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Unit Title: Love & Conflict

Grade: 10

How does conflict impact communities and the environment?

Rationale:
Students will choose an area of conflict and the impacts of conflict on that environment and
community, review it through the lens of a UN sustainability goal, and create an awareness
campaign about their chosen issue in their chosen medium.

Program outcomes this unit will address listed in full:

ELA
10-1
Frontmatter: Context- A text creators understanding of purpose and audience will
influence his or her selection and development of form and content
1.1.1.a. generate and experiment with strategies that contribute to forming tentative
understandings, interpretations and positions [for example, posing questions, suspending
prejudgement as appropriate, recognizing that initial interpretations and positions may be
inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or
ambiguous]
1.1.2.a. experiment with language, image and structure to create different effects in
particular situations and for particular purposes and audiences
1.2.1.a. describe personal responses to new perspectives, appraise whether such
responses contribute to or inhibit understanding, and identify influences that have
contributed to such responses
1.2.1.b identify own ideas, perspectives and interpretations and evaluate them for depth of
explanation, evidence or support; and consider the ideas, perspectives and interpretations
of others to broaden own understandings when exploring and responding to texts
2.1.1.d. identify the impact that personal contextexperience, prior knowledgehas on
constructing meaning from a text
2.2.2.g. identify persuasive techniques used in a variety of print and nonprint texts [such as
appealing to emotion and citing experts]
3.1.1.a. reflect on and describe strategies to determine the depth and breadth of inquiry or
research and to identify the purpose, audience and potential forms of presentation [for
example, define parameters of inquiry or research, analyze available resources, create a
timeline to guide inquiry or research, and understand purpose and audience]
3.1.1.b. describe the purpose of inquiry or research and the scope of the inquiry or
research topic; identify the target audience; and identify the potential form for the
presentation of inquiry or research findings, when applicable [such as a narrative, report,
diary entry or biography]
3.1.1.c. refine the purpose of inquiry or research by limiting or expanding the topic as
appropriate
3.1.2.b. develop an appropriate inquiry or research plan that will address the topic and
satisfy contextual requirementspurpose, audience and situationand requirements of
presentation form
3.1.2.c. determine the breadth and depth of prior knowledge, and formulate questions to
determine information needs and to guide the collection of required information
3.2.1 Select, record and organize information
3.2.2 Evaluate sources, and assess information
3.2.3 Form generalizations and conclusions
3.2.4 Review inquiry or research process and findings
4.1.1 Assess text creation context
4.1.2 Consider and address form, structure and medium
4.1.3 Develop content
4.1.4.b. develop presentation materials; and select strategies and technologies appropriate
to purpose, audience and situation [for example, use technologies such as presentation
software, videos, CDROMs, DVDs, audiotaped interviews and handouts]
4.1.4.c. develop and deliver oral, visual and multimedia presentations, using voice
production factors [such as volume, tone and stress], nonverbal factors [such as gestures,
posture, distance and eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4.d. experiment with various strategies to create rapport between the presenter and the
audience [for example, ask questions to involve the audience]
4.2.1 Enhance thought and understanding and support and detail
4.2.3.d. describe the effects of own use of stylistic techniques and rhetorical devices [for
example, describe the clarity achieved by arranging words and phrases in lists; describe
the emphasis created by using repetition, balance or parallel structure; and describe the
audience effects achieved by using visual elements and sounds in presentations and
multimedia texts]
4.2.4.i. assess strengths and areas of need [for example, develop a checklist of skills
mastered and skills to be developed, and set goals for language growth]
4.2.1.a. a. identify the controlling idea or desired unifying effect of a text in progress [for
example, in a rehearsal, mock-up or draft]
5.1.1 Use language and image to show respect and consideration
5.1.2 Appreciate diversity of expression, opinion and perspective
5.1.3 Recognize accomplishments and events
5.2.1 Cooperate with others, and contribute to group processes
5.2.2 Understand and evaluate group processes

SCIENCE (chemistry, physics, biology)


