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Table of Contents

Social 9 Timeline …………………………………………………………………………….…………….3

Social 9 Calendar/Unit Breakdown ………………………………………………………………..……….5

Social 20-2 Timeline ………………………………………………………………...…………………..…8

Social 20-2 Calendar/Unit Breakdown …………………………………………………………...………10

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Social 9 Timeline
Timelin Topic Key Concepts Learner Resources Instructional Strategies Assessments
e Unit & Sub- Outcome
sections s
4 weeks Unit 1: Political Students will be introduced to the 9.1.1, ‘Issues for Canadian’s’ Teacher lead Formative:
& Judicial basic curriculum & expectations of 9.1.2, textbook -PAT Q exit slips
Systems Grade 9 Social Studies. 9.1.3, Student centered
9.1.4, ‘Issues for Canadian’s’ Summative:
Section 1: Students will demonstrate an 9.1.5 teacher resource Jigsaws -Political campaign
Federal Systems understanding and appreciation of 9.S.1, -Mock trail OR ‘youth have
how Canada’s political processes 9.S.2, Critical Challenges Discussion groups rights’ assignment
Section 2: impact citizenship and identity in an 9.S.3,
Judicial Systems attempt to meet the needs of all 9.S.4, ‘Black Gold Teachers’ Small group work
Canadians 9.S.5,
9.S.6, Think-pair-share
9.S.7,
9.S.8, Source analysis
9.S.9
ETC
5 weeks Unit 2: Students will explore Canada Charter 9.1.1, ‘Issues for Canadian’s’ Teacher lead Formative:
Individual & of Rights and Freedoms and 9.1.2, textbook -PAT Q exit slips
Collective Rights understand the fundamental rights and 9.1.3, Student centered
freedoms they receive as residents or 9.1.6, ‘Issues for Canadian’s’ Summative:
Section 1: citizens in Canada. 9.1.7 teacher resource Jigsaws -Create a board game(?)
Individual Rights 9.S.1,
Students will explore which specific 9.S.2, Critical Challenges Discussion groups
Section 2: groups within Canada have collective 9.S.3,
Collective Rights rights, why they have these rights, and 9.S.4, ‘Black Gold Teachers’ Small group work
what they are. 9.S.5,
9.S.6, Think-pair-share
9.S.7,
9.S.8, Source analysis

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 9.S.9
ETC
2 weeks Unit 3: Students will explore Canada’s 9.1.1, ‘Issues for Canadian’s’ Teacher lead Formative:
Immigration immigration process, including 9.1.2, textbook -PAT Q exit slips
factors that influence immigration, 9.1.3, Student centered
how and why Canada accepts 9.1.8 ‘Issues for Canadian’s’ Summative:
immigrants, and how immigration 9.S.1, teacher resource Jigsaws -Immigration brochure
affects different Canadian citizens. 9.S.2,
9.S.3, Critical Challenges Discussion groups
9.S.4,
9.S.5, ‘Black Gold Teachers’ Small group work
9.S.6,
9.S.7, Think-pair-share
9.S.8,
9.S.9 Source analysis

ETC
3 weeks Unit 4: Students will demonstrate an 9.2.1, ‘Issues for Canadian’s’ Teacher lead Formative:
Economic understanding and appreciation of 9.2.2, textbook -PAT Q exit slips
Decision Making how economic decision making in 9.2.3, Student centered
Canada and the United States impacts 9.2.4 ‘Issues for Canadian’s’ Summative:
quality of life, citizenship, and 9.S.1, teacher resource Jigsaws
identity 9.S.2,
9.S.3, Critical Challenges Discussion groups
9.S.4,
9.S.5, ‘Black Gold Teachers’ Small group work
9.S.6,
9.S.7, Think-pair-share
9.S.8,
9.S.9 Source analysis

ETC

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Social 9 Calendar View & Unit Breakdown
Unit One: Political and Judicial Systems……………………………………………..……..20%
Unit Two: Individual and Collective Rights………………………………….……………..20%
Unit Three: Immigration…………………………………………………………………….15%
Unit Four: Economic Decision Making…………………………………………………..…15%
Unit Five: Consumerism, Quality of Life, and Political Decision Making (taught by TA after
internship)…………………………………………………………………………………...…15%
Provincial Achievement Test………………………………………………….……………….15%
Monday-Thursday: 80-minute classes
Friday B: 110-minute classes
September
Monday Tuesday Wednesday Thursday Friday
31 1 2 3A
First day –
expectations and
procedures
6 7 8 9 10 B

No school

13 14 15 16 17
Political Party
portfolios: Friday A: Flex
presentations
20 21 22 23 24 B

2-paragraph
response due
27 28 29 30

FLEX DAY (if Review day Unit Test

needed)

