about
human nature, beliefs
about society, visions
for the future)

Intentions: Students
will understand
collectivism and
individualism in the
context of social,
political and economic
expressions.
Students will begin to
form an understanding
of liberalism.

Display:
Understanding of
Ideologies

Display:
PowerPoint- Rise of
Liberalism Brief
overview

Activities:
-Jigsaw: 2 groups of
two and 1 group of
three will be given a
section of the textbook,
they will have to
become an expert on a
characteristic of
ideology. They will be
expected to read the
chapter, but they will be
encouraged to look at
other sources to deepen
their understanding.
Each group will take a
part of beliefs about the
structure of society.
-Presentation: students
will present their
findings to the class. Be
sure to give relevant
examples.
Evaluation:
Formativepresentations and their
ability to apply
examples to their
discoveries.

Activities:
-As a class we will
look at the Rise of
Liberalism
-Split into two groups,
each will be given an
envelope containing
events, phrases,
concepts etc. focused
on individualism
they will sort them
into three categories:
Political, Economic,
and Social. IF they
dont know a concept
they must research it.
-Another envelope for
collectivism using the
same activity will also
be done. Create a chart
defining each
category.
Evaluation:
Formative Create a
recipe card with the
ingredients that led to
the Rise of Liberalism

Title: Current
Events Friday
Intentions:
Students will
get a better
understanding
of the
expectations
for the current
events
assignment
after seeing an
example.
Display:
Current Eventpossibly
refugee news
to relate to
citizenship
Activities:
-I will give an
example of the
Current Events
Friday
assignment.
-Revisit Class
Spectrum
does anyone
need to move?
-Brainstorm as
a class a
rubric/expectat
ions for future
Current Events
Evaluation:
Class
Discussion,
Exit Slip: write
a newspaper
headline that
reveals your
bias in regards
to the current
event.

September 2016
Citizenship, Identity and Ideology Unit Plan Calendar
Week 3: September 12-16
Monday

Tuesday

Wednesday

Thursday

Friday

Title: What beliefs

support your idea
of the common
good?
Intention: Students
will analyze
historic and
contemporary
events from both
collective and
individual
perspectives. Use a
Venn Diagram to
determine the
common good.
Display: Venn
Diagrams RM 1.5
Videos, stories,
newspaper
clippings
Activities: As a
class we will
explore various
contemporary and
historical events,
concepts and use a
Venn Diagram to
determine the
common good from
each perspective.
Evaluation: Exit
Slip-Create a tweet
on how
individualist/collect
ivist thinking
reflects your own
ideas.

Title: Whose right is

it anyhow?

Title: How do we
define Citizenship?

Title: What would an

ideal society look like?

Intentions: Students
will formulate a
debate. Will show
understanding of

Intentions: In gaining
a FNMI perspective,
students will be able to
use this short story as
a starting point in
reviewing the themes
and characteristics of
ideology.

Intentions: Students will

create a society to show
their understanding of the
key concepts within this
unit.

Display: Debate
Work Sheets
CBC David and
Collet Stephen.
http://www.cbc.ca/ne
ws/canada/calgary/let
hbridge-meningitistrial-sentenceparents-toddler-died1.3650653
Activities: Students
will split into to two
groups: for the
parents rights, and
for the judges
decision. Develop an
argument for their
side and debate who
was in the right.
Who is fighting for
individual rights?
Evaluation:
Reflection: who do
you agree with the
parents or the judge?
Why and how does it
reflect your ideas on
collectivism and
individualism?

Display: Borders by
Stephen King
Activities:
-Before reading ask
students if they think
aboriginals identity
with individualist or
collectivist ideologies.
-Read the short story
as a class.
-Think/Pair/Share
Discuss: what the
author is trying to say?
How does this story
reflect individualism?
Collectivism?
-Is she acting on
collective or
individual rights?
-Introduce Short Story
Assignment to get
them thinking so they
can begin planning.

