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Social Studies Grade 3 – Leadership/Schools- Rational and Unit Overview This thematic unit focuses on introducing students to the topic of leadership in schools and the rights of children. Differing communities have diverse roles in leadership and learning. The power and authority portion of Social Studies gives students the opportunity to reflect on what positive leadership looks like as well as the consequences that can be had if people in leadership roles abuse their power. The First Nations people suffered at the hands of the government in the implementation of Residential Schools. This was an abuse of power against the First Nation people. Removing children from their communities interrupted their ways of knowing and changed the way their children were educated. The decision the people in leadership made in terms of Residential Schools was detrimental to the First Nations communities and people.I feel as an educator it is important that the topic of Residential Schools is introduced before Grade 5. This is an introductory unit that is adapted to information students at the Grade 3 level can understand. This unit does not go into the severe mistreatment of the First Nations children, but serves as a way to teach students that this is an important part of Canada’s history. Students learn to build empathy for others regardless of knowing them personally. It is created in the spirit and intent of reconciliation and educating students that it is our job as citizens to take action and do what is right. It is stressed throughout the lessons that children do have a voice and can make a difference.ESST 310 Unit Plan Assignment Title of Unit Daily Life in Diverse CulturesGrade Level 3Subject Thematic – Social StudiesTime Frame 3 weeks/ 8 1 hour classesThemeLeadership in Community/SchoolsDeveloped ByShelly EkrenStage One – Identify Desired Results Broad Areas of Learning How are the BAL incorporated into this unit? Lifelong Learners: The use of literature and inquiry questioning promotes an enjoyment and curiosity in learning. The use of diverse resources and activities engages the student in the use of multiple intelligences and promotes a positive social studies learning environment.Sense of Self, Community, and Place: Students will critically think about past and present events in both Saskatchewan and Canada. Students will make connections to personal experiences and past events in the aim to build an understanding and promote empathy in hope to being able to better live together in regards to residential schools.Engaged Citizens: Students will learn about historical events and understand that being an engaged citizen means taking action and doing their part to right past wrongs, personally and collectively through art in a gesture of reconciliation. Cross Curricular Competencies How will this unit promote the CCC? Developing Thinking: Inquiry questioning about both historical and current events – residential schools/Truth and ReconciliationDeveloping Identity and Interdependence: comparing personal life to children that attended residential schools/ inner selfDeveloping Literacies: use of culturally specific literature and resources – First NationsDeveloping Social Responsibility: students take action in an art project in a gesture or reconciliation. Learning Outcomes and IndicatorsSocial StudiesIN3.1 Analyze daily life in a diversity of communities.Describe characteristics of daily life in communities studied, and compare the ways in which the needs are met by individuals in diverse communities (e.g., housing, tools, work, use of the land, games, education).Give examples of how culture is reflected in daily life in various communities, and examine why these cultural elements are important (e.g., language, stories, cultural traditions, religious traditions, recreation, art, architecture, clothing,education).Compare life of a child in the local community to life of a child in one of the communities studied (e.g., family, housing, education, recreation). Understand that people can support one another even if they do not know each other.PA3.1 Compare how decisions are made in the local community and communities studied. (b) Construct an inventory of examples of positive leadership in school groups and communities.PA3.3 Make generalizations about the purpose and intent of documents that define the rights of children. (c) Compare the rights and protections for children in Saskatchewan presently to those in the past (including the Indian Act of 1876 and residential schools and the UN Child Rights document) – adapted indicatorCross Curricular Subject/sEnglishCR3.