#1

Grade: _9_ Subject:_Social Studies Topic Plan: Canada’s Federal System

Time Frame: 16 Classes Vocab
Summative Assessments
What can be used to gather evidence of student learning? 9.1.4-
Examine the structure of Canada’s
Big Ideas federal political system

9.S.7.6-
9.1.2: appreciate the various effects of government policies on
Organize and synthesize
citizenship and on Canadian society researched information
9.1.4: examine the structure of Canada’s federal political system
9.S.1- Develop skills of thinking.
9.S.5- Demonstrate skills of cooperation, conflict resolution, and
consensus building.
9.S.7- Apply the Research Process
9.S.8- demonstrate skills of oral, written, and visual literacy.
#2
Bill- Law Concept Map
9.1.4-
Examine the Structure of
Canada’s federal political
System

9.S.1.1-
Determine the validity of
information
#3 9.S.1.2-
Evaluate ideas, information and
Multiple Choice Test positions from multiple
perspectives.
9.S.1.5-
9.1.2- generate creative ideas in
Appreciate the various effects of individual and group activities
government policies on 9.S.5.1-
citizenship and on Canadian Demonstrate leadership in
society. groups to achieve consensus
and resolve conflicts peacefully
9.1.4- and equitably.
The structure of Canada’s federal 9.S.7.6-
political system Organize and synthesize
researched information
9.S.8.1 –
demonstrate skills of oral,
written, and visual literacy
Summative Assessment # 1: Vocab
Briefly describe the assessment task.
Students will write down the definitions of important words that will help to build a foundational understanding for the unit.

Criteria:
Students provide evidence of their learning as they:

9.1.4- Examine the structure of Canada’s federal political system

9.S.7.6- Organize and synthesize researched information

Note: Brackets identify links to learner outcomes.

Criteria Instructional Support Assessment for Materials
Students provide What instructional support Learning What resources will support instruction
evidence of their might students need in order What practice and feedback and assessment?
learning as they: to be successful with the will help students improve
task? their work in progress?
9.1.4-  As a class, go over the  Have students fill out vocab  vocab worksheets
The structure of intention of the chapter. worksheets  textbooks (glossary/chapter 1).
Canada’s federal Give brief overview of  When we mark and go through  Answer key to vocab and examples of each
the topic of the chapter. vocab together, ask students  Presentation
political system.  Hand out vocab to put vocab in their own words
worksheet and go over and give a few examples.
9.S.7.6- instructions for proper
Organize and completion.
synthesize researched
information  mark together after
everyone finishes.
Sept. 10
Summative Assessment # 1: Bill to Law Concept Map
Briefly describe the assessment task.
Students will create a concept map showing how a piece of legislation goes from a bill to a law. The concept map can be done in any
format, as long as it contains required information.
Criteria:
Students provide evidence of their learning as they:
9.1.4- Examine the Structure of Canada’s federal political System
9.S.1.1- Determine the validity of information
9.S.1.2- Evaluate ideas, information and positions from multiple perspectives.
9.S.1.5- Generate creative ideas in individual and group activities
9.S.5.1- Demonstrate leadership in groups to achieve consensus and resolve conflicts peacefully and equitably.
9.S.7.6- Organize and synthesize researched information
9.S.8.1 – demonstrate skills of oral, written, and visual literacy
Note: Brackets identify links to learner outcomes.

Criteria Instructional Support Assessment for Materials

Students provide What instructional support
evidence of their might students need in order
learning as they:
9.1.4.2-
Role of the executive,
legislative, judicial
branches
9.S.1.1-
Determine the validity of
information
to be successful with the
task?
 As a class, go over the
learner outcomes.
 Have students read pages
16 &17 in textbook. Have
them ponder the
questions: what evidence
can you identify that
governance has changed
in Canada since 1867?
And TWE might the
different experiences of the
Canadians on this page
affect their views or
perspectives?
 Have students work in
small groups on “chapter 1
task.” Go over instructions
for proper completion.
Learning What resources will support instruction
What practice and feedback and assessment?
will help students improve
their work in progress?
 Ask students to paraphrase  Page 9 in textbook “What makes something an Issue,”
outcomes and suggest pg. 16 & 17.
activities.  Chapter 1 Task worksheet.
 Class discussion: think, pair  Presentation.
share, about pages 16&17.
 After students work on Chapter
one Task, discuss what they
came up with as issues. What
makes it an issue, why is it
important? How does/might
the government play a role?

