Social Studies 9
Scope and Sequence
2008-2009
Lesson #
Activity
TOPIC A: Governance and Rights
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Unit I: Structure of Federal Government and Justice System –
How effectively does Canada’s federal political and judicial
system govern Canada for all Canadians?
Course Outline/Expectations
Discuss what they think this year is going to be about from the text
Create a title page for Topic A (p. 16-193)
Archive Assignment
Government – Part I (ppt)
DVD “An introduction to the House of Commons”
Branches of government chart – Use text p. 16-55
Government – Part II (ppt)
On the job with a Senator and MP – write a job description
(reading and planning)
How Canadians govern themselves (ppt)
On the job with a Senator and MP – write a job description (Hand
in by the end of class)
Federal Government structure (ppt)
Create a pamphlet for new immigrants to Canada that describes
how the Canadian political system works. (Library/Computer Lab)
The House of Commons (ppt)
Create a pamphlet for new immigrants to Canada that describes
how the Canadian political system works. (Library/Computer Lab)
How a bill becomes law (ppt)
Start brainstorming ideas for a mock “bill” to be passed in the
Mock Parliament
Mock parliament (planning)
Mock parliament (planning)
Mock parliament - in class
Scavenger Hunt – answer questions on website (Library/Computer Lab)
http://www.parliamenthill.gc.ca/text/teacherscavhuntadvlvl_e.html
“Canada and the World Backgrounder: Elections” read and answer
questions
Scavenger Hunt continued (Library/Computer Lab)
Review – Create a word search with 30 terms important to this
unit. Use the text as a reference.
Or
Chapter 1 Review booklet
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Or
Terms puzzle
Mini-Unit quiz
Go through answers
The Citizen and the Government and the Law (ppt)
YCJA news articles
Read cartoon p. 61-63
Justice System Handout
Create a flow chart of what happened to the girl inside the justice
system. Compare the chart with the one on p.66. What path
through the justice system did the girl experience? What aspects of
her experience would you say are most important in evaluating the
fairness and equity of the justice system for youth?
In small groups discuss: In your opinion, what factor had the
biggest impact on this young offender’s change of attitude? Why?
What life lessons can you learn from her story?
Justice system questions
Defining a Crime
The Case of R vs. Jones
Building a Legal Vocabulary
Read p. 78-81: Answer questions on p. 81 in small groups
“Canada and the World Backgrounder: Justice” Reading and
questions
Youth Criminal Justice Act – CD Rom (Computer Lab or Library)
Students need headphones
What is justice questions
Youth Criminal Justice Act – CD Rom (Computer Lab or Library)
12 Angry Men
Film questions
12 Angry Men
Film questions
Chapter 2 Review booklet
Mini-Position Paper:
How effectively does Canada’s federal political and judicial
system govern Canada for all Canadians? Create a t-chart giving
points and evidence for your position.
Chapter 1 and 2 Unit Quiz (Canadian politics and justice system)
Unit II: Immigration
How well do Canada’s immigration laws and policies respond
to immigration issues? P. 162-193
Canada’s Immigration policy (ppt)
Read p. 162-172, questions p. 171 #1-3; p. 172 #1-2
Multiculturalism in Canada (ppt)
Read p. 173-191, question p. 178 #1,2; Complete case study p.
179; questions p.182 #1; p.185 #1-2; p. 189 #1-3; p. 191 #1-2
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Immigration On-Line Video Inquiry (Library/Computer Lab)
DVD: Pier 21
www.collectionscanada.gc.ca/immigrants
(Primary Source)
Write the story of your own family’s immigration experience.