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity, community, social responsibility. (b) Describe similarities and differences between experiences encountered in daily life and those portrayed in various texts including First Nations and Métis texts. CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity, community, social responsibility and make connections across areas of study.Use words, symbols, and other forms, to express understanding of topics, themes, and issues and make connections to learning in other areas of study.HealthUSC3.2 Examine the spiritual dimension of the "inner self" and determine the importance of nurturing it. (d) Determine the "inner self" as the centre of thoughts and feelings that guide/influence personal behaviour.USC3.4 Understand what it means to contribute to the health of self, family and home. (f) Provide examples of individual family members' roles, including those of self, that contribute to the physical, mental, emotional, and spiritual health of the familyArtCP3.8 Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects). (a) Observe visual details, and include details to enhance depictions of animals, people, and objects. (symbols) (b) Apply understanding of contour lines to form the outline of an object. (symbols)Treaty OutcomesSI32: Examine how various teachings people have about the natural world guide behaviour and actions. *Analyze how First Nation peoples’ beliefs guide relationships with the land and natural world. (education)Enduring Understandings What understandings about the big ideas are desired (what you want students to understand and be able to use several years from now) What misunderstandings are predictable?Essential QuestionsWhat thought provoking questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Think higher order questions.Social Studies· that all people have needs·that people are connected through cultural elements· that people have ways of supporting one another even if they don’t know each other personally· leaders are found in many settings· leaders can have positive or negative influence· children should have rights· there are laws to protect children in SaskatchewanHealth· How we think feel on the inside influences our health.· Our personal health can be affected by the health of family.ELAWe can relate personal experiences to textWe can express understanding of one subject to anotherArt· There are different forms of art created with various concepts and media.Related misconceptions:Only bad things happened in residential schools.Social Studies· How do people come to express themselves and their culture? · How are cultural elements reflected in daily life? · How are cultural elements reflected in traditions, customs and celebrations? · How do cultural elements define us?· Why do we need leaders? · What makes a good leader?Why should children have rights?HealthWhat is our “inner self”?What makes a healthy family?ELAHow can our experiences be reflected in text?How can we express our understanding of a topic in other subject areas?ArtHow is art created?Knowledge:What knowledge will the student acquire as a result of this unit? These will come from the indicatorsSkills:What skills will students acquire as a result of this unit?These will come from the indicators Students will Know ……Social Studies/Health/ELA/Art· “cultural elements” · “diversity” · who the leaders are in our schools and community · vocabulary: power, authority, leadership, positivevocabulary: rights, responsibilities, roles, protection, Indian ActInner self Feelings Thoughts· Roles of family members · Physical, mental, emotional and spiritual health of familyResidential SchoolsMaking connectionsSimilarityDifferenceTruth and ReconciliationContour lineOutlineStudents will be able to ……Social Studies· Describe characteristics of daily life· Describe ways culture is reflected in daily life· Compare the life of a child from a local community to the life of a child in a diverse community· Identify cultural elements· Explain why cultural elements are important· construct an inventory of examples of positive leadership and school groups and communitiesc. Compare the rights and protections for children in Saskatchewan now to those in the pastHealth· Determine the “inner self” as the centre of thoughts and feelings that guide/influence personal behavior.· Provide examples of individual family members’ roles, including those of self, that contribute to the physical, mental, emotional, and spiritual health of the family.ELADescribe similarities and differences between experiences encountered in daily life and those portrayed in various texts including First Nations and Metis texts.Make connections to learning in other areas of study.Artb. Apply understanding of contour lines to form the outline of an object.Stage Two – Assessment Evidence Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in a 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?Goal: What should the student accomplish by completing this task?Your goal is create an understanding of diversity in cultures and daily life in communities and how leadership can positively or negatively affect the rights of children in Saskatchewan. You are an artist coming together with other artists to create a work of art that portrays how leadership can change the daily lives of children and people in a community in an effort to support others.You will co-create an art piece to be displayed in the school hallway for students and staff to view.You have been selected along with other artists to create a work of art that represents our understanding of residential schools and how it affected First Nations children in a gesture of reconciliation.You will each create a piece of art that uses symbolism to represent