Display:
-Hunger Games: Opening
Scene
-Quote sheet:
http://www.learnalberta.c
a/content/ssbi/pdf/perspec
tivesoncitizensandcitizens
hip_bi.pdf
Activities:
Brainstorm: what does it
mean to be a citizen?
What would an ideal
society look like?
-Select key words from
quote sheet and create
word wall.
-Begin drafting A Brand
New Society Assignment.
Evaluation: Conversation
and Observation:
Formative

Title:
Current
Events Friday
Intentions:
First student
will present
their current
event.
Display:
Current Event
Activities:
-Revisit Class
Spectrum
does anyone
need to
move?
Evaluation:
Class
Discussion,
Exit Slip:
write a
newspaper
headline that
reveals your
bias in
regards to the
current event.

Evaluation: Exit SlipDo you agree with the

woman or with the
border guards why?

September 2016
Citizenship, Identity and Ideology Unit Plan Calendar
Week 3: September 19-23
Monday

Tuesday

Wednesday

Thursday

Friday

Title: What would an

ideal society look like?
Intentions: Students will
create a society to show
their understanding of the
key concepts within this
unit.
Display:
-Work Period
Activities:
Work Period
-Peer critique
Evaluation: Conversation
and Observation:
Formative
.Summative: the final
product
**Students may need
another period to work in
order to ensure a peer
feedback before
submitting. **

Title: How do your

ideologies differ from
those in the classroom?
Intentions: Students will
get the chance to do a
gallery walk. Students will
begin working on the
interview assignment with
the 30-1
Display: Video cameras,
gallery walk assignments.
Activities: After the
gallery walk (of the last
assignment), students will
be able to start forming
questions for the interview
assignment that will be
done with the 30-1s. More
information will be
provided as we format the
task.

Title: What does it mean to be a

citizen?
Intentions: Working with the 301s students will apply their
understanding of individualism
and collectivism to create an
interview and place their guests on
a spectrum.

Title: What does

it mean to be a
citizen?
Intentions:
Students will be
given time to
present their
findings from the
interviews.

Display: Video cameras, examples

of interviews

Display:
Smartboard,

Activities:
Work Period

Activities: Watch
interviews, if there
is time for a
current event I
will present it.

Evaluation:

Formative observation and

conversation as they work on
the summative project.

Evaluation:
Summative
evaluation of the
unit: interview.

Evaluation: Summative
evaluation of their creative
performance task.

*May or may not use the interview assignment, will depend on future conversation with Teacher
Mentor.

4. Annotated List of Resources

Bell, D. (2016, June 24). David Stephan gets jail time, Collet Stphan house arrest in son's

meningitis death. In CBC News: Calgary. Retrieved July 21, 2016, from
http://www.cbc.ca/news/canada/calgary/lethbridge-meningitis-trial-sentence-parentstoddler-died-1.3650653
Villeneuve, M. (2016, April 14). Father not convinced meningitis was cause of his son's death. In
Lethbridge Herald. Retrieved July 21, 2016, from
http://lethbridgeherald.com/news/local-news/2016/04/14/father-not-convincedmeningitis-was-cause-of-his-sons-death
Both of these sources will be used during a debate activity in the third week of classes.
The offer different sources of information and the tone is decidedly different. Students
will analyze these articles as a jumping block for their own research and as an example of
bias in literature.
Daywalt, D. (2013). The day the crayons quit. New York, NY: Philomel Books.
This picture book will introduce students to the concepts of individualism and
collectivism. It also alludes to workers rights. I will read this book to the class at the
beginning of the semester to encourage discussion of the course concepts in a lighter
manner before diving into more serious contemporary topics.
Lawrence, G. (Director). (2012). Hunger Games [Motion picture]. Lionsgate .
We will be watching just the first 10 minutes of the film to show students how the
director shows both a utopian and dystopian society and how they interact. We will
discuss the collective and individualist beliefs and values of the society. This is also an
example of how they may approach their performance task.
Noesgaard, D., Yoshida, D., Colless, R., & Phui, L. (2010). Understandings of Ideologies.
Toronto, Canada: Oxford University Press.
While the Understandings of Ideologies textbook will be used as a reference text it is not
an essential resource. When it is used, students will be completing jigsaw activities, doing
independent research, and looking at the charts and diagrams. I have been encouraged by
my Teacher Mentor to use this text. I do not want to become reliant on the text; however
we will be looking at it directly when considering the characteristics and themes of
ideology.
Thomas, K. (1993). One good story, that one: Stories by Thomas King. Toronto, Canada: Harper
Collins.
I will read the short story Borders out of this book, it is a story of a Blackfoot woman
and her son trying to cross the border but refuses to claim Canadian or American
citizenshipshe is Blackfoot. This story will introduce the class to the concept of
citizenship and identity. We will analyze the story and apply it to our understanding of
these concepts. It also offers an FNMI perspective.
Students will also be consulting the internet for research purposes and they will have access to
video cameras, or their iPhone for the interview assignment. As well, students will use, and be
exposed to, a variety of videos through daily instruction, current events and research.
Lesson 1
Title/Focus