Start research How is this related to the Charter? What about
contemporary immigration practices? (Library/Computer Lab)
Research/Writing: Family History Project (Library/Computer Lab)
Writing Family History project (Library/Computer Lab)
DVD – Far and Away
Film questions
DVD – Far and Away
Film questions
Immigration Unit Quiz
Correct test
Unit III: Charter of Rights and Freedoms and Collective
Rights – How effectively does Canada’s Charter of Rights and
Freedoms protect your individual and collective rights? (p. 88117)
What is the Charter? (ppt) Go through pictures and discussion
questions on p. 89 as large group Read cartoon p. 93-95
Large group discussion: To what extent should individual rights
and freedoms be protected in society? Which speaker do you agree
with most? Why? (p. 95)
Charter of Rights handout
Read p. 113 and answer questions p. 114 #1,2
“The Rights Angle” stuff (crosswords/word search)
Investigating the Charter of Rights and Freedoms
Outline group project
DVD “Enemy Alien”
Canadian Charter of Rights and Freedoms Group Project
The goal of this project is to identify groups who were not given
the same rights as everyone else at the same time. (Topics can
include: women’s rights; aboriginal rights; aboriginal women’s
rights; religion; Japanese/Ukrainian/Italian/Jewish in WWII;
Francophone rights) (Library/Computer Lab)
Canadian Charter of Rights and Freedoms Group Project
(Library/Computer Lab)
Canadian Charter of Rights and Freedoms Group Project
(Library/Computer Lab)
Charter of Rights Presentations
Charter of Rights booklet
Chapter 3 PAT sample questions
Collective Rights - First Nations
Chapter 4 question booklet
Read p. 118-140
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Complete chart on p. 140
No additional research needed. Just use the information from the
text to complete the chart. Additionally, answer the question: How
do the questions related to the perspective of Treaty 8 (or
whichever law you choose) First Nations today? Choose one
question and describe the connection.
Collective Rights - Official language groups
Read p. 141-151: questions p. 142 #1,2; p. 148 #1-4; p. 151 #1-3
DVD “Canada: A People’s History: Episode 10: Taking the
West”
Collective Rights - Métis
Read p. 152-159
Discussion in small groups
- How does understanding the complexity of views and
perspectives about Louis Riel connect to citizenship in
Canada today? (p. 154)
- How does this information demonstrate that Métis have
diverse perspectives? What other examples of differences
in views and perspectives can you find? (p. 155)
- How do these events reflect the Métis struggle to gain
collective rights? How do they reflect changes in the view
of Canada’s government regarding Métis collective rights?
(p. 156)
- What view of Métis collective rights does the Alberta
government’s 2007 decision about harvesting rights
reflect? (p. 158)
- Why might the Métis organizations described on this page
have different perspectives on Métis rights? (p. 159)
DVD: “The Great Debaters”
DVD: “The Great Debaters”
Topic A Review: Make and play games as review
(Structure of Federal Government, Justice System, Immigration,
CCRF, Individual and Collective Rights)
Topic A Review: Make and play games as review
(Structure of Federal Government, Justice System, Immigration,
CCRF, Individual and Collective Rights)
Topic A Final exam (written): Are collective or individual
rights more important in Canadian society? (Day 1)
Topic A Final exam (written): Are collective or individual
rights more important in Canadian society? (Day 2)
Topic A Final Exam (m/c)
TOPIC B: Economic Systems (Canada and the US)
Unit IV: Mixed and Market Economics – To what extent do
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different economic systems affect quality of life? P. 194-237
Introduction to Economics (ppt)
Questions: What values shape the mixed and market economies of
Canada and the US?
Look through the text (p. 194-337)
Create a title page for Topic B
American Economy and Supply and Demand (ppt)
The Business Cycle (draw on board)
DVD “Business Concepts” and questions
Economic Systems wordsearch
Continue with title page.
Organizing an Economy (ppt)
Market vs command economy (Youtube)
http://www.youtube.com/watch?v=6q3zjyG8Dpg
Read p. 194-204, questions p. 201 (discussion)
Supply and Demand questions
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“The Story of Stuff” website http://www.storyofstuff.com/
Read Case study p. 205 and p. 206-208
Create a Venn Diagram describing the similarities and differences
of the Canadian and American economies.