Sept. 10
9.1.4.2- The role of  Before we begin, ask
the executive students what they think
branch. are the levels of
government in Canada.
Ask who are important
members in Canada’s
government.
 Go over who is in the
Executive Branch and how
they are chosen.
 Compare 2007 cabinet
ministers to 2016. What
changes can we see?
 Have students compare  Presentation.
2007 cabinet positions to  What is the structure of Canada’s political system?
2017’s. Have them come Worksheet.
up with reason why some  Cabinet Ministers 2007(textbook pg. 25) and 2017
may be added, changed, o https://pm.gc.ca/eng/cabinet
who they have assigned,
etc.
 Students identity the roles
and responsibilities of the
executive branch.
 Circulate and observe
student work.
  Explore the questions
“What factors do you think
the prime minister takes
into account when
appointing cabinet
ministers?” and “as prime
minister, how could you
use cabinet positions to
respond to issues about
government that concern
Canadians?
 Hand out “What is the
structure of Canada’s
Political System” and have
students fill out the roles
and responsibilities of the
Executive Branch.

9.1.4.5-
The Role of political
parties
9.S.1.1-
Determine the validity
of information
9.S.5.1-
Demonstrate leadership
in groups to achieve
consensus and resolve
conflicts peacefully and
equitably.
Sept. 12
 Briefly review the
executive branch
 As a class, go over the
Federal Political Parties of
Canada.
 Hand out “Political Parties
of Canada” Worksheet and
have students use the
parties’ websites to answer
questions.
 Have students summarize  Canada’s Political Parties Worksheet
the role of political parties  Computers.
in Canada’s federal  Presentation
political system.
 Have students restate
instructions.
 Assignment completion
checklist.

9.S.7.6-
Organize and
synthesize researched
information
Sept. 17

9.1.4.2-  As a class, review political  Students identity the key  Presentation

role of legislative parties in Canada aspects of the house of  Textbook pg.30
branch  Explore how the House of commons.  Map of Alberta ridings in 2016 federal election.
Commons is set up. What
9.1.4.3-
how are MPs makes up parliament, a  Students can explain how MPs o http://www.cbc.ca/news2/interactives/election-
determined? majority government and a are elected and how it ridings/canada/#
minority government. determines if the government  Virtual tour of the parliament:
9.1.4.5-  Tour the parliament is a majority or minority. o http://davidanderson.ca/virtualtour/
role of political parties o How is it set up? 
 Have students research
9.S.1.2- The ABCs of the Electoral
Evaluate ideas, Process and fill out
information and worksheet.
positions from  As a class, watch a section
multiple perspectives. of question period.
 Look at map of Alberta in
textbook ridings. Look at
current map of Alberta
ridings.
 Watch a little bit of
question period to see how
the legislative and
executive branch interact.

sept. 19
Criteria Instructional Support Assessment for Materials
Students provide What instructional support Learning What resources will support instruction
evidence of their might students need in order What practice and feedback and assessment?
learning as they: to be successful with the will help students improve
task? their work in progress?
9.1.4.2-  As a class, review the role  Students can compare the role  Textbook pages 31-33.
Role of Legislative of MPs in the legislative of the senate to the role of the  Duotangs “Structure of Canada’s Political System”
branch assembly and how they house of commons. sheet.
are elected  Students are able to identity  “Branching Diagrams: What does the legislative
 Introduce the senate. the role of the legislative Branch do?”
9.1.4.3 – Explore how they are assembly in the political  Presentation
How Senators are selected, what their role is, process. 
determined why they are important to  Students can summarize the
the legislative process. roles and responsibilities of the
 Hand out “Branching legislative branch.
Diagram: what does the
legislative branch do?” and
explain to students how to
complete assignment.
 Have students fill out roles
and responsibilities of the
legislative branch on the
“structure of Canada’s
political system” handout.
Sept. 24
9.1.4.2-  As a class, review the  Students can summarize the  Duotangs- “structure of Canada’s political system”
Role of Judicial Branch role of the legislative role of the judicial branch in worksheet
assembly Canada’s political system.  Textbook
 Explore as a class  Students can define checks  Presentation
what the role of the and balances. 
supreme court is in
Canada. What role
they play in the
political process?
 How does the judicial
branch connect to
peace, order and
good government for
all Canadians?
 How are they
selected?
 Have students fill out
the judicial branch
section on the
“structure of
Canada’s political
system” handout.
 Have them answer
the questions below.
 Explore, as a class,
how all three
branches work
together (checks and
balances).