October
Monday Tuesday Wednesday Thursday Friday
1C

4 5 6 7 8

5
 Friday A

11 12 13 14 15

No school No school (PL No school (PL PTC – 12 pm PTC – 8 am

day) day)
18 19 20 21 22

Post break B
review
25 26 27 28 29

Friday A

November
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
B
Review Unit exam

8 9 10 11 12

No school No school

15 16 17 18 19

Review Unit exam Friday C: Flex

22 23 24 25 26

A
29 30

December
Monday Tuesday Wednesday Thursday Friday
1 2 3B

6
6 7 8 9 10

Review Unit
exam/goodbyes Last Day (for
me)
13 14 15 16 17

20 21 22 23 24

27 28 29 30

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Timelin Topic Key Concepts Learner Resources Instructional Assessments
e Unit & Sub- Outcomes Strategies
sections
6 weeks Unit 1:  Nation 1.2 Critical Direct instruction Formative:
Nationalism  Nation-state 1.3 Challenges -Exit slips
and Canadian  Nationalism 1.4 Project based -In class activities
 Geography -Reflections
Identity 1.5 Learn Alberta learning
 Language -Snowball q & a
 Spirituality and religion 1.6
-Discussions
Should  Ethnicity 1.7 ‘Black Gold Jigsaws
Nationalism  Culture 1.9 Teachers’ Summative:
shape
Social 20-2 Timeline  Citizenship 1.10 Source analyses -historical profiles
identity?  Expressions of 1.11
Nationalism -Bi-weekly quizzes
4.1 Gallery walks -unit test
 Nationalism as a +/-
4.2 -personal coat of
force
 Reginal loyalty 4.3 ETC arms
 Global loyalty 4.4 -exploring the
 Multiculturalism 4.5 person behind the
 Pluralism 4.6 name
 Durham report 4.7
 Confederation 4.8
 Founding Fathers 4.9
 Promoting National
Identity
 National unity
 Self determination
 Constitution
 Separatism

3 weeks Unit 2:  Revolution 1.1 Critical Direct instruction Formative:

French  Nationalism 1.2 Challenges -Class discussions
Revolution  feudal system 1.3 Project based -Exit slips
 bourgeoisie
1.4 Learn Alberta learning -In class activities
 tennis court oath
Was the  storming of the Bastille 1.5
French  declaration of the rights 1.6 ‘Black Gold Jigsaws Summative:

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 Revolution of men and citizen 1.7 Teachers’ -Unit exam
successful?  Guillotine 1.8 Source analyses -Bi-weekly quizzes
 March on Versailles 1.9 -performance task
 Jacobins and Girondins
 reign of terror
ETC -Source Analysis
 Napoleon Bonaparte
 napoleon's exile
 the battle of Waterloo
6 weeks Unit 3: The  national interest 2.1 Critical Direct instruction Formative:
World Wars  foreign policy 2.2 Challenges -Class discussions
 World War One 2.3 Project based -Exit slips
 war measures act
Should 2.4 Learn Alberta learning -In class activities
 conscription
national  internment 2.5
interest be  Archduke Ferdinand 2.6 ‘Black Gold Jigsaws Summative:
pursued?  Treaty of Versailles 2.7 Teachers’ -Unit exam
 League of Nations 2.8 Source analyses -Bi-weekly quizzes
 Great Depression 2.9 -performance task
 Expansionism 2.10 ETC -Essay
 Appeasement
 ultra nationalism
 genocide
 Russification
 self determination

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Social 20-2 Calendar View & Unit Breakdown
Unit One: Nationalism and Canadian Identity ……………………………………….……..%
Unit Two: French Revolution……………..………………………………….……………..%
Unit Three: The World Wars……………………………………….……………………….%
Unit Four: Internationalism (taught by TA after internship)
…………………………………………………………………………………...…
Final Exam
Monday-Thursday: 80-minute classes
Friday A: 110-minute classes
September
Monday Tuesday Wednesday Thursday Friday
31 1 2 3A
First day –
expectations and
procedures
6 7 8 9 10 B
Quiz
No school

13 14 15 16 17

Friday C: Flex

20 21 22 23 24 A
Quiz

27 28 29 30

Review day Unit test

October
Monday Tuesday Wednesday Thursday Friday
1B

4 5 6 7 8

Friday C: Flex

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11 12 13 14 15

No school No school (PL No school (PL PTC – 12 pm PTC – 8 am

day) day)
18 19 20 21 22

25 26 27 28 29

Friday C: Flex

November
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5

Review Unit test

8 9 10 11 12

No school No school

15 16 17 18 19

Friday C: Flex

22 23 24 25 26

29 30

December
Monday Tuesday Wednesday Thursday Friday
1 2 3B

12
6 7 8 9 10

Review Unit
exam/goodbyes Last Day (for
me)
13 14 15 16 17

20 21 22 23 24

27 28 29 30

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