Welcome to Social Studies 30-2

Date

September 1, 2016

Subject/Gr
ade Level

Social Studies 30-2/Grade 12

Unit

Citizenship, Identity, and Ideology

Time
Durati
on
Teache
r

80 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Students will explore the relationship between identity and ideology.

1.1 Appreciate various perspectives regarding identity and ideology
1.4 Identify historic and contemporary expressions of individualism and
collectivism
S.1.5 Evaluate personal assumptions and opinions
S.4.3 Apply ideas and strategies to contribute to decision making and
problem solving
S.5.4 Consider the POV and perspectives of others
S.6.2 Promote and respect the contributions of team members when working
as a team
S.7.1 Students will develop and express an informed position on an issue
S.8.1 Students will communicate effectively in a variety of situations
S.8.4 Students will ask respectful and relevant questions of others to clarify
viewpoints on an issue
S.8.5 Students will make respectful and reasoned comments on the topic of
discussion.

LEARNING OBJECTIVES
Students will:
Consider their past learning in filling out an interest inventory.
Develop a classroom Charter of Rights and Freedoms as a class.
Compare their beliefs and values with those of the Canadian Charter of
Rights and Freedoms.

ASSESSMENTS
How are the students working together: respectful, patient,
teamwork, cooperation?
Can they draw parallels between their classroom rules and the
Canadian Charter of Rights and Freedoms?
How did they respond in the interest inventory?
Key Questions:
What does a good and productive classroom look like?
What are the rights and rules we want in the classroom to
promote a positive atmosphere?
What informed your decisions of what to include in the
classroom?
How does our classroom rules compare to the Charter of
Rights and Freedoms?
Products/Perform Interest Inventory
ances:
Classroom Charter of Rights and Freedoms
Observations:

LEARNING RESOURCES CONSULTED

Grade 12 Alberta Program of Studies

MATERIALS AND EQUIPMENT

Student Interest Inventories
Canadian Charter of Rights and
Freedoms

PROCEDURE

Prior to lesson
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Load the Charter of Rights and Freedoms onto SmartBoard.

Introduction
Welcome everyone to the classroom, ask them their names and
introduce myself.
Interest Inventory
Their ability to connect their rules to the Charter of Rights and
Freedoms
Respectful of each others opinions and contributions to class
discussion.
Thoughtful and honest remarks on Interest Inventory
1. Introductions
2. Charter of Rights and Freedoms/Class Rules & Expectations
3. Interest Inventory
What does a good and productive classroom look like?
Body
Introductions
-Ask everyone their name and how their summer went
as they walk into the classroom.
-Once everyone is settled begin introducing myself.
-If they have any questions they may ask but I reserve
the right to not answer

Time
10 min.

