Understanding By Design Unit Template

Are, we all treaty people? Nine

Title of Unit Grade Level
Social Studies 17 school days
Subject Time Frame 3.5 weeks
Orion Raycraft
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Building Lifelong Learners

Teaching to relevance is extremely important. Students must not just understand content but it must reflect the ever-
changing landscape of society. The ability to take content and apply it in the future is crucial to a life of learning. If
content does not resonate in the present and the future than learning ceases once students leave the classroom.

Building a Sense of Self and Community

Understanding the past and present circumstances which lead to future consequences will only serve to help with a
current understanding of self and community. The ability to look at the community and understand what historical
aspects lead to the current state of things helps with understanding, and can then lead to future, self critical,
evaluation of ones own place in that larger structure.

Building Engaged Citizens

Once understanding of the first two aspects of BALs has occurred only then can students become engage. Engagement
with no understanding or purpose can have ineffectual results. Only after ones understanding is sufficient can an
individuals values, attitudes, understanding and skills be used to benefit all. Understanding the social and historical
process that lead each of us to the present will create a student who wants to change, not only himself, but others for
the better.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking

This unit focuses on integrating information into a meaningful contextual application of that information. The context
includes past and present influences on society. Resulting from trying to create a treaty as well as presenting in context
all the information, reflecting and understand that has occurred; students will have to think in depth about what they
have learned, as well as their own place within that context.

Developing identity and interdependence

Understanding the history that lead us to the present can only serve to increase ones caring for self and others. Looking
at various worldview and then applying those to a situation will allow students to see the diversity of human beings as
while as what various societies see as import rights and responsibilities. The various outlooks encountered will see how
all of us are part of and rely on the environment.

Developing Literacies

Students will have an opportunity to contribute to and be informed by various differing literacies applications. This will
allow students to utilize a variety of literacies. They will be able to utilize their best skills for their assessments, while
simultaneously being exposed to various other forms that they may not have mastery of yet.

Developing Social Responsibility

Understanding the expectations and needs of following the treaty creation process will give students a new and better
comprehension of group interaction. This will include the process of reasoning of what is important to various groups. It
will also include looking at the ideas of self-preservation in context of the natural world.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied.

a. Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period.

b. Assess the treatment of indigenous populations by the imperialists in the societies studied.

c. Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.

d. Evaluate the authenticity and validity of information sources used in the inquiry process.
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.

a. Investigate the strategies used to acquire and distribute resources in the societies studied.

b. Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results in terms of consequences for the populations
of the societies.

c. Research the processes for decision making regarding production and distribution of wealth and resources in the societies studied.

d. Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth.

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?
Students will understand that their own lives and the lives of
everyone around them have been completely shaped by the
Numbered treaties. They will look at the treaties with a new respect
having gone through the process and tried to create their own, they
will have much more respect for who much influence the treaties
have had on their lives. They will be able to look at society and see
where and where not the treaty promises have been fulfilled. They
will be able to understand that, in fact, a large portion of the treaty
promises were not fulfilled. students will understand exactly what is
in the treaties.
Related misconceptions
The treaties dont affect me? We are all treaty people, what does
that even mean? That happened in the past it is not relevant now.
Why do we have to learn this?
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)
How have the treaties altered your life?
Do you think that the treaties have been followed?
Does an understanding of how the treaty process work give you
a better understanding of their relevance?
Are first nations better off because of the treaties?
FNMI, multicultural, cross-curricular
This Unit is almost completely geared around FNMI content. More
importantly though it includes that content with in a greater
framework of understanding, in regards to the strengths and
limitations that have occurred because of the success and
failures of the practical application of the treaties in general.

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire because of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviors that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.

Students will know... Students will be able to

Students will understand how the treaty process has shaped their
lives.
As this unit, will be occurring towards the end of Social Studies
Nine, students will already possess a considerable amount of
information. Why Europeans came to the new world. How
indigenous populations were treated during the time of settlement.
The world views of Indigenous and European peoples at the time of
settlement. The accuracy of the portrayed from the past to the
present of information. The viewpoint of each group about how to
acquire and distribute resources. Who made the decisions
regarding resource distribution. The values of the two groups. How
effectively the treaties are being followed in the present.
Look critically at important writings and independently break
them down to investigate whether the things in those writings
have been accomplished.
Reflect positively about their educational growth.
Negotiate in a harmonious way, relationships which have varying
ideological positions and goals.
Analyze as an outsider other, individuals and groups ability to
create relationships.
Produce finished formal writings based on informal dialogue.
Create and present a formal summary of their learning.