Sept. 26
Criteria Instructional Support Assessment for Materials
Students provide What instructional support Learning What resources will support instruction
evidence of their might students need in order What practice and feedback and assessment?
learning as they: to be successful with the will help students improve
task? their work in progress?
9.1.4.1-  have students read the  Students can explain the  The federal Accountability Act Reading
How bills are passed. case study “The federal process of how a bill becomes  The federal Accountability Act worksheet.
Accountability Act” in a law.  Presentation
9.1.4.8- textbook (38-41).  Class discussion on the pros  Handout for “bill to law concept map”
To what extent do  Discuss as a class how and cons of the system. How 
political and laws are passed and how it might it be affected if there is a
legislative processes needs to go through each majority government? Minority?
meet the needs of all branch of government.
Canadians?  how does the process of
passing a law create
9.S.1.5- opportunities to build
generate creative Canada as a society where
ideas in individual people of many
and group activities perspectives and views
belong? What challenges
9.S.7.6- does this process create?
Organize and  hand out worksheet
synthesize instructions for the “bill to
researched law concept map”
information assignment.

9.S.8.1 –
demonstrate skills of
oral, written, and Oct. 1
visual literacy

9.1.4. –  Think critically: where do
Role of media you get your news from?
(pg. 46)
9.S.1.1  Discuss with students why
Determine the validity it is important to be aware
of information. of where the information is
coming from, what is being
9.S.1.2- said, who is reporting, etc.
Evaluate ideas,  Hand out “detecting Bias”
information and worksheet and discuss
positions from how to properly complete
multiple perspectives. assignment.
 Have students think about  “Detecting Bias” Worksheet
where they get their news from  Textbook pg. 46- 50
and how that can influence  Presentation
what they see and what the
story does, and doesn’t, say.
 Students will be able to define
what bias is and what role it
plays in reporting information.
 How media is used to
communicate information to
and from the government and
citizens.


Oct. 3

Criteria Instructional Support Assessment for Materials

Students provide What instructional support Learning What resources will support instruction
evidence of their might students need in order What practice and feedback and assessment?
learning as they: to be successful with the will help students improve
task? their work in progress?
9.1.4. –  Have students  Have students define the role  Large poster sheets
Impact of Lobbyists examine what are of lobbyists and identify their  Markers
and lobby groups. lobbyists and what role in the decision-making  Role of Lobbyists worksheet
their role in the process.  Presentation
9.S.5.1- decision-making  Have students explain their
demonstrate process is. mind maps to the class (either
leadership in groups  Hand out “Role of in small groups or full class).
Lobbyists” worksheet  Students can then record what
9.S.1.2- and have students they put on their big maps onto
Evaluate ideas, into small groups to the handout to put in duotangs.
information and work on mind maps.
positions from
multiple perspectives.

9.S.1.5-
generate creative
ideas in individual
and group activities

9.S.5.1-
Demonstrate leadership
in groups to achieve
consensus and resolve
conflicts peacefully and
equitably.

Oct. 10
Summative Assessment # 3: Multiple Choice Test
Briefly describe the assessment task.
Students will complete a multiple-choice test on the federal political system of Canada.

Criteria
Students provide evidence of their learning as they:
.

Note: Brackets identify links to learner outcomes.

Criteria Instructional Support Assessment for Learning Materials
Students provide What instructional support What practice and feedback What resources will support instruction
evidence of their might students need in order will help students improve and assessment?
learning as they: to be successful with the task? their work in progress?
9.1.4- The structure  As a class, go over test taking  Test outline.  Test outline (provided 7 days prior)
of Canada’s federal expectations.  Previously completed and  Test and key
political system  As a class, go over the corrected formative assignments  Readers or modified tests.
instructions for the completion  Readers and accommodations
of the test and how to alter made in advance of the test date.
answers.
 Inform students they are to
use pen only.
 Inform students they have the
period to complete the test.

October 12th