N/A
Class Rules and Expectations (40 min)
-Brainstorm with the class what some of their favorite
were. Why were they fun/exciting/successful etc.
-What were some of the worst classrooms you have been
a part of?
-I want our classroom to allow for discussion and
expression of ideas and opinion.
-How can we format this classroom to be successful:
What are some rules and rights you would like to
have in place for the semester?
Write them on the board as they suggest
rules/things
If they get stuck offer suggestions: Respect
others while they are talking, do not criticize
someones point of view.
-When they have exhausted all of their ideas, give each
student a white board pen, they can go and place a
check mark beside the items they feel are most
important.
My vote counts as two markswe will analyze
why the authority gets more control: is that fair?
-When everyone has gotten a vote, circle the most
heavily voted for items. They will become the golden
rules of the classroom.
-TAKE A PICTURE OF THE BOARD/WRITE A GOOD COPY
OF THE 30-2 CHARTER.
-Remind students, any changes to the charter will be
done through vote
Compare to the Canadian Charter of Rights and

45-55
min

Teacher Notes:
Assessments/Differe
ntiation

Learning Activity
#3

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Sponge
Activity/Activities
Reflections from
the lesson

Freedoms (20 min)

-Pull up the Canadian Charter of Rights and Freedoms
-Ask students if they have ever read any part of this
document
-They may come up to the board and we will go through
it as a class when they see something that relates to our
charter we will mark it.
-How does our charter compare to the Canadian
charter/
Why do you think there are similarities?
What is the nature of the similarities?
Whose interests were in mind when we
made ours? Whose were in mind when the
government formed the Canadian Charter?
If the rules they come up with are silly or inappropriate
they can be crossed off by my vote, but I will try to stay
as open as possible to their requests and may have to
fix their suggestions into something I can do for them.
For example, if they want the right to sit on a
couch=once a week we can work in the student lounge.
Interest Inventory
-Hand out the interest inventory to each student and
have them fill it out.
Closure
Any guesses as to what beliefs and values the Canadian
government had in mind as they developed the
Canadian Charter of Rights and Freedoms?

15min
Time

Interest Inventory
Conversation through development and analysis of the
Charters
Tomorrow, we will be looking at current events, and
introduce the first assignment. Begin looking at
collectivism and individualism.

5min

-Introduce the Current Events Assignment: have you looked at

current events in past classes? What did it look like?

Student Interest Survey

Make sure your name is somewhere on the page!

My Favorite.
Hobby/Favorite thing to do

Subject in school

Book

Place to travel would be

Movie/TV Show

Team

Color

Song

Name a politician:
Please circle the topics you find most interesting
Politics

Economics

Current Events
Environment

War Human Rights History

Theory

Society

Policy

Internet USA

One thing I hate about Social Studies is

If I had a million dollars, I would

Humanitarian Efforts
Geography

School would be better if

Three things that the worst teachers do

Something else you should know about me

Lesson 2
Title/Focus

Current Event Friday And Intro to

Collectivism and Individualism

Subject/Gr
ade Level

Social Studies 30-2/Grade 12

Unit

Citizenship, Identity, and Ideology

Date
Time
Durati
on
Teache
r

September 2, 2016
40 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Students will explore the relationship between identity and ideology.

1.1 Appreciate various perspectives regarding identity and ideology
1.7 Examine individualism as a key value of ideology (values of liberalism:
individual rights and freedoms, self-interest, competition, economic freedom,
rule of law, private property)
S.1.1 Analyze ideas and information from multiple sources
S.1.2 Determine relationships among multiple sources
S.1.3 Determine the validity of information based on context, bias, sources,
objectivity, evidence or reliability
S.1.6 Determine the strengths and weaknesses of arguments
S.1.8 Analyze current affairs from multiple perspectives
S.1.9 Students will identify main ideas underlying a position of issue
S.2.7 Develop reasoned arguments supported by historical and contemporary
evidence
S.3.1 Analyze the ways in which physical and human geographic features
influence world events
S.3.2 Use inquiry processes to make decisions and solve problems
S.4.3 Apply ideas and strategies to contribute to decision making and
problem solving
S.5.2 Make meaningful contributions to discussion and group work
S.5.4 Consider the points of view and perspectives of others
S.6.2 Promote and respect the contributions of team members when working
as a team
S.6.3 Cooperate with others for the well-being of the community
S.7.1 Develop and express an informed position on an issue