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 Present their knowledge in regards to the treaties and inherent information.
What should students accomplish by
completing this task?
R Role students will be taking the role of the author of the subject material.
What role (perspective) will your
students be taking?
A Audience The audience will be fellow students as well as myself.
Who is the relevant audience?
Understand what is important in treaty. Successfully negotiate rights and responsibilities. Analyze
S Situation
the process. And present the relevant information.
The context or challenge provided to
the student.
P Product, Performance
What product/performance will the Students will present information in their chosen media, including, power point, prezi, podcast,
student poster board, etc.
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

1) Formative assessment on first day, Treaty Trivia Quiz, will
help students to know what they know about the treaties.
2) 5-10 minutes will be allotted at the end of most days for
journaling, these entries will be handed in on a weekly
basis.
3) In groups create a list of things such as; resources, social,
education and goals that should be included in the treaties
and a brief explanation about why. This will include both
indigenous and European perspectives.
4) Participate in one of two treaty making processs.
5) Take notes while observing treaty process
6) Submit 3 journal entries and reflection notes
7) Participate in post Treaty Process debriefing.
8) Create and present a culmination of knowledge project in
groups of 2-3
1) Students will journal through the process so that their self-
reflection will help them to understand how their
perspectives have changed.
2) Taking notes while the other group of students creates their
treaty will help them to analyze and understand where they
could have done better or where they in fact did a good
job.
3) Self-reflection at the end will allow them to show that they
have in fact understood the treaties, the process and if
they have changed their perspective about the treaties.

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?
My students are headed in a direction of clarity. What they will understand is that the past leads to the present and
influences the future. What has happened in the past, even if they do not know it, influences the present in a way that
can have a profound effect on society, on an unconscious level. As this unit, will be occurring towards the end of the
social studies course they will already have a better grasp of some of these issues. Students will begin the unit with a
formative assessment, included will be a road map indicating where they will be going and how we will be getting there.
They will understand the expectations for the large summative assessment at the end of the unit as well as the activities
that we will being doing on the way. The unit itself has specific content, but the students will have an opportunity to
present that content in a format that best serves their own interests. Students will be included by co-creating the rubric
that will be used to assess their summative assessment. As always there will be special circumstances that will need to
be considered. The information can easily be modified without loss of the outcomes. These changes to the content
because of individual needs, can easily be integrated in the summative assessment. This learning will be best situated in
various locations including; the classroom, computer lab, and outside if the weather permits. Learning groups with in the
classroom from the start can assist studetns in working together to complete their work. This can facialite exchange of
ideas and allow further understanding of the material.

How will you engage students at the beginning of the unit? (motivational set)
The big hook for this unit will be the treaty creation activity This will give students something that is not only fun but
informative and will create a sense of ownership over what they are learning. Also the realization that there will be no
unit exam but instead a group presentation, should help to create excitement about the unit. The introduction of varies
responses to self assessment, should keep students on track in regards to personal success.

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 Treaty Trivia Treaty Trivia Quiz, corrections/discussion, Hand-out/review treaty negotiations activity, Quiz, treaty
activity sheet,
Quiz hand-out/review summative assessment project, Small groups discussion, Are, we all summative
treaty people?, brief discussion. assessment
sheet

2 Plains Look at the tabulated results of the treaty trivia quiz, Power point lecture w notes(skeleton provided), brief P.P.,
Imperialism discussion and journal entry. skeleton
Topic; the imperial activities of a society, critique the reasons for imperialism in the context of the time period notes,
For Tomorrow: look at one specific indigenous group in Canada and look at how they were treated between the
period 1600-1900, 3-5 points
3 Indigenous Brief discussion about individual findings, have students write similarities and differences on the board. P.P.,
Peoples Power Point lecture w notes(skeleton provided), brief discussion about their previous finds and the new skeleton
information. Journal entry notes
Have students at home do the world view test and bring back the results for tomorrow,
http://annickdewitt.com/worldviewtest/
Assess the treatment of indigenous populations by the imperialists in the societies studied
4 Various World Watch two videos: https://www.youtube.com/watch?v=jDiVgVs8cyI, https://www.youtube.com/watch? Video
Views v=IDFIDV3_iZM, Handout with specific differences of worldviews equipment,
Have students in groups of 2-3 compare the results of their test and see if the agree or disagree and why. Worldview
WORLDVIEW SELF-ASSESSMENT Developed by Paul Von Ward assessmen
Journal entry t computer
Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans,
comparing the worldviews of the two
5 Work Period Time to work on presentation, including material that has already been covered Computers
Hand in Journal entries.
With computers students, will work on their projects, I will facilitate questions/concerns

6 Validity of Look at the Striplin model of inquiry(source validity) Striplin Model of

Inquiry handout,
source Examine some of the problems associated with material coming up from the past in w attached
material regards to the subject matter. problems with
source material

Evaluate the authenticity and validity of information sources used in the inquiry process.

