Lesson Plan Title: What Constitutes a Society

Date:
Subject: Social Studies 9 Grade: 9
Topic: Societies
Essential Question: How do the diverse cultures within Canada affect Canadian society?
Materials: Journals, pens/pencils, poster paper, markers
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Students will understand that living in Canada means that they share this country, this land with many diverse
cultures, religions, ways of knowing, etc. and because of this they need to be aware of this and continually be
learning about people who view the world differently than them. Students will understand that this unit will
encompass a number of different cultures and societies from both the past and present. They will be
challenged to critically think and write in their journals about how that will impact their future and the future
of Canadian society. Students will be encouraged to take what they learn home with them and share it with
the people they live with.

Broad Areas of Learning:

Sense of Self, Community, and Place: studying their own culture, religion, and ways of knowing, as well as
those of their classmates will give them an understanding of who they are and how they fit into the
community and place that they are in.
Lifelong Learners: by learning how different cultures affect everyone in Canadian society students will gain an
understanding that it is important to constantly be searching for new things to learn and grow from.
Engaged Citizens: the encouragement to take their learning home with them and share it with others will give
students the opportunity to become engaged citizens. Learning about those different from them in Canadian
society will give them an opportunity to grow in their knowledge of other citizens that view the world in a
different way than them.

Cross-Curricular Competencies:
Developing thinking: student will develop their understanding of what they know about other cultures within
their classroom, school, community, province, and country.
Developing Identity and Interdependence: while students analyze other cultures, they will also analyze their
own and where they fit into their community and the larger society.
Developing Literacies: using journals and the sharing circle students will develop both written and oral
literacies.
Developing Social Responsibility: gaining a better understanding of different cultures, religions and ways of
knowing within Canadian society will give them the knowledge and understanding that not everyone is
treated properly. This understanding will help students develop a sense of social responsibility and a desire to
impact society in a positive way.

Outcome(s):
IN9.1 Explain what constitutes a society

IN9.2 Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender
identity, socio-economic situation, and education.
PGP Goals:
4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all
teaching areas – the use of the sharing circle and explanation for it will be a way to use FMNI knowledge,
content and perspective. Students will also discuss FNMI cultures and ways of knowing during their time
of sharing.
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs,
subject matter, and contextual variables together in developmentally – the sharing circle will encourage
students to share with each other and with those outside of their classroom what they are learning,
therefore bringing the curriculum into their everyday lives. The circle will also bring all learners together,
though they are different, uniting them with the same purpose of learning.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
 As students answer and share within the sharing circle the teacher will have an opportunity to assess
what they know and what they are picking up on as they share with one another. This being the first
lesson of the unit, it will give the teacher a solid idea of where student are in terms of their
understanding of Canadian society, cultures, etc. It will also give the teacher ideas for where extra
emphasis will be needed or where students have a firm understanding. The teacher will also be able
to get to know students better through the discussion as they share about themselves and their own
experiences. Through this the teacher can gain a better understanding of the diversity within the
classroom.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Near the end of the class students will be asked to share a few key things that they learned about Canadian
society, cultures, religions, ways of knowing, etc. in their journals. As the teacher reviews their journals they
will be able to see where students were to begin the class and how much they understood by the end.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

As students enter the classroom they will notice that the desks/tables are placed in a circle. Students will take
a seat and begin the class by answering a number of questions in their journals. Questions may include:
o Why is it important to study and learn about society?
o How can the different dimension of Canadian society be applied to gain a better understanding of the
broad Canadian history?
o What do you understand about culture within Canada? How do the diverse cultures within Canada
affect Canadian society?
o Why is developing an understanding of multiple societies important?
o What are some societal barriers that prevent people from understanding each other’s perspectives?
o Is there such a thing as an ideal society?
o What would make the ideal society? (15 minutes)
These questions are meant to get the students thinking about their own ideas that they have developed
about society. This initial activity will be used later as the students reflect on what they thought at the
beginning and whether or not their views have changed by the end.