Unit A - Energy and Matter in Chemical Change
Describe the basic particles that make up the underlying structure of matter, and investigate
related technologies
o identify historical examples of how humans worked with chemical substance to
meet their basic needs
o outline the role of evidence in the development of the atomic model consisting
of protons and neutrons (nucleons) and electrons
Explain, using the periodic table, how elements coming to form compounds, and follow
IUPAC guidelines for naming ionic compounds and simple molecular compounds
o outline the issues related to personal and societal use of potentially toxic
hazardous compounds
Identify and classify chemical changes, and write word and balanced chemical equations for
significant chemical reactions, as applications of Lavoisier's law of conservation of mass
Unit B - Energy Flow in Technological Systems
Apply the principles of energy conservation and thermodynamics to investigate, describe
and predict efficiency of energy transformation in technological systems
o Apply concepts of thermal energy conversion to analyze the design of a
thermal device
o explain the need for efficient energy conversions to protect our environment
and to make judicious use of natural resources
Unit D - Energy Flow in Global Systems
Investigate and interpret the role of environmental factors on global energy transfer and
climate change
o Investigate and identify human actions affecting biomes that have a potential to
change climate
o assess, from a variety of perspectives, the risks and benefits of human activity,
and its impact on the biosphere and the climate

SOCIAL STUDIES
Grade 10-1:
2.2 exhibit a global consciousness with respect to the human condition
2.3 accept social responsibilities associated with global citizenship
3.1 recognize and appreciate multiple perspectives that exist with respect to the
relationship among politics, economics, the environment and globalization
3.2 recognize and appreciate impacts of globalization on the interdependent relationships
among people, the economy and the environment
3.7 explore multiple perspectives regarding the relationship among people, the land and
globalization (spirituality, stewardship, sustainability, resource development)
3.8 evaluate actions and policies associated with globalization that impact the environment
(land and resource use, resource development agreements, environmental legislation)
3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world
4.1 recognize and appreciate the impact of globalization on the quality of life of individuals
and communities
4.3 accept political, social and environmental responsibilities associated with global
citizenship
4.8 analyze how globalization affects individuals and communities (migration, technology,
agricultural issues, pandemics, resource issues, contemporary issues)
4.9 explore multiple perspectives regarding the civic responsibilities that individuals,
governments, organizations and businesses may have in addressing opportunities and
challenges
4.10 evaluate means by which individuals, governments, organizations and businesses
could address opportunities and challenges of globalization (pro-globalization activism,
anti-globalization activism, legislation, agreements, consumer activism, corporate
responsibility)
4.11 develop strategies to demonstrate active, responsible global citizenship

ART 10
Communicate. INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.
Concept .A. Drawings can express the artists concern for social conditions.
Concept, B. A drawing can be a formal, analytical description of an object.
(Alberta Education, 1986, p.1)
Transformations Through Time
COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.
Concept. A. Works of art contain themes and images that reflect various personal and
social conditions.
Concept. B. Technology has an affect on materials used in image making.
(Alberta Education, 1986, p.3)

DRAMA 10
Orientation
Demonstrate willingness to challenge and extend oneself: physically, emotionally,
intellectually and artistically.
Share ideas confidently.
Demonstrate behaviour appropriate to given circumstances.
Improvisation
9. Use appropriate stage directions.
10. Demonstrate appropriate rehearsal methods.
13. Communicate meaning without words.
14. Discover how various emotions affect one
vocally and physically.
15. Initiate a dramatic situation in response to a
given stimulus.
20. Critique the work of self and others through
observation and expression of specific detail.

PE
General Outcome A
Students will acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
A101 apply and refine locomotor skills and conceptseffort, space and relationshipsto
perform and create a variety of activities to improve personal performance.
A103 apply and refine nonlocomotor skills and conceptseffort, space and relationships
to perform and create a variety of activities to improve personal performance.
A105 apply and refine manipulative skills and conceptseffort, space and relationships
to perform and create a variety of activities to improve personal performance.
A108 apply the principles of dance to improve performance.
A109 choreograph and perform dances for self and others; e.g., jazz, social and novelty.
A1012 apply the basic skills in combination with each other with personal proficiency in a
variety of gymnastic experiences individually, with a partner, or in a group; e.g.,
educational, rhythmic and artistic.
A1013 adapt and improve activity specific skills in a variety of individual pursuits; e.g.,
resistance training, aerobics.
General Outcome C
Students will interact positively with others.
C101 communicate thoughts and feelings in an appropriate respectful manner as they
relate to participation in physical activity.
C104 describe, apply, monitor and assess leadership and followership skills related to
physical activity.
C105 develop and apply practices that contribute to teamwork.
C106 identify and demonstrate positive behaviours that show respect for self and others.
General Outcome D
Students will assume responsibility to lead an active way of life.
D101 demonstrate a commitment to an active lifestyle through participation in and out of
class.
D103 select and apply rules, routines and procedures of safety in a variety of activities.
D77 evaluate different ways to achieve an activity goal, and determine a personal
approach that is challenging.
D78 identify local community programs that promote physically active lifestyles.
D79 identify factors that affect choices of daily physical activity for life, and create personal
strategies to overcome barriers.
D108 investigate participation in community activity programs for all ages and the
influences that affect participation.
D109 demonstrate decision-making skills that reflect choices for daily activity within the
school and the community.