7 Resources Power point presentation w notes(skeleton provided); strategies used to acquire and distribute P.P.,
Acquisition resources( indigenous and Europeans) skeleton
and notes
 Distribution Journal entry

8 Perspectives Do an activity where each group will try and recreate that resources distribution and then have the students try Activity
on Resources and understand the differences through that activity. worksheet,
gummy
Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results
in terms of consequences for the populations of the societies.
bears

9 Values? Small groups will discuss and Infer the values of the societies studied according to categories of acquisition and
distribution of resources and wealth.

10 Power Students will research the processes for decision making regarding production and distribution of wealth and computers
Structures resources in indigenous and Europeans society
around
Journal entry
resources
Hand in Journals

In the computer room, I will give them a skeleton handout, they will attempt to find the information, in pairs.

11 Work Period Time to work on presentation, including material that has already been covered computers
With computers students, will work on their projects, I will facilitate questions/concerns

12 Treaty prep Talk about the process, go into detail about how the next two days will go, expectations chart paper, markers,
and tape

about taking notes when not participating, what is exactly going to happen during the - gummy worms
- optional books/videos

treaty process. from the Treaty

Resource Kit
(explained later)
- 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

chart paper, markers,

13 First set of treaty negotiations and tape

Treaty 1 - gummy worms

- optional books/videos
from the Treaty
Resource Kit
(explained later)
- 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

14 Second set of treaty negotiations chart paper, markers,

and tape

Treaty 2 - gummy worms

- optional books/videos
from the Treaty
Resource Kit
(explained later)
- 2-3 copies of the
treaty written in
symbol font
- Indian Act points
printed on large paper

15 Work Period Time to work on presentation, including material that has already been covered Computers
16 Work Period Time to work on presentation, including material that has already been covered computers

17 Presentations Begin to present summative assignments Rubrics for

marking

18 Presentations Finish presenting summative assignment. Rubrics for

marking

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: I would like some how to make the treaty creation process have more focus but
Is there alignment between outcomes, there is inherent difficulties with summarily assessing that component. I believe
performance assessment and learning that with a little bit more work I could fit in at least one other outcome in this
experiences? unit without lengthening it that much. I have followed the curriculum quite well,
and I believe both the treaty process and the summative assessment provide
and great learning and performance aspect to the unit. I would like to
incorporate the treaty process more into the indicators and lessons as I move
along.

Adaptive Dimension: For struggling students:

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?
Students who are struggling can be placed into a strong group for presentation
purposes. As well the treaty process can be adapted to have as much or as little
participation from individual students as possible. The learning sections and
summative assessment are very explicit in their correlation. It is no problem to
condense some of the sections into a more manageable amount of information,
both in delivery and assessment expectations.

For students who need a challenge:

Advanced students who are excelling at the content could be asked to create
more of analysis and synthesis of the relevant information. Then evaluate
whether or not, they believe that based on what they know, society is living up
to the treaty expectations. Why or Why not?

Instructional Approaches:
Do I use a variety of teacher directed and student There are various approaches utilized in this unit. They included; teacher
centered instructional approaches? directed, self-directed, large group directed, small group directed. I believe that
there are adequate and varied approaches to this unit.
Resource Based Learning: How Canada Became Canada Series; Author(s): Nelson, Sheila.
Do the students have access to various resources
on an ongoing basis? Treaty Essential Learnings: We Are All Treaty People: Office of the Treaty
Commission

The text book being used is How Canada Became Canada Series. Various
pieces of the Treaty Essential Learnings will be photocopied and made available
to the students. Computers will be utilized to construct and to do research for
the summative assessment.

Students will be given the Unit outline (treaty outline, summative presentation
requirements) sheet which they will use as a basic for their interaction with this
unit.

They will largely have access to all of the supplied and required information to
be successful at the objectives of this unit.

Skeleton notes will be provided on various topics which the students will retain
for further exploration and studying.

FNM/I Content and Perspectives/Gender This unit is based in FNMI and multi-cultural perspectives. Students will be able
Equity/Multicultural Education: to draw key parallels between themselves and the content, from many different
Have I nurtured and promoted diversity while perspectives. This knowledge will allow them to look beyond the simple while
honoring each childs identity? creating a shared sense of responsibility in regards to cultural sensitivity.

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

Reflection/Justification
As a teacher, I am striving to incorporate FNMI content into my teaching style. This is not because the government has mandated it in

the curriculum, this is because I feel that it has to be incorporated. This does not simply mean FNMI, but a multicultural approach as well. A

Eurocentric approach is not acceptable anymore, nor is it justifiable. I tried to approach these outcomes in that manner. My approach was

based on the idea of, how much can I actually use the curriculum to teach FNMI content. I have created a unit plan which almost exclusively
looks at outcomes through a FNMI lens. This has been accomplished by gearing it towards the treaties and the process of making a treaty.