DVD: “Who killed the electric car?”
Identify roles of consumers, business, government and labour in
the demise of the electric car.
Entrepreneur (Story of Stuff) Project
Entrepreneur (Story of Stuff) Project
Entrepreneur (Story of Stuff) Project/Presentations
Why the economy (ppt)
Case Study Analysis
Read p. 209-215
Questions: (small groups)
- What if the supply of a product went down? How would
that affect price and demand? What might cause the supply
to drop? (p. 211)
- Why might demand for a product go up? For example,
what role might marketing play in demand? (p. 211)
- How has competition between the shops affected the
variety and price of doughnuts? How might this affect your
quality of life? (p. 212)
- How has competition affected the decisions the shops have
made about resources – for example, ingredients and
labour? What impacts might these decisions have on you
and your family and friends? (p.212)
- How do government decisions that affect competition in an
economy reflect values? (p. 213)
- How would you summarize the reason for government
involvement in each example on pages 214 and 215? Think
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of a title to go with each photo. (p. 214)
- To what extent do you agree with the involvement of
government in each of the examples on p. 214 and p. 215?
Discuss the issues in a large group in the last few minutes of class.
Work through Case Studies p. 219-234.
Answer each of the questions in the blue bubbles as they come up.
As they go through the case studies keep in mind the following
questions:
- How do you think the issues they present should be
resolved? Why?
- Where does your own thinking fall on the economic
continuum?
DVD “The Cola Wars” and questions
Case Studies p. 219-234
Large group discussion of questions posed at the beginning of last
class.
Political Cartoon Analysis (Library/Computer Lab)
Draw a cartoon about the relationship between unions and
management.
Mini-position paper: Should Canada and the United States have a
common economic system? (Library/Computer Lab)
planning/rough draft
P. 236 in text for reference
Mini-position paper: Should Canada and the United States have a
common economic system? Writing – Due at the end of class
(Library/Computer Lab)
Create crossword/word search as review
OR
Review booklet
Quiz (Economics)
Consumers and the Environment (ppt)
Scan through Chapter 7 – p. 238-265
What is this chapter about?
Look at the photographs on p. 239 and discuss the questions also
on the page
DVD – The Selling Game
Look at the photographs on p. 299. Discuss questions posed on the
page.
Research Products for Little Books – p. 251 (#3)
Research Products for Little Books
Consumer behaviour and quality of life – p. 253 (worksheet)
DVD – Wall-E
DVD – Wall-E
“The Story of Stuff” Project
“The Story of Stuff” Project
“The Story of Stuff” Project
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Unit V: Political decision-making and economic systems – To
what extent should Canadians support social programs and
taxation? P. 266-297 and How should government in Canada
respond to political and economic issues? P. 298-338
Read chapter 8
Venn Diagram – US/Canadian social programs
Chapter 8 questions – p. 292 (#1-4) (Library/Computer Lab)
Read Chapter 9 – Chart on p. 301
In-class Essay- Which political party best represents your political
values and why?
How to analyze thematic maps – Assignment p. 309
Create chart from maps in text p. 310-314
Read Case Study p. 323-326
Questions: p. 326 #1, 2
Read “Diary of an Ecowarrior” p. 330-335
DVD “Sicko”
DVD “Sicko”
Shipwrecked Project (create a country)
Answer the following question: Are you going to support social
programs and taxation?
What you do with your economy is depended on the political
decisions you make.
Shipwrecked Project (create a country)
Shipwrecked Project (create a country)
Shipwrecked Project (create a country)
Shipwrecked Project (create a country)
Presentations and self-evaluations
Review Topic B: Create a graphic organizer for the unit
Topic B Final exam (written): Which economic system (market or
mixed) is better regarding consumerism, economic growth and
quality of life?
Topic B Final exam (m/c)
PAT Review Booklet
Review Booklet
Review Booklet