Big Idea/s this unit will communicate to students: Essential Questions that will guide inquiry in
UN Sustainable Goals (especially 11, 15, 16) the classroom:
Impact of conflict on community and In what ways does conflict impact
environment communities and environments?
resilience How do communities demonstrate
different interpretations resilience in the face of conflict?
using various media modes to communicate a How can messages be effectively and
message/information powerfully conveyed through videos?

Understandings: Students will understand that Skills and Process: Students will be able to:
Students will understand the impact of conflict Students will be able to work in groups
on specific environments. respectfully and collaboratively.
Students will understand the qualities necessary Students will be able to follow an inquiry
for resilience in a community. process and research plan.
Students will understand the importance of Students will exhibit a global
spreading awareness for various issues. consciousness with respect to the human
condition

STAGE 2 ASSESSMENT EVIDENCE


Central Performance Other Evidence:
Task/s to demonstrate This is how we plan to work with it in our unit (narrative summary) -
understanding and annotation of the rubric that we are using.
apprehension of key
skills and processes:
Assessment Annotation:
Since our performance task is based on student personal interest, the
rubric they would be assessed on would need to be general. This is so
that each individual product submitted will be assessed using the same
criteria. Accuracy focuses on the in-depth research of a specific conflict
that the students will choose as their foci. Students will also be
ensuring that the resources they find are credible. The
viewpoints/opinions and original explanation or idea section is a critical part
of the project. This criterion is focused on the skills and attitudes associated
with programs of study for all disciplines. The connections segment strictly
focuses on the integration of multiple subjects and topics into the final
product. This is a crucial component to ensure an interdisciplinary approach is
taken. The final criterion for our assessment rubric focuses on the effects of
the project in regards to real world applications. This component ensures that
the task/project itself is authentic and relevant for the students. Another
component not mentioned on the rubric is the narrative
assessment/rationale. Students are able to articulate and justify their thought
process for the project to help support the rubric provided.

Criterion Mastered Meets Needs Work Not


Requirements Attempted
Accuracy Extensive and Accurate Some factual No information
in-depth evidence or errors, or references
information information insufficient or provided.
provided with provided with inaccurate
proper proper information
references references. provided.
Referenced not
in proper format.
Viewpoints/Opinions Presented Differing Differing No differing
differing viewpoints or viewpoints not viewpoints or
viewpoints and opinions clearly stated or opinions
references with provided with the lacks proper offered or
an accurate proper documentation documented.
description of documentation. (references).
the differences
Connections Connections to Connections Connections to No
other topics made from the prior learning or connections to
and/or areas main concept to other topic areas other areas
previously other areas attempted but studied were
studied were studied and are incomplete identified or
made at high successfully or clearly stated. incorporated
levels of incorporated into into the
understanding project. project.
Original Explanation Original Original Original No original
or Idea explanation of explanation or explanation or explanation or
idea offered, idea offered and idea attempted idea provided
discussed, and discussed within but not clearly or discussed.
supported by the project. stated or
data or incorporated.
observation.
Effects Real-world Real-world Real-world No
implications are effects of effects assessment of
presented concept or topic presented but real-world
assessed and a are assessed in not clearly effects or
plan for action project. defined or implications.
provided. assessed.

