Subject/Grade: Social/5/6 Lesson/Date: Democratic Values Time: 60 mins

Stage 1: Desired Results

Lesson
Overview:
GOs: 6.1: Students will demonstrate an understanding and appreciation of the dynamic relationship
between governments and citizens as they engage in the democratic process.

SOs: 6.1.2: What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM)

Students will: learn the basic understanding of democratic values.

Lesson Students will:
Objectives ● Identify democratic values.
● Elaborate on diversity within the Canadian government.
● Identify compromises in Canadian democracy.

Stage 2: Assessment Evidence

Formative - Interactive Instruction Summative - Build your own democratic
Assessment - Preflight Checklist Assessment government.

Stage 3: Learning Experience

Prior to Students will be coming from recess. Resources:
Lesson: It is important to allow a bit of chatter
but then use attention grabber to
indicate the lesson is about to begin.
Time: Content/Description Differentiation/
Assessments:
10 mins Introduction:
Introduce democracy: Assessment:
● Students will review direct vs representative democracy. students will
● Can someone raise their hand to describe direct democracy? participate in a
● Can someone raise their hand to describe representative democracy? whole class
● Which do you prefer, and why? discussion to
review
democracy and
its decision
making.

Differentiation:
Instead of a
whole class
discussion
regarding
fundraiser ideas,
students can
collaborate with
partners through
a preflight
checklist to
Subject/Grade: Social/5/6 Lesson/Date: Democratic Values Time: 60 mins
propose ideas to
vote on.
Transition: Students will be given their vocab sheets. A teacher can ask a
student to hand out the duatangs and vocabulary sheets. The students will be
directed to put it into their duatangs.
15 mins Body:
Learning Activity 1: Whole class discussion Assessment:
Students are
1. What are values? Values are the principles of how people act. formatively
a. An example: Mrs. Smallwood is a frugal person. (Raise your assessed in class
hand if you can explain what frugal means.) I will collect participation
coupons, go look at flyers to find the best deal on groceries and through
personal purchases. The best place in Lethbridge to get bananas provided
is No Frills because it is two cents cheaper than anywhere else. probing
The principle is to not spend too much money and how I act is by questions.
looking for the best deal in town.
b. The teacher will direct the students to turn to the person on your Differentiation:
left to discuss principles you have and how it affects your The whole class
behavior. Afterwards, the teacher will ask the students to share discussion
what they said. The teacher will put the example on the board. could utilize a
word cloud to
2. What values do we share in this classroom? write down the
a. An example I have noticed that we share in this classroom is the first words of
value of recycling. We consistently take care of the recycling and democracy, a
make sure we properly distribute the trash between garbage and preflight
recycling. Can anyone raise their hand to tell me another example checklist to
of a value this classroom shares? discuss specific
b. Another example would be the love for Star Wars and Harry questions to
Potter. ensure students
c. Raise your hand if you can identify values in democracy? are accountable
i. People are free to express their opinions for their
ii. Everyone has a right to vote responses and
iii. Everyone's vote is equal. mini white
iv. Everyone agrees to go along with the choice of 51 percent boards to
of the members. prevent students
who have
3. How are these reflected in Canadian values? anxiety sharing
a. The fair and equal treatment of all. have a
b. A respectful or sensitive attitude toward others who have comfortable
different opinions from their own. way to do so.
c. A belief in solving differences in a peaceful way.
d. Discussion and compromise as ways to reach decisions.
i. Raise your hand if you know what compromise means? It
is a settlement that satisfies all parties.
e. Support for diversity.
i. Raise your hand if you know what diversity is.
Respecting people from varied cultures and backgrounds.
1. This classroom supports diversity, how does
Canada?
Subject/Grade: Social/5/6 Lesson/Date: Democratic Values Time: 60 mins
a. Truth and Reconciliation Day
The students will write down the preflight checklists from the board on their
duatangs. The teacher will then direct them to answer the questions and then
we can move onto the next activity.
25 mins Learning Activity 2: Build your own democratic government Assessment:
Students will be
Students will come together as a group to build their own democratic formatively
government and outline their values. Prior to the assignment students will assessed
complete the preflight checklist to ensure they understand the vocabulary they through the
will be applying into the assignment. preflight
checklist. This
Preflight checklist Questions: will keep them
1. What is democracy? accountable to
2. What are values? apply their
3. What are Canadian Values? understanding
4. What is compromise? of the material
5. What is diversity? and for teachers
to address their
Students cannot move on to the next activity until they have completed these misunderstandin
questions and conference with the teacher. gs. Students
will be
Build your own democratic government: summatively
Students will come together as a group to build their own democratic assessed by
government and their values. The students will answer the following question building their
about the project. The students will use new media like powerpoints to organize own
and present their government and its values. government and
its values. This
will help the
Question: Example: ChocolateMania students apply
the vocabulary.
What are your country's values? (list 1. ChocolateMania’s values are
3 - 5) that chocolate is the best Differentiation:
sweet treat. Students can
2. Chocolate cures all sadness. respond to the
3. Chocolate brings peace. preflight
checklist
How are these values demonstrated? 1. This value is demonstrated by through mini
(list 3 - 5) eating chocolate for every whiteboards,
meal. online response,
2. Like sharing kindness makes or whole class
people happy, sharing discussion.
chocolate does the same. Students can
3. When one eats chocolate they make posters
are filled with happiness and instead of a
as a result solve democratic powerpoint. If
issues in a peaceful way. they have any
ideas about new
What is the common democratic issue A common democratic issue is the media ideas for
in this government and how do you concern of chocolate being an
Subject/Grade: Social/5/6 Lesson/Date: Democratic Values Time: 60 mins
compromise? unhealthy choice to eat consistently. activity two are
ChocolateMania has compromised encouraged.
this by encouraging citizens to eat
chocolate with fruit such as
strawberries, bananas, oranges and
raspberries.

How does your democratic We accept all forms of chocolate,

government support values of white, milk, semi sweet, and dark. As
diversity? well as sizes like chips and bars.
Chocolate with add ons like caramel,
cookies, wafers, nuts and
marshmallows.

If the students finish early, they can make posters about the values in their
government.
Students will quietly move to their desks to discuss the vocabulary and
democratic values.
Consolidation:
Students will briefly discuss the preflight checklist questions and examples from
their own governments. Following students will clean up and get ready for the
next class.
Review of Key Concepts/Point to Next Class:

Values
Democracy
Compromise
Diversity
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
They were very engaged at the end of the lesson. I think they needed more guidance with the values concept.
2. Specific strengths of the lesson plan and delivery:
Strengths were the examples I provided.
3. Specific weaknesses in the lesson plan and delivery:
The weakness was the first presentation the students needed a lot of guidance regarding the concepts of
values, what are they and how are they reflected in Canadian democracy.
4. What must be addressed to improve this plan?
Provided probing questions.
5. How I have grown from this teaching experience:
The relationships and classroom management. I have much more confidence now to address the students
understanding of the material and classroom disruptive behaviour.