First Nations culture and how leadership has had an effect on First Nations children and communities. You will each use a puzzle piece that you will outline in black. The words and symbols used will be representative of the First Nations cultural way of life and from class materials that have been presented in a respectful way. The puzzle will be put together collectively after everyone has completed their piece to create a collaborative piece of art. You will orally describe how your piece is important to understanding the effect of residential schools on First Nations children and communities in a sharing circle. The finished piece will be displayed in the hallway for your audience to see, a gesture of reconciliation.See attachedRole: What role (perspective) will your students be taking?Audience: Who is the relevant audience?Situation: The context or challenge provided to the student.Product: What product or performance will the student create?Standards and Criteria:Create the rubric for the performance task. Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals, or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit arrive at the outcomes. Student Self-Assessment How will students reflect upon or self-assess their learning?Formative:Observation: IN3.1 a,c , PA3.1 b, PA3.3 c, CR3.1 b, USC3.2 b, CC3.1 a, CP3.8 a,bConversations: IN3.1 a,c ,IN3.1 c, USC3.4 f, IN3.1 a,b,c, PA3.1 b, PA3.3 c, CR3.1 b, USC3.2b, CC3.1 a, CP3.8 a,bProducts: IN3.1 a,b,c, PA3.1 b, PA3.3 cSummative: IN3.1Performance Task: IN3.1, PA3.1, PA3.3, CC3.3, CP3.8-Students will complete a 3/2/1 unit exit slip after the unit content is complete to reflect on their knowledge and understanding.-Students will self-assess with the use of a feeling checklist after the completion of the performance task. They will draw how they feel they understand each area described with one of the 3 faces given.Lesson #TitleAssessmentLesson Activities Outcomes and IndicatorsResources 1Initiatory lessonEducation is part of our cultureIN 3.1 a, c - FormativeConversation and observation (pair/share) students will describe characteristics of daily life of the characters in the story and First Nations culture and compare how needs are met in comparison to their community.IN3.1 b USC 3.4 f - FormativeConversation and direct questioning students will complete Medicine Wheel template with descriptions of roles in the First Nations community in the story. Child, youth, adult, elder that contribute to a healthy family (physical, mental, emotional, spiritual)Initial lesson for unit / Inquiry lesson. -full lesson plan attachedNote:Lesson 1 and 2 are in one lesson plan and may take 3 classes as described in lesson plan.IN3.1 a,b,cCrossCurricularUSC 3.4 fCR 3.1 bBook “Shi-shi-etko” by Nicola I. Campbell, Medicine Wheel templates, pencil, classroom medicine wheel or draw on board, Medicine Wheel teaching resource, clipboards, Activity 1.1 resource (see lesson plan) 2Roles of Family2 Cont.IN 3.1 a.b.c – FormativeConversation and completion of My Daily Life worksheet, students will compare daily life in First Nations culture to that of their own. (review)IN 3.1 - SummativeStudents will complete a Venn Diagram comparing their daily life to that of Shi-shi-etko in the story with at least 4 similarities and differences on each side.-jot note lesson plan -see attachedLesson 1 and 2 are in one lesson planLesson 2 is a review and Summative assessment for IN 3.1IN3.1 a,b,cCrossCurricularUSC 3.4 fCR 3.1 bBook “Shi-shi-etko, My Daily Life worksheet, Venn Diagram template, Generation to Generation resource (see lesson plan)3Roles of Leadership/SchoolsPA3.1 b – FormativeConversationStudents will participate in a brainstorming activity about leadership and authority in students lives.Observation of a safe school environmentStudents will complete a safe in school worksheet.-Break down and discuss hierarchy of leadership on the school – can use medicine wheel concept to draw on prior learning (student, support staff, teacher, principal) -Guest speaker – Principal of School to talk about student rights within a school, including right to be safe.-Activity 2.2 Authority in Students LivesHow power affects their lives, co-create a class chart as in activity 2.1 on whiteboard with brainstorming session-Take a walk around the school to listen and observe school safety environment-Complete safe in school worksheet.PA 3.1 bSafe school poster, guest speaker, thank you card for quest speaker signed by students, safe in school worksheet, Activity 2.2 resource (attached)4/5Residential Schools/ChildRightsCR3.1 b – FormativeUSC3.2b –FormativeStudents will comprehend and respond to the story through observation and conversation the events of residential schools and how the main character uses “inner self” to portray feeling and compare.PA3.3 c- FormativeStudents will complete the Daily Life of residential school worksheet and compare similarities and differences to personal life.PA3.3 c – FormativeStudents will observe the Indian Act and UN Child Rights documents and relate to child safety rights today through group discussion.-Review student responses about where they thought Shi-shi-etko, from previously read story, was going to go to school-have students sit with girls in desks on one half of the room and boys on the other.