S.8.1 Students will communicate effectively in a variety of situations

S.8.2 Engage in respectful discussion
S.8.4 Ask respectful questions of others to clarify viewpoints on an issue
S.8.5 Make respectful and reasoned comments on the topic of discussion
S.9.1 Assess the authority, reliability and validity of electronically accessed
information
S.9.2 Analyze the validity of various points of view in media messages
S.9.3 Analyze information from multiple sources, evaluating each source in
terms of the authors perspective or bias and use of evidence
S.9.4 Analyze the impact of various forms of media.

LEARNING OBJECTIVES
Students will:
Develop and understanding of the Current Events assignment.
Understand and begin using the concepts: individualism and collectivism.

ASSESSMENTS
Ability to work in a group
Are they on task and understanding the activities? Can they make
connections between self and text to develop understanding?
Key Questions:
How are you affected by current events?
Are their biases in the news we receive?
How do sources differ on the same story?
What collectivist/individualist ideals are at play in the book
The Day the Crayons Quit?
Products/Perform KWLS Chart
ances:
Class Discussion
Observations:

LEARNING RESOURCES CONSULTED

Grade 12 Alberta Program of Studies

Riding the Rapids of Current Events Thomas

Turner

MATERIALS AND EQUIPMENT

At least 3 different sources of a
single current event.
3 sets of 5 highlighters
KWLS Charts
The Day the Crayons Quit Drew
Daywalt

PROCEDURE
Prior to lesson

Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body
Learning Activity
#1

Load SmartBoard
Print KWLS charts
Have highlighters on the tables.
Introduction
Have a breaking news image on the Smart Board.
Can anyone tell the classroom of a current global event or issue that
has been brought to attention in the last week?
Positive and respectful class discussion, engaged in the current
event and working with the material.
4. Current Events Friday
5. The Day the Crayons Quit Individualism and Collectivism
This is breaking news
Body
Current Event Welcome to Current Event
Fridays!

Time

-Introduce the topic of the current eventthe titlevery

minimal description and give the students a KWLS chart.
Ask them to fill it out.
-I will bring in one current event from a variety of
sources (Lethbridge newspaper, CNN, Global) Watch the
event from a visual medium (newscast/youtube reaction
etc). Fill in chart if applicable.
-Break students into groups of two, one group of three,
using popsicle sticks. They will each be given a print
copy of a source (not video) to analyze with their
partner.
Give each group five different colored
pens/highlighters. Ask them to highlight WHO,
WHAT, WHERE, WHEN, WHY, each in a different
color.
Continue filling in the chart.
-Ask students to share what they found in their source.
They all should be relatively similar, however pay
attention to the what and why.
Ask students to read the sentences to the class.
How are they different?
IF they are different WHY are they different?
Discuss bias in media and current events.
-How does this current event impact you?
-Look at it from another perspective involved.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:

-Each of you will have the opportunity to present a

current event to the classroom, I will give another
example next Friday, and if you want to sign up for a
Friday today you may do so, or wait until next week.
Move around the room helping students find the key
concepts of their piece. Observe how students act in
their groups, is one person doing all of the work or are
they working together?
While they are working write the definition of
collectivism and individualism on the board but do not
write the concept.
Read The Day the Crayons Quit
-Before reading look at the cover: what does it look like?
(protest)
-Ask students to keep in mind a bigger picture of society
as I read and consider the two definitions on the board.
-When it is finished ask for:
Opinions
What is going on in the book?
Does it remind you of anything?
Which two of the definitions on the board do you
think the characters are acting on behalf?
-After a few minutes of discussion, write the concept
above its definition.
-Is anyone familiar with these concepts?
-Talk about the conceptsusing the correct vocabulary
now
May need to give the students the concepts from the

25 min

15 min

Assessments/Differe
ntiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Sponge
Activity/Activities

beginning , prompt the discussion for them, ask them if

any of the crayons personalities remind them of
politicians or people they may know.
Closure
Their final opinions on the book and their ability to
connect it to the concepts will be my final remarks. Do
you agree or disagree with the crayons, why, and what
do you think that tells you about your own beliefs and
values.
Depth of conversation,
KWLS Chart
Conversation with them and positive feedback on their
comments during discussion
Next week we will look more in depth at collectivism and
individualism, and where you think you may lie on the
continuum.

