Unit Plan

Unit: Government of Canada

Grade: 9
Unit/Topic: 1
Date/Unit Duration: September 7 - October 5
Class Length: 40 minutes

1. Unit Overview Critical Inquiry Question

What is the structure of Canadas federal political system?

2. General Learning Outcomes for Unit

Students will demonstrate an understanding and appreciation of how Canadas political processes impact
citizenship and identity in an attempt to meet the needs of all Canadians.

3. Focusing Questions for Unit (Related Questions)

How is Canadas government organized?

What are each of the branches of government responsible for?
What is the difference between the Senate and the House of Commons?
Why does Ottawa matter here in Alberta?
Who fills each of the roles in Government?
What are each levels of government responsible for?
What processes are used to select MPs?
What is the role of the media in the government?
How does media affect the ways that we perceive the government?
How is my identity linked to the government?
What is the difference between promises and actual policies?
Now that you know how the government works - how would you set up a policy?
Survivor Challenge - I will be randomly selecting students for groups. Throughout the year,
they will be developing policies as a group that they will eventually have an election to
present. This will consist of group activities, individual activities and as well as self
assessments. There will be no peer assessment.
 4. Key Concepts for Unit

Parliament Governor General

Executive Branch Head of State
Legislative Branch Head of
Judicial Branch Government
Elections Supreme Court
House of Member of
Commons Parliament
Senate Majority
Bill Government
Law Minority
Prime Minister Government
Cabinet Vote of no
Opposition confidence
Speaker of the Question Period
House Popular Vote
Royal Assent Regional
Media Representation
Lobbyists Amendment

5. Specific Learning Outcomes for Unit

Knowledge and Understanding

Students will:

9.1.4 examine the structure of Canadas federal political system by exploring and reflecting
upon the following questions and issues:
How are laws passed in the federal political system? (PADM)
What is the relationship between the executive, legislative and judicial branches of
Canadas federal political system? (PADM)
What processes are used to determine Members of Parliament (MPs) and Senators?
(PADM)
To whom are Members of Parliament and Senators accountable? (PADM, C)
What is the role of political parties within Canadas federal political system? (PADM, C)
What is the role of the media in relation to political issues? (PADM, C)
How do lobby groups impact government decision making? (PADM, C)
To what extent do political and legislative processes meet the needs of all Canadians?
(PADM, C)
 Research Skills and Processes

DIMENSIONS OF THINKING
Students will:
S.1 develop skills of critical thinking and creative thinking:
evaluate ideas and information from multiple sources
determine relationships among multiple and varied sources of information
assess the validity of information based on context, bias, sources, objectivity, evidence or
reliability
predict likely outcomes based on factual information
evaluate personal assumptions and opinions to develop an expanded appreciation of a topic
or an issue
synthesize information from contemporary and historical issues to develop an informed
position
evaluate the logic of assumptions underlying a position
assemble seemingly unrelated information to support an idea or to explain an event
analyze current affairs from a variety of perspectives

S.2 develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect
relationships
compare similarities and differences among historical narratives
evaluate the impact of significant historical periods and patterns of change on the
contemporary world
discern historical facts from historical interpretations through an examination of multiple
sources
identify reasons underlying similarities and differences among historical narratives
develop a reasoned position that is informed by historical and contemporary evidence
demonstrate an understanding of how changes in technology can benefit or harm society in
the context of the present, the future and various historical time periods
use current, reliable information sources from around the world

S.3 develop skills of geographic thinking:

analyze the impact of physical and human geography on history
make inferences and draw conclusions from maps and other geographical sources
locate, gather, interpret and organize information, using historical maps
develop and assess geographic representations to demonstrate the impact of factors of
geography on world events
assess the impact of human activities on the land and the environment
assess how human interaction impacts geopolitical realities
use current, reliable information sources from around the world, including online atlases
 S.4 demonstrate skills of decision making and problem solving:
demonstrate leadership in groups to achieve consensus, solve problems, formulate
positions and take action, if appropriate, on important issues
develop inquiry strategies to make decisions and solve problems
generate and apply new ideas and strategies to contribute to decision making and problem
solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

Students will:
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
demonstrate leadership by initiating and employing various strategies to resolve conflicts
peacefully and equitably
participate in persuading, compromising and negotiating to resolve conflicts and
differences
interpret patterns of behaviour and attitudes that contribute or pose obstacles to
cross-cultural understanding
demonstrate leadership during discussions and group work
respect the needs and perspectives of others
collaborate in groups to solve problems

S.6 develop age-appropriate behaviour for social involvement as responsible citizens

contributing to their community:
demonstrate leadership by engaging in actions that enhance personal and community
well-being
acknowledge the importance of multiple perspectives in a variety of situations

RESEARCH FOR DELIBERATIVE INQUIRY

Students will:
S.7 apply the research process:
develop, express and defend an informed position on an issue
reflect on changes of perspective or opinion based on information gathered and research
conducted
draw pertinent conclusions based on evidence derived from research
demonstrate proficiency in the use of research tools and strategies to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied viewpoints on
particular issues
integrate and synthesize argumentation and evidence to provide an informed opinion on a
research question or an issue of inquiry
develop, refine and apply questions to address an issue
select and analyze relevant information when conducting research
plan and perform complex searches, using digital sources
 use calendars, time management or project management software to assist in organizing the
research process
generate new understandings of issues by using some form of technology to facilitate the
process
record relevant data for acknowledging sources of information, and cite sources correctly
respect ownership and integrity of information

COMMUNICATION
Students will:
S.8 demonstrate skills of oral, written and visual literacy:
communicate effectively to express a point of view in a variety of situations
use skills of formal and informal discussion and/or debate to persuasively express informed
viewpoints on an issue
ask respectful and relevant questions of others to clarify viewpoints
listen respectfully to others
use a variety of oral, visual and print sources to present informed positions on issues
apply information technologies for context (situation, audience and purpose) to extend and
communicate understanding of complex issues
use appropriate presentation software to demonstrate personal understandings
compose, revise and edit text
apply general principles of graphic layout and design to a document in process
understand that different types of information may be used to manipulate and control a
message (e.g., graphics, photographs, graphs, charts and statistics)
apply principles of graphic design to enhance meaning and engage audiences

S.9 develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
evaluate the validity of various points of view presented in the media
appraise information from multiple sources, evaluating each source in terms of the authors
perspective or bias and use of evidence
analyze the impact of various forms of media, identifying complexities and discrepancies in the
information and making distinctions between sound generalizations and misleading
oversimplification
demonstrate discriminatory selection of electronically accessed information that is relevant to a
particular topic