There are many ways in which I look at this content, including; formative assessment, journaling, lectures, an interactive student driven

activity and final summative presentation. Through these various means students will gain a more complete and diverse understanding of the

past, present and future. They will also have a clearer understanding of their own place in our society as well as, how we all fit together. I am

hoping that they will have more sympathy and a willingness to change themselves and society for the better.

There is a statement that says, We Are All Treaty People, which I like and has gained a lot of traction in the last many years. I took that

saying and I flipped it around to a question which states Are, We All Treaty Peoples?. This is a critical approach to these outcomes, asking

the students to investigate the past and the present, analyze that information, then evaluate if the statement is true or not.

1. I plan lessons and assessment based on provincial curriculum

a. This Unit plan is geared specifically around the provincial curriculum. The questions that I ask and the information that I

expect the students to provide come right out of the curriculum documents. The students will know at the start of the unit what

they will be expected to know and the summative assessment product they will produce. They will also have, in the larger

picture sense, an idea of what information we will be going through, this is because the information and the questions are

completely linked together.

2. I make student learning goals for each lesson/task
a. I have tried to do a though look at what exactly I am looking for the students to know and learn by the end of each lesson. The

information is quite specific so the learning goals are self-evident, and come right out of the curriculum.
3. I know which instructional strategies to pick at given times
a. In order to keep students engaged many different approaches must be employed. Students want a mix of experiences, from

individual and group work, to the integration of technology as well as well lead teacher organized information. On a day to day

basis I try to keep students engaged in the process of learning by allowing them to have time to do things on their own as well

as providing them with structured instruction.

4. I create formative assessments
 a. Initial quizzes, groups discussion and journal entries are a good way to understand if student are getting the ideas being

portrayed. Not only can it inform students but also teachers. Part of the summative assessment will be the students looking

back at their own formative assessment and reflecting on that.

5. I create summative assessment
a. In the interests of creating summative assessments with an adapated and self-directing layout, my summative assessments has

each of the characteristics. The summative assessment for the unit will allow students to show not only the factually based

things they have learned but also higher order thinking, by relational and analytical presentation of the information.
6. I set and use goals for enhancing my professional development
a. As a professional it is incumbent upon us to continuously recreate ourselves as better teachers. With that in mind I looked to

one of my weakness, namely treaty knowledge, and sought to expand upon that. Thus, turning that weakness into a strength.

14. I understand how to plan for differentiation and adaptation

a. My summative assessment has differentiation and adaptation at its core. Because all students will be presenting with varying

products it will be easy to adapt and differentiate any one students project. The information itself easily lend sits self to reduction in content

without losing the outcome goals.

15. I create engaging learning activities and tasks

a. This unit has a little bit of everything from; group work, discussions, individual work, lectures, large group work, and

presentation. I believe that this unit will engage students in a meaningful way. However, depending on the group of student things may have

to be altered in order to facilitate a more or less talkative group of students. The treaty activity and final presentation that the unit builds to

should provide enough incentive to keep students engaged with the material.

16. My planned activities would improve the discipline specific literacy skills of my students
 a. Social Studies is the study of society and all of the things that entails. Society is made up of many facets, not least of all is ones

ability to integrate and present differing yet linked information. Throughout this unit students will build upon their knowledge of society,

history, and their own place within that framework, they will be expected to respond in an insightful and analytical way. The final project will

force them to speak and inform their fellow students in a means directly related to social studies.

17. I can create a unit that would achieve the outcomes and the indicators

a. I have taken all the course material straight out of the outcomes and indicators. I believe that it adequately incorporates the

elements of the curriculum. The students will know exactly what they are expected to know and reproduce and the outcomes and indicators

that make up the information that will be given.

18. The final task in my unit elicits evidence of application in a new situation

a. for the summative assessment as much as it is about representing the information it is also about how the students engaged with

that content. They will be providing their own feedback about their change in outlook about the current situations in our society. Because I

expect my students to restate this information in differing means they will be able to transpose those skills outside of the class room. The

process of the treaty negotiation will also be very useful in new situations as anyone is constantly being expected to negotiate everything in

their lives. Studying the way that you learn over time as well as have to go back and re-evaluate what you previously thought and wrote helps

to inform the future of your learning.

19. I can create a unit that would assess the outcomes and indicators

a. Everything in this unit builds towards the summative assessment. This assessment incorporates personal and teacher driven

feedback as well as individual research opportunities. The outcomes and indicators are evident to the students from the very beginning. This
will allow both the student and teacher to fully engage with that content and expectations. The assessment expectations are straightforward,

and the students will have had some input into the rubric for that assessment. The outcomes and indicators drive all of the decisions for this

unit and its assessment.