Main Procedures/Strategies:

 The teacher will explain how the sharing circle is an important part of Aboriginal oral tradition and the
purpose for it being used is to incorporate a little bit of that culture into the class. The circle will be
declared a safe place for people to share. Following their journal writing students will take time to go
around the sharing circle and share their answer to the questions: What do you understand about
culture within Canada? How do the diverse cultures within Canada affect Canadian society? If
students do not feel comfortable sharing they will have the option to pass and be involved through
their listening.
 Students, with a shoulder partner, will discuss what they know about cultural diversity. Following a
brief chat with their neighbors, if comfortable, students will share what they discussed with the rest
of the circle.
 Students, with the teacher, will brainstorm ideas of how they can work to be more culturally aware
and responsive at the individual, a class, school, and community levels. These ideas will be recorded
on a poster and put up in the classroom.
 Students again will be asked to share with their shoulder partner an experience that they had,
positive or negative, where they encountered a culture, religion, way of knowing, etc. that was
different from their own. Following their discussions, they will, if comfortable, share with the rest of
the circle. (30 minutes)

Adaptations/Differentiation:
As mentioned earlier, students that do not feel comfortable sharing with the rest of the class will have the
option to observe. Students that choose not to observer will be expected to take note of things that are
shared within the circle.
As students share and discuss with shoulder partners they will be asked to change who they talk to for each
question. This way students will have the opportunity to talk on a deeper level with more than one individual
and therefore get to know each other better.
 Closing of lesson:
 The lesson will close with the teacher sharing with the students the purpose behind the lesson.
Students will understand that living in Canada means that they share this country, this land with many
diverse cultures, religions, ways of knowing, etc. and because of this they need to be aware of this
and continually be learning about people who view the world differently than them. Students will
understand that this unit will encompass a number of different cultures and societies from both the
past and present. They will be challenged to critically think and write in their journals about how that
will impact their future and the future of Canadian society. Student will also comment on a few key
things that they learned during the lesson. The teacher will encourage students to bring their learning
home with them and discuss these topics with the people they live with. (15 minutes)

Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Explanation/Reflection

Lesson Planning and Assessment: This lesson was designed to create and raise student’s

awareness to the cultural diversity in our nation. The context that I have focused on a planned the lesson

around is in a rural school setting as that is where I hope to teach. In this lesson my instruction and

assessment respond to my formative assessment as students will share and reflect on what they know

initially as they learn new things. As they reflect they will also analyze new information and questions to

build upon their first response and incorporate that into their ongoing learning. The instruction that I

provide on cultures, society, religion, and diverse ways of knowing line up with the ideas and goals that

come out of the curriculum. Through learning about different cultures, societies, religions, and ways of

knowing students will be achieving the outcomes IN9.1: Explain what constitutes a society, and IN9.2:

Compare the factors that shape worldviews in a society, including time and place, culture, language,

religion, gender identity, socio-economic situation, and education. When students analyze the various

aspects of a society they will not only open themselves up to learning diverse cultures, etc. but they will

also in this explain the things that constitute a society. From the beginning students know the goal of the

class and the purpose behind the classroom arrangement. Through my instruction students know that the

sharing circle is an Aboriginal tradition and through using it we are opening ourselves up to a knew way

of knowing, teaching, and learning. Through the use of the sharing circle students will have the

opportunity to share and learn from each other about different cultures in an open and respectful manor.

Because this lesson focuses on cultural responsiveness the instruction strategy of the talking circle is

extremely relevant and important to improve the students learning and to get the outcomes and

indicators across to them. I believe that from the beginning the lesson is laid out in a way that would

make it easy for a sub to come in and teach. The questions that the students are to focus on are laid out

and further questions and conversation starters are defined in the lesson plan. The sub would know to

arrange the desks/tables into a circle, different adaptions/modifications are explained so that the teacher
would not force or expect every student to share with the entire class if they did not feel comfortable.

