Social 20
SB2E
Name __________________
Date ___________________
1
CHALLENGES AND OPPORTUNITIES FOR CANADIAN UNITY
Enduring understanding
Understand that there are both challenges and opportunities to developing national unity.
JUDGING CHALLENGES AND OPPORTUNITIES
Participate in a placemat activity
To effectively participate in the placemat activity, follow the directions outlined below. Remember,
when working in groups, it is important to:
 collaborate and communicate effectively
 demonstrate leadership to achieve consensus
 ask respectful questions of others to clarify viewpoints
 listen respectfully to others.
Prepare the placemat.
 Form groups of four (if necessary, one or two groups could include three or five people).
 Using chart paper, create a large placemat as directed.
Respond to the question.
 In your section of the placemat, use the question response area to answer the following
question, in detail. Be as specific as you can!
What do you hope your life will
be like 20 years from now?
Imagine helpers and hindrances.
 In the “+” area of your section of the placemat, write as many factors as you can think of
that will help you achieve these dreams.
 In the “–” area of your section of the placemat, write as many factors as you can think of
that will get in the way of achieving your dreams.
Share ideas and judge significant factors.
 Share your answers within your group. Through discussion, decide among you the three
most significant “+” factors and the three most significant “–” factors. To judge significance,
be sure to consider the following criteria.
Criteria for judging significant factors
 degree of impact on my individual life
 degree of impact on the world



Write your group's decisions about the most significant “+” and “–” factors, in the middle
area of your placemat.
Share your final lists with the rest of the class.
Record some of the most significant “+” and “–” factors below.
Course-Pacs Lesson 20-2E Challenges and opportunities for Canadian unity
The Critical Thinking Consortium 2010
Clarify understanding of terms
You have just identified factors that could help or hinder your ability to reach your personal goals.
Now let's apply these ideas to the ability of Canada to reach the goal of increased unity. There are
many challenges to overcome and opportunities to embrace in trying to make this happen. Read
the following descriptions to ensure you understand the terms we will be using for the rest of this
lesson. Summarize the ideas and write them in the designated space on the next page.
2
Opportunity / support
Challenge
Brainstorm factors that affect Canadian unity
Whether they are called helpers or hindrances, opportunities or challenges, or promoters or
detractors, there are many factors that affect Canadian unity. As a class, think of as many factors
as possible that could affect Canada's quest for unity.
Factors affecting
Canadian national unity
Identify challenges or opportunities for achieving national unity
 Select four of the factors from the brainstorm above and write them on the left-hand column
of the chart on the next page.
 Next, indicate whether each factor is likely a challenge, opportunity or both when it comes
to achieving Canadian unity.
 Finally, justify your decisions and list any evidence that would explain your choice. What do
you know about the factor that supports your decision?
Course-Pacs Lesson 20-2E Challenges and opportunities for Canadian unity
The Critical Thinking Consortium 2010
Factors affecting
Canadian unity
Explanations (Why did you say it was a challenge and/or an
Challenge
Opportunity
3
opportunity? What evidence led you to make this choice?)
(from brainstorm)
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Course-Pacs Lesson 20-2E Challenges and opportunities for Canadian unity
The Critical Thinking Consortium 2010
Read articles and judge challenges and/or opportunities
Read two articles (consult the list from WL2E provided by your teacher). For each article, look for
evidence to judge whether the main factor is an opportunity, a challenge or both to Canada's
quest for unity. Record your thoughts on the chart below. Use evidence from the articles to
support your explanation and justification for your choices.
Factors affecting
Canadian unity
4
Explanations (Why did you say it was a challenge and/or an
Challenge
Opportunity
opportunity? What evidence led you to make this choice?)
(from articles)
Title of article 1
Yes
No
Yes
No
Yes
No
Yes
No
Title of article 2
Answer questions about the implications for Canadian unity
In a detailed response paragraph, discuss the following questions, using several of the ideas you
have learned in this lesson. Read the rubric on the next page before you begin to help you aim for
your best level of writing.
 To what extent is Canada a unified nation?
 Is Canadian unity getting stronger or weaker?
 What do you see as the future for Canadian national unity?
Course-Pacs Lesson 20-2E Challenges and opportunities for Canadian unity
The Critical Thinking Consortium 2010
5
Assessing the response
EXPLANATIONS AND SUPPORT
Excellent
E
Proficient
Pf
Satisfactory
S
Limited
L
Poor
P
INS
COMMUNICATION
Explanations are deliberate and comprehensive, revealing a
perceptive understanding. Support is specific and accurate and
errors, if present, do not detract from the response. A thorough
understanding of the task is demonstrated.
The writing is fluent and purposefully organized. Vocabulary is
precise. The writing demonstrates confident control of sentence
construction, grammar and mechanics. Errors, if present, are
inconsequential.
Explanations are appropriate and purposeful, revealing a clear
understanding. Support is relevant and appropriate, but may
contain some minor errors. A clear understanding of the
assigned task is demonstrated.
The writing is logical and clearly organized. Vocabulary is specific.
The writing frequently demonstrates effective control of sentence
construction, grammar and mechanics. Errors do not seriously
interfere with communication.
Explanations are general and straightforward, revealing an
acceptable understanding. Support is relevant but general, may
be incompletely developed and/or contains errors. An
acceptable understanding of the assigned task is
demonstrated.
The writing is generally clear and functionally organized. Vocabulary is
adequate. The writing demonstrates basic control of sentence
construction, grammar and mechanics. Errors do not seriously
interfere with communication.
Explanations are overgeneralized and/or redundant, revealing
a confused, though discernible, understanding. Support is
superficial, may not always be relevant and may contain
significant errors. An incomplete understanding of the assigned
task is demonstrated.
The writing is uneven and incomplete but is discernibly organized.
Vocabulary is imprecise and/or inappropriate. The writing
demonstrates a faltering control of sentence construction, grammar
and mechanics. Errors hinder communication.
Explanations are tangential or minimal, revealing a negligible
understanding. Support, if present, is incomplete, may be
marginally relevant and contains significant and/or frequent
errors. A minimal understanding of the assigned task is
demonstrated.
The writing is unclear and disorganized. Vocabulary is ineffective and
frequently incorrect. A lack of control of sentence construction,
grammar and mechanics is demonstrated. Errors impede
communication.
Insufficient is a special category. It is not an indicator of quality. It is assigned to responses that are off the topic, do not contain a
discernible attempt to address the task, or that are too brief to assess in any other scoring category.
Comments:
Course-Pacs Lesson 20-2E Challenges and opportunities for Canadian unity
The Critical Thinking Consortium 2010