Time

1 min

-Ask them where they think they lie on the spectrum (although we
wont put their names on it until Tuesday, they can keep it in the
back of their minds).

KWLS CHART
Topic:
K
What I KNOW

W
What I want
to LEARN

L
What I have
LEARNED

S
What I STILL
want to know

Lesson 3
Title/Focus

Is Canadas Ideology based in collective or

individualist beliefs and values?

Subject/Gr
ade Level

Social Studies 30-2/Grade 12

Unit

Citizenship, Identity, and Ideology

Date
Time
Durati
on
Teache
r

September 6, 2016
80 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Students will explore the relationship between identity and ideology.

Students will understand their rights, rules, and responsibilities as citizens.

1.1, 1.2, 1.3, 1.4, 1.6, 1.9, 4.4

S.1.5, S.4.3, S.5.4, S.6.2, S.7.1, S.7.5, S.8.1,

LEARNING OBJECTIVES
Students will:
Discuss the great and embarrassing things about Canada
Develop a sense of where their own beliefs and values lie on the
Individualist vs. Collectivist Spectrum
Begin to understand individualism and collectivism in terms of common
good.
Identify the themes of ideology.

ASSESSMENTS
Participation
Engagement with the material, moving around the classroom for
four corners
Respectful of others opinions.
Key Questions:
What is our understanding of Canada? Where do our beliefs
and values lie?
What does common good mean and what does it look like?
Where do your beliefs and values lie on the spectrum?
What is the relationship between ideology and nation,
religion, class, relationship to the land/environment?
Is Canada more individualist or collectivist?
Products/Perform Canadian posters
ances:
Placing name on spectrum

Observations:

LEARNING RESOURCES CONSULTED

Grade 12 Alberta Program of Studies
Understanding Ideologies (text book)

MATERIALS AND EQUIPMENT

List of four corner statements

Powerpoint
Sticky poster paper
Popsicle sticks for the spectrum

PROCEDURE
Prior to lesson

Attention
Grabber (5 min)
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend

Write on the sticky poster boardCanada is great because What it

means to be Canadian Embarrassing things about Canada
Load power point
Introduction
Did anyone do anything Canadian on the weekend?
How they respond to four corners will help me decide if they
retained anything from last week.
Recalling facts about Canada
Engaged in activities, contributing to class discussion and activities
6. What do we know about Canada
7. Word Wall: Common Good

Transition to
Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/Differe
ntiation
Learning Activity
#3