The key takeaways are labelled in the closing section of the lesson so that a sub would know what key

aspects that students should be walking away with. Following the formative assessment questions, I

would be able to gauge the amount of cultural diversity/knowledge that students have in the room. With

this knowledge I would know what areas need extra emphasis and what areas they already have a good

understanding of. I would also be able to tell which students feel comfortable with the topic, material,

and sharing with the class. With this information I would be able to rearrange students in a way that

quiet, or less informed students would have the opportunity to sit near and converse with students that

have a firm understanding of the topic. The entire lesson focuses on student engagement for learning and

assessment and therefore students will shape the assessment, and through the explanation of the circle

and the objective of the lesson, understand the assessment.

Professional Learning and Growth: Through the input of FNMI content, perspectives and

ways of knowing, particularly the use and explanation of the sharing circle, I am pursuing and growing

in my goal to incorporate FNMI content into my teaching. Likewise, my use of the sharing circle and

heavy student involvement both teaching and learning gives evidence that I am working at improving

my instructional methods with a heavy focus on lived curriculum. Having the students take control over

their own learning and show a desire to have them live out the curriculum and grow in their

understanding of the diverse cultures, etc. within the community, province, and country.

Depth and Breadth of Planning Skills: As my lesson progresses my understanding of and

adjustment to my student’s culture is evident in the agency I give them to learn through their own

cultures, experiences, and the experiences of others. Through this I am also learning with, and from

them. With this approach I will be able to respond to the cultures evident in my students both in this

lesson and the lessons that I plan going forward. The questions presented in the unit outline and within
this lesson are essential to the ongoing drive for students learning and the direction of the lesson. The

question that I present to student give them the chance to dig deeper in their own understanding, as well

as force them to look outside of what they know and learn from other sources, cultures, and people. In

this lesson I have plans to help both the student needing extra help, and those needing a challenge. If a

student is not comfortable sharing they have the option to pass and just learn through observation. In the

case that a student is needing a challenge, they will have they opportunity to give further aid to other

students and have an open mind in learning from others. The unit and this lesson greatly increase the

student’s ownership of learning. Throughout the unit students have different choices of cultures,

societies, etc. that they can study. This lesson, through the sharing circle and heavy focus on learning

and teaching one another, gives students a great opportunity to have ownership of their own learning.

Through the ongoing reflection in their journals, students will have the chance to self-assess the speed,

growth, and improvement in their learning. These journals will give them a wonderful opportunity to

continue to improve and reflect on the literacy strategies they learn, use, and find to fit best with their

learning styles.

Unit Planning: The student’s assessment in the unit plan and this particular lesson is seen in

several different forms. Students can assess, learn, and grow throw their journals. They will be assessed

through the projects they do in groups, individually, and as own unit. The unit uses a number of

instructional strategies, such as discussion, jigsaw activities, lecture, film studies, individual research,

and learning from each other through the sharing circle. Each lesson and method of assessment

(assignments) links up with and demonstrates the outcomes. Through the circle students are analyzing

and comparing societies, worldviews, cultures, religions, etc. students are also doing this when they

work on the jigsaw activity that focuses on the diverse First Nations groups across Canada. Throughout

these activities students also defining what constitutes a society, analyzing ways that worldview is

expressed in daily life, and determining the influence that different worldviews have on choices and
interactions of daily life. The final assessment task that the students are to complete ties all these things

together as students must take what they have learned and analyze and highlight these things in a society

or culture of their choosing. They will be able to use previous assignments and class knowledge to

construct their final project, therefore, the more effort they put into their learning throughout the unit,

the easier it will be for them to complete the final assignment. Throughout my unit students are assessed

before, during, and after learning activities. Journals provide excellent formative and summative

assessment, and the use of questions and KWL charts prior to learning give great opportunity to assess

the students before learning takes place. In all my unit did not have a large amount of revisions, mainly

the addition of a few lessons to more fully incorporate culturally responsive learning. The main focus of

the unit is for students to understand what a society is, the diverse amounts of societies, cultures, etc. and

therefore it does focus heavily on numerous different cultures. The goal is to approach each culture and

society from the perspective of that society, in the hope that no culture, society, religion, or way of

knowing will be misrepresented.