(this is to provide context for the residential school setting, reprimand when boys talk to girls or vice versa).-Read Shin-Chi’s canoe – ask student to listen for how Shin-chi describes the features of the residential school. How does he express his “inner self” (see 2.1 activity resource for more details)-stop during reading to discuss important symbols in the story and their meaning.(See activity 2.1 resource) – discuss residential schools and look at the Indian Act as a document (facts of the Indian Act resource sheet attached) that went against Child rights. Children had to leave home to go to residential schools and were not safe because of this document. -Remove Child piece from medicine wheel, ask students what happens to the medicine wheel when you take a piece away? (circle is broken – relate to community, learning from generation to generation))-Complete Residential School side of Daily Life worksheet.-Show images of residential schools from online resource. (google Sask. residential schools)-Silent Line Up activity – give one side a list of the names in order after 2 minutes.Was it fair that one side got the list? How did it make you feel? Connect to how language forms a barrier to success and how we do things.-Introduce UN Child Rights Document 1990-Conduct a brainstorming session of how student’s daily life differed from children in residential schools. -Would what happened then happen now? Why?-Explain that all residential schools are now closed and the Government has apologized.(apology document included 2008)PA 3.3 cCross CurricularUSC 3.2 dCR 3.1 bBook “Shin-Chi’s Canoe” by Nicola I. Campbell, Activity 2.1 resource (attached –see Lesson plan 1 for website reference), Daily Life worksheet(students have in binders), UN Child Rights Document (attached), Indian Act document (attached), facts about Indian Act sheet, Daily life in a residential school resource(attached) , classroom medicine wheelSilent lineup activity instructions6Making Connections/Truth and ReconciliationSelf-AssessReview/ConversationStudents will complete a 3/2/1 exit slip on class discussion on Residential schools Unit and Truth and Reconciliation including, 3 things they learned, 2 things that surprised them and 1 thing they are still wondering about. -Pose the question “How do you think removing children from communities affected people’s roles in the community? Their inner self? How would you feel?- Discuss Head/Heart/Hand resource - What is Truth and Reconciliation – Where will you start? -look at symbols of Truth and Reconciliation and First Nations culture from resources used within the unit to prepare for performance task.We are all connected activity/leadershipAssign one student to say where to through the strong next, switch 2 more times.How did it feel to be in leadership? Did anyone want to be in leadership that didn’t get to?-complete 3/2/1 exit slipIN 3.1 a,b,c,dPA 3.1 bPA 3.3 cCross CurricularUSC 3.2 dUSC 3.4 fTruth and Reconciliation document (attached),We are all connected activity instructions, string,3/2/1 Exit slip7/8Truth and Reconciliation/Unit Closure Performance TaskCC3.1a, CP3.8 a,bFormativeConversation and observation of using symbols to compose and create visuals in art to show understanding and meaning of events, including the use of contour lines.Performance TaskSelf - Assess-review symbols of Truth and Reconciliation and First Nations culture from resources used within the unit-talk about how symbols and words are visuals used in art to show understanding of events and meaning of ideas.-discuss how contour lines frame and create an outline.-People taking action - Introduce performance task puzzle collaborative art activity.-rubric attached-see self-assessment portion of document (self-assessment sheet attached)IN 3.1 PA 3.1 PA 3.3 Cross CurricularCC 3.1 aCP 3.8 a,bLarge piece puzzle, markers, symbolism examples, books used in unit for reference, finished product exemplars Self assessment sheetStage Four - Assess and Reflect Considerations Comments Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? Yes, we have strategically chosen essential questions and deep understandings to achieve alignment to the outcomes/indicators, learning assessments and learning experiences presented in the unit. When developing the learning plan portion of the unit we ensured that the learning experiences directly correlated to the above criteria.For example, outcomes IN3.1 and PA3.3 c has students comparing personal daily life to children in the residential schools so students to gain a deeper understanding of historical events and how those events affect the present with the ability to take action and understand that even though people may not know each other, they can still show support – performance task is a gesture of reconciliation. Adaptive Dimension: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?The curricular indicators have been adapted to meet the learning needs of the students. It is important that students learn sequentially and are provided with sensitive information in an ongoing manner. Failure to do this has potential to overwhelm students and have a negative