Problem/Topic
Do we really learn from the past?
Students will begin this unit with the assumption that they will already have pre-existing knowledge of:
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Historical Models of Democracy in Ancient Athens and the Iroquois Confederacy (Social Studies)
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Identifying examples of human impacts on ecosystems, and investigating and analyzing the link between these impacts and the human wants and needs that give rise to them (Science)
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The first 2.5 weeks of the unit will explore the following:
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Social Studies: Provincial and municipal governments specific to Alberta and Calgary
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Science: Specific human impacts on ecosystems specific to Alberta (forestry, oil, ranching)
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ELA: Students will create written debates on the topic of “do we really learn from the past?” Students will also write a piece about the effects of human impact in Alberta
Scenario:
The province of Alberta has commissioned your group to design a city on a plot of land in the province. You will be able to choose where the city is built providing the land will be able to support at least one of the following industries: forestry, oil, or ranching. Utilizing the knowledge that you’ve gained about governmental regimes in Social Studies and the effects of human impact on the environment in Science, your task will be to create a city while considering these aspects.
This project will allow for students to build on their existing critical thinking skills while incorporating an aspect of play and creativity. The main focuses of their city will be the type of government and environmental considerations, and treatment of Indigenous peoples.
Guiding questions for the students throughout this unit will be:
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What can we learn from the ways that Indigenous people groups lived on the land and made use of its resources?
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What should we do differently this time?
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What should be changed?
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What should stay the same?
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Why should you live here?
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How do we live together?
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Democracy vs Monarchy?
Learner Relevance
Direct connections to the real world
This topic is relevant for students because it is directly connected to the world. There are legitimate concerns about governments and the environment. By having students explore and investigate these topics, they will develop a greater understanding of these issues while creating academic and curricular connections. Students will be encouraged to share their own individual experiences surrounding these topics in an effort to create a more personal learning environment. When students their experiences with each other, an even richer learning environment can be created.
Learner Engagement
Meaningful & Authentic Learning
Throughout this unit plan, students will be engaged in multiple ways. Students will have the chance to work individually, as well as in groups. As the unit develops, students will be reflecting on their community around them in the context of the unit, and what the impacts may be from human actions, as well as from a global perspective. Specifically in English Language Arts, students will develop a written debate about whether or not they believe the City of Calgary has learned from its past. This will get students engaged as they will have to learn how their city works in today's world versus in the past. By having students look at their own city in which they live in, this becomes more meaningful and authentic to the students, rather than a city that some may have never been too. Students can relate to the content within their debate, and suggest why it is better now, or why it should be different.
For the final project of the unit, students will be placed into groups of 4. Depending on the class and teacher, either the students or teacher may choose the groups. Students have the chance to be creative with their designs of the final project of the brochure, video or physical model. In their groups, students will collaborate ideas about whether or not “we really learn from the past”. Students will design a city that contains the characteristics they see as desirable and provide a justification for their decisions. Students will use what was taught throughout the unit, as well as their prior knowledge of Athens and the Iroquois from Social Studies, to develop an answer and plan for their city.