Teacher Notes:
Assessments/Differe
ntiation

8. Four Corners (Revised) Agree or disagree with

collectivist/individualist ideas
9. Place our names and Canada on the Collectivist vs.
Individualist spectrum.
We have a busy day ahead but I think you will learn a lot about
yourself.
Body
Time
The Loves/Hates/Greats/ of Canada
20 min
-Break into three groups on three tables, on each table
will be a sticky poster paper. Give them markers and tell
them to respond
-After 3 minutes switch groups.
-When they are done hang up the posterswe will revisit
them in a bit.
Move around the classroom as they work. If they get
stuck at a paper give them ideas that may prompt or ask
questions such as: what is in Canadas history? What is
your least favorite/favorite part of being Canadian?
Word Wall: Common Good
15 min.
-As they are working write COMMON GOOD on the board,
-Tell students to shout out the first things that come to
their mind. If they need an example: It is for the
common good of my friends that I get chocolate once a
week to avoid grumpiness, therefore I would shout
chocolate. If they do not give any serious ones ask them
to consider what would benefit the common good of
Canada? Health Care, Food, Shelter perhaps??
-Give the definition of common good: the good of a
community; something that benefits the public health,
safety, and/or well-being of society as a whole.
May need to give a few examples until they get the
going, try not to give any key things away.
Revised: Four Corners
-Everyone stands up, designate each side of the room as
collectivist and individualist
-Explain: I will give a sentence and based on your
response you will either move to the collectivist side of
the individualist side. Pate 7 of Understanding
Ideologies.
-Which side of the classroom did you stand for most of
your responses? This will give insight into if you have
more individualist or collectivist beliefs and values.
-Write your name on a popsicle stick and go place it on
the spectrum.
PowerPoint: Themes of Ideology
-Nation, Religion, Class, Relationship to
land/Environment,
-(CARMEN I do have this made but I cant figure out how
to include it in the unit plan, I can send it separately if
you like)
-We may have to talk through each one to decide where
they will stand (is the statement more collectivist or
individualist and do they agree or disagree.

20 min

15 min

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activities

Closure
Where does Canada fall, based on what we know so far,
on our spectrum?

Time

Where they place themselves on the spectrum.

5 min
Verbal, positive comments
Tomorrow we will be looking at the characteristics of
ideology.
-Tell students about the final performance assignment, now that
they have some of the concepts they may want to start thinking
about how they will approach it.

Lesson 4
Title/Focus

Characteristics of Ideology

Subject/Gr
ade Level

Social Studies 30-2/Grade 12

Unit

Citizenship, Identity, and Ideology

Date
Time
Durati
on
Teache
r

September 7, 2016
80 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Students will explore the relationship between identity and ideology.

Students will understand their rights, rules, and responsibilities as citizens.
ELA: Students will listen, speak, read write, view and represent to respect, support, and
collaborate with others.
1.1, 1.3, 1.4, 1.5, 1.9, 4.4
S.1.9, S.4.2, S.4.3, S.5.4, S.6.2, S.7.5, S.7.6, S.8.1, S.8.3
ELA: 5.2.A, 5.2.B

LEARNING OBJECTIVES
Students will:
Work together to develop an understanding of the characteristics of
ideology
Present their findings on a characteristic of ideology to the class.

ASSESSMENTS
Students are working together, respecting each others opinions
Drawing concise and informative conclusions
Key Questions:
How does our interpretation of history affect our ideology?
How does our understanding of human nature affect our
ideology?
How do our beliefs about society affect our ideology
How is our ideology affected by our vision of the future?
Products/Perform Small 5-10 minute presentation on a characteristic of ideology.
ances:
Observations:

LEARNING RESOURCES CONSULTED

Grade 12 Alberta Program of Studies
Understanding Ideologies

MATERIALS AND EQUIPMENT

Laptops

PROCEDURE
Prior to lesson
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/Differe
ntiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activities

Have laptops booked

Introduction
Do you think society shapes your identity?
What are the 4 themes of ideology?
Groups are on task and working together responsibly.
10. Research Jigsaw
11. Presentations.
Popsicle stick: formation of groups
Body
Research Jigsaw
-Each group (3 groups chosen at random) will have a
characteristic of society and a guiding question; they
must read about their characteristic in the chapter and
look online for more information to answer their
question. The groups will each have a section of beliefs
about the structure of society to include in their
research.
-Each group will have to present their findings to the
class however they see fit.
-They will be given the text book as a resource not as an
answer key. They should look beyond the text book to
find examples and contemporary understandings of the
characteristics of ideology.
If they get stuck offer them research databases that may
help them. Monitor the classroom and make sure they
are on task.
Presentations
-Each group will be given 5-10 minutes to present to the
class.
Will be given summative marks for completion and
formative written feedback on their presentation and
quality of informationwill serve to give them guidance
for the final assignment.
Closure
How do these characteristics impact your identity? How
you view the world?
Ability to sift through a large amount of information to
get the key topics
Positive formative written feedback. (notes will be taken
during their performance)

Time

50 min

30 min

Time

Exit slip: guess what Liberalism is/means.