impact. The lessons utilize diverse learning strategies to ensure all students have opportunity to be successful.Further adaptations will be made for those students needing individualized supports. These may consist of but not limited to pairing up students, group word, one on one instructions and adaptations to formative or summative assessment and learning environment. Students may be offered fidget devices to help during read-aloud experiences, as well as be given a copy of the book to follow along with if needed. Multiple graphic organizers will be utilized to help students organize information and provide a visual to refer to. Hands on activities will also be implemented to make meaningful connection to content and provide a more authentic learning experience.Instructional Approaches:What variety of teacher directed and student-centered instructional approaches have I included in the unit?-Interactive and direct instruction, demonstration, guided questioning and experiential learning are all types of instructional strategies we have utilized throughout this unit. Interactive discussion was used throughout the lessons to ensure students were grasping the concepts intended. -The inclusion of principal of the school as a guest speaker in lesson 3 adds depth to and scaffolds the learning by creating a personal connection to leadership in school. -Experiential learning in an essential instructional strategy utilized continuously throughout the unit. The importance of learning through the reflection of doing and concrete experience helps to solidify the learning objectives set forward. For example lessons 4/5 and 6 have activities where students will personally feel how leadership changes perspective. In “Silent Line Up”, how does one group getting instructions and the other does not make them feel? Is it fair? In “We are all Connected” students visually see that experiences connect us in a hands on representation. Assigning leadership throughout the activity gives students a deeper understanding of what being in leadership means. -The use of storytelling in lessons 1/2 and 4/5 is used to give students a visual of what life was like for First Nations people and children, as well as depict the daily life of a child in residential school in an age appropriate manner.-These strategies and approaches were purposefully implemented to allow for diversity in learning styles and for the students to be able to express themselves in an authentic way.Resource Based Learning:Do the students have access to various resources on an ongoing basis?The use of age appropriate books, online resources, handouts, worksheets, and printed materials allow for information to be presented from diverse resources. Students will have access to all of these resources throughout the unit on an ongoing basis. Visual exemplars will be created and displayed for students to relate and make connection to throughout the study of the unit. For example, the 4 piece medicine wheel. Students will also be able to research symbols online to complete their final performance task. FNM/I Content and Perspectives/ Gender Equity/ Multicultural Education:Have I nurtured and promoted diversity while honoring each child’s identity?- Incorporation of Treaty Education with the inclusion of discussions about how First Nations beliefs guided how they lived in daily life. Children learn from Elders in the community as portrayed in the book Shi-shi-etko. The importance of relationship to land is also depicted in this story. Holistic learning with the inclusion of the following concepts: interconnectedness to the land, relation to oneself, and the use the Medicine Wheel teachings in regards to life stages (child, youth, adult, elder) and roles of people in the community as well as the 4 domains of a whole person.(physical, mental, emotional, spiritual) The unit content is circled around the residential school experience and how that affected the First Nations communities. It also talks about how students can show supports for others in a personal and collaborative gesture of reconciliation. - Through gender neutral language we will be conscious of diversity and honoring each child’s personal identity. The Daily life activity allows for diversity in responses in order to connect to each individual student’s life experiences and cultures. This honours each child’s identity and allows for personal representation. The inclusion of activities that support working independently as well as in partners and collectively as a group reinforces partnership and working together.Performance Task Example: Collaborative Art 2857592646500Students will use symbols and words to express what they have learned about positive leadership. They will portray through art what they can do as young citizens to take on a leadership role to help people they do not know. Students will take part in the reconciliation process with this action of acknowledgement that Residential Schools deeply affected the First Nations communities. The finished piece will be displayed within the school. Together we can make a difference. (will use NESD rubric for assessment)42672001270 ................
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