STAGE 3 LEARNING PLAN


Summary of Learning Activities that will help students engage your big ideas, essential questions, key
understandings and skills and processes:

Design Thinking

Hook: Black Eyed Peas music video recent remake Where is the love?
https://www.youtube.com/watch?v=YsRMoWYGLNA

**Students form groups and choose conflict to research

Empathy
Students will discover why they need/want/care to know about the impact of this conflict.
Students will uncover personal and organizational assumptions and biases around conflict - cause/issue.
What did students know before and how will learning more change their lens?
Students will recognize the impact conflict has on the community and environment
Students will research the ways people have impacted by this conflict shown resiliency (love)
Students will inquire as to the possibility of love in conflict.
Students will reflect on how learning about this conflict impact students identity

Define
Construct point of view through brainstorming, researching, and collecting data. What do students want to
share about what they have learned through researching the impact of conflict and why?
Choose UN sustainability goal.
Students will understand the importance of education and raising awareness about the impact of the
conflict which they are researching.

Ideate
Conceptualize ways to materialize campaign.
Utilize outcomes in Art 10, PE 10, and DRAMA 10 - brainstorm and work through creative process to
develop ways to express message/information
Experiment with different media (maybe experts come in to work with students, ex: news broadcaster,
musician, etc.)

Prototype
Create the campaign within perimeters
Possible outcomes: music video, documentary, newscast, performative video, etc.
Show prototype to teachers and peers - receive feedback and tweak prototype accordingly

Testing/Feedback
Students will showcase their video campaign to a greater community
Students will take feedback
Student will reflect on their PSAs and the process

Lesson Sequence:
Lesson 1:

Show students the hook video - Black Eyed Peas #WHEREISTHELOVE ft. The World
https://www.youtube.com/watch?v=YsRMoWYGLNA
To get students to see the human impact of war, show them the short film People of Nowhere
https://www.youtube.com/watch?v=sWUx-5sLNXU
Decide on a conflict to research as a group & plan of action in getting started (empathy stage)

Lesson 2:
Students inquire as to the environmental and social impacts on their chosen region
o Look at website www.360syria.com to gain 360 degree views of the destruction to gain a sense
of both the environmental impact (building destruction) and social impact (disruption of ways of
life)
Students evaluate the chemical components used during historical conflicts (examples)
Reviewing the purpose and significance of the UN sustainability goals.
Students begin to research possible environmental effects these conflicts (of their choice)

Lesson 3:
What can we do? students define problems and gaps in the context of their conflict (Define)
What are PSAs and awareness campaigns and how can they be useful/effective

Lesson 4:
Student brainstorm their own PSAs/Awareness campaigns, what why and how (Ideate)
In Drama and Gym, students practice awareness of their bodies and how certain positioning can express
emotions and messages
In Science, students will use the skills they have learned in finding credible resources to be able to
convey the information in an authentic/unique way so everyone may comprehend the facts

Lesson 5:
Investigate visual art as a tool/voice for social justice.
Students will see how art can activate change and awareness.
In Art, students explore 2D and 3D methods, as tools to brainstorm and reflect on learning, as well as to
conceptualize developing their PSAs/Awareness campaigns

Lesson 6:
Students script Awareness campaigns
Students storyboard their Awareness campaigns

Lesson 7:
Makerspace workshop (with expert guests)
Students will explore different technologies (such as a green screen) to understand and build skills
necessary to make their Awareness campaigns.
Students film their videos
Lesson 8:
Editing and final touches
Music and text overlay

Lesson 9:
Showcase and feedback
Debrief
References:

Alberta Learning. (1986). Art 10-20-30 [Program of Studies]. [Edmonton], Canada: Alberta
Learning.

Alberta Learning. (1989). Drama 10-20-30 [Program of Studies]. [Edmonton], Canada: Alberta
Learning.

Alberta Learning. (2003). English Language Arts 10-12 [Program of Studies]. [Edmonton],
Canada: Alberta Learning.

Alberta Learning. (1991). Instrumental Music 10-20-30 [Program of Studies]. [Edmonton],


Canada: Alberta Learning

Alberta Learning. (2000). Physical Education [Program of Studies]. [Edmonton]. Canada:


Alberta Learning.

Alberta Learning. (2005). Science 10 [Program of Studies]. [Edmonton], Canada: Alberta


Learning.

Alberta Learning. (2007). Social Studies [Program of Studies]. [Edmonton], Canada: Alberta
Learning.