Discuss the impact of these characteristics on our identity.

Lesson 9
Title/Focus

How do we define Citizenship?

Subject/Gr
ade Level

Social Studies 30-2/Grade 12

Unit

Citizenship, Identity, and Ideology

Date
Time
Durati
on
Teache
r

September 14, 2016

80 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Students will explore the relationship between identity and ideology.

Students will understand their rights, rules, and responsibilities as citizens.
ELA: Students will listen, speak, read, write, view and represent to enhance
the clarity and artistry of communication.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 4.4
S.1.4, S.1.5, S.1.9, S.4.2, S.4.3, S.4.4, S.5.4, S.6.2, S.7.1, S.7.5, S.7.6, S.8.1,
S.8.3, S.8.4, S.8.5
ELA: 4.1.3.E, 4.2.3.A, 4.2.4

LEARNING OBJECTIVES
Students will:
Examine a short story regarding citizenship with an FNMI perspective.
Identify the collectivist and/or individualist beliefs and values of the
characters
Explore an example of a fiction that analyzes society.

ASSESSMENTS
Are the students able to grasp the assignment?
Participation in group work
Respectful of FNMI perspective.
Key Questions:
Based on what you have learned so far in the course, would
you say FNMI ideologies are more focused in individual or
collective beliefs and values?
What beliefs and values does an ideal society look like?
Products/Perform Discussion
ances:
Begin working on A Brand New Society assignment
Observations:

LEARNING RESOURCES CONSULTED

Grade 12 Alberta Program of Studies

MATERIALS AND EQUIPMENT

Borders and map of the story
A Brand New Society Assignment
Sheet
Example of a Coat of Arms.

PROCEDURE
Prior to lesson
Attention
Grabber (5 min)
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance

Get water, I will be reading Boarders to the class.

Introduction
How does it feel to cross the border? (Since they are so close to the
border I am assuming everyone has been or at least seen it).
Review: what are the 4 characteristics and themes of ideology?
Respectful of the FNMI perspective, engaged in discussion
12. Borders by Stephen King

Organizer/Agend
a
Transition to
Body
Learning Activity
#1

13. Introduce A Brand New Society Assignment

Has anyone read the story Borders?
Body
FNMI Perspective
-Based on what you have learned so far in the
course, would you say FNMI ideologies are more
focused in individual or collective beliefs and
values? Why?
-Show a map of where the woman and child originated.
-Read the short story Borders
-Think/Pair/Share: does this story reflect more
individualist or collectivist ideas?
-Discuss as a group the authors intent, individual and
collective rights of the woman and the border guards,

Teacher Notes:
Assessments/
Differentiation

Guide students and help them to understand the

collectivist ideology of some FNMI groups.

Learning Activity
#2

A Brand New Society

-We have been talking about ideology and developing
your sense of identity within ideology. Now we are going
to apply what we have learned and you will get to create
a society based on your beliefs and values, and what
defines an ideal citizen.
-Hand out Assignment sheets (this may have been done
in a previous class to get the students considering the
assignment).
-Go through the assignment and rubric as a class
-Brainstorm how it may look, the format and necessary
items needed to complete the task
-Show exemplars
Allow students to brainstorm with each other how
the assignment will take shapebegin drafting
and planning.

Teacher Notes:
Assessments/Differe
ntiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To
Next Lesson

Work Period for the rest of class.

-I want everyone to have a start on their code of
conduct, and know what form their presentation will take
placeif they need materials let me know ahead of time.
Unless students have a fair rationale for working
together, they are to work alone in order to let their
individual beliefs and valuesidentitycome through in
their work.
Closure
What are the 3 things you need to have in your
assignment?

Time

35 min

35 min

Time

Discussion,
Positive verbal feedback
Tomorrow we have a few things on citizenship to go over
that will help you with your assignment, but the majority
will be a work period.

5 min

Sponge
Activity/Activities

-work on assignment

Graphic Organizer for A Brand New Society assignment.