1. Social 10-1 Unit Plan
Expressing Individual and Collective Identities
This unit is intended to span a one week period, or 8 class periods (1
hour/period). The jigsaw strategy being used in this unit is a more
advanced cooperative learning strategy, but a very effective one.
This unit is also available online at
http://www.slideshare.net/IvyJean/individual-and-collective-identity
Ivy Waite
2009 0

2. Contents
 Unit Overview & Outline..........2
 Outcomes, Skills & Processes..........4
 Assessment Details..........5
 Lesson Plans, by day..........6
 Student Handouts
o Group Sign Up Sheets..........10
o Critical Challenge: Assignment Overview..........11
o Identity: Individual & Collective..........12
o Assessing the Authority & Validity of Internet Sources..........13
o Expert Group Assessment Checklist..........15
o Home Group Assessment Checklist..........16
o Self Assessment Checklist..........17
o Presentation Rubric..........18
 Final Thoughts..........19
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3. UNIT OVERVIEW
The focus of the grade 10 curriculum is on globalization – its history, foundation, processes and present day
effects. In this unit, students will investigate the different ways that individuals and collectives express their identity,
and the changes globalization has made to such expressions. Following the Jigsaw strategy, students will have the
opportunity to research, teach and learn in a group environment. The basic tenet of the igsaw strategy is that students
first meet in ‘home groups’ to be introduced to the topic, and find out their individual area of expertise. Students then
divide off into ‘expert groups’ where they conduct an in depth investigation of one area of the topic. Following the
expert’s investigations, students reconvene in their ‘home groups’ to teach one another what they have learned.
At this point the Jigsaw, each homegroup will draw a number from a hat, that number will correspond to one of
the expert topics, which that home group will be presenting on. The logic behind this activity is that students will all
have to be prepared to present on any topic, and only once they have drawn their number can they focus in even more
in preparation for a presentation. This procedure may be best understood in a table:
How do individuals and collectives in Canada express individual and collective
identities? How has globalization affected this?
Home Groups: Experts/Group Presentation Topics
Each #=student
A 1, 2, 3, 4, 5 1 – Language and the Arts
B 1, 2, 3, 4, 5 2 – Traditions and Attire
C 1, 2, 3, 4, 5 3 – Relationship to Land and Role Modelling
D 1, 2, 3, 4, 5 4 – Religion and Spirituality
E 1, 2, 3, 4, 5 5 – Ideological beliefs
Each of the topics explored is taken directly from the Program of Studies, and may need to be re-worded
depending on the students. This unit has students look specifically at identities in Canada, though it could be modified
to look at any number of places and people. Beyond asking students to participate in a cooperative learning activity, this
unit will have students researching, evaluating sources, organizing information, drawing conclusions from a variety of
sources and presenting information in a logical way to their classmates. The outcomes, skills and processes that may
be addressed in this unit are outlined in the subsequent section.
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4. UNIT OUTLINE
Monday Tuesday Wednesday Thursday Friday
1 period 2 periods 2 periods 1 period 1 period
Minilesson:
Assessing the
Topics/Content -Introduction to TEACH &
Auth & Valid of
Canadian Focus individual/collectiv SHARE. PRESENT
internet sources PRESENT
1.Language & The Arts e identities -Meet in home -Self, peer and
2 .Traditions & Attire RESEARCH TIME -Self, peer and
-Discussion: ‘attire’ groups to share teacher
3. Relationship to Land -Have teacher
&
-Introduction to information (pd. 1) assessment
completed assessment.
Role Modelling jigsaw. and plan (15
research notes (15 min/group)
4. Religion & Spirituality -Assign groups and presentation min/group)
5. Ideological Beliefs approved by
roles, assign topics. (pd. 2).
teacher, share
in expert groups
LAB/ LAPTOPS
(& LIBRARY ?)
Handouts CLASSROOM
(Research time)
Group CLASSROOM Space for
Handout:
Resources/Materials brainstorming, Space for home presentations,
Assessing the
Web, Library Assignment group meetings. do groups need CLASSROOM
Authority and
outline, & LAB/ LAPTOPS special
Validity of
Assessment details (If needed - pd. 2) materials
internet Sources
Attire PPT (smartboard)?
& Minilesson
stuff
Instructional <JIGSAW>
Strategy <Minilesson will be direct instruction>
Jigsaw
<Group Presentations>
Activities
Research, Collaboration, Intro lesson &
Presentation
Research Collaboration Presentations Presentations
organization
Teacher: Identity (handout “Identity: Individual and Collective”); Minilesson (handout “Assessing
Assessment
the authority and validity of internet information”); Research Notes; Presentation rubric;
Teacher/
Group/ Formative checklists to watch for participation, cooperation –( out of 5 points)
Self Group: Checklist (for expert groups, for home groups)
(SEE ASSESSMENT Self: Checklist and Comments (included on group checklist page)
DETAILS FOLLOWING ***Each student will be responsible to hand in 3 checklists: one for the expert group portion, one
LESSON PLANS)
for the home group portion, and one to evaluate their own participation throughout the unit; as
well as all other handouts from the assignment outline booklet.
Modifications/ -Countries/Research topics, could modify to fit students (ie. Special interests, family history, etc.)
Reflections -Library: could book, or plan to send only one resource person from each group to gather
resources.
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5. OUTCOMES, SKILLS & PROCESSES
General Outcome: Students will explore the impact of globalization on their lives.
Specific Outcomes:
Values & Attitutudes
1.3 appreciate how identities and cultures shape, and are shaped by, globalization (I, CC, GC)
Knowledge and Understanding
1.4 students will explore ways in which individuals and collectives express identities
1.7 analyze opportunities presented by globalization to identities and cultures
Skills and Processes:
Dimensions of Thinking:
Students will: S.1 develop skills of critical thinking and creative thinking – S.1.1, S.1.2, S.1.5, S.1.8
Students will: S.2 develop skills of historical thinking –
Students will: S.3 develop skills of geographic thinking – S.3.2, S.3.5
Students will: S.4 demonstrate skills of decision making and problem solving – S.4.2, S4.3
Social Participation as Democratic Practice
Students will: S.5 demonstrate skills of cooperation, conflict resolution and consensus building – S.5.3, S.5.5
Students will: S.6 develop age-appropriate behavior for social involvement as responsible citizens contributing to their
community – S.6.2
Research for Deliberative Inquiry
Students will: S.7 apply the research process – S.7.1, S.7.3, S.7.4, S.7.6, S.7.8
Communication
Students will: S.8 demonstrate skills of oral, visual and textual literacy – S.8.1, S.8.3, S.8.4, S.8.5
Students will: S.9 develop skills of media literacy – S.9.1, S.9.5
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6. ASSESSMENT DETAILS
This unit will use multiple forms of assessment, ranging from teacher conducted formative assessment during
the research and planning periods, to student-self assessment to look at group and individual participation and effort.
All of the assessment tools will be included for students in their assignment outline handouts (with the expception of the
‘Home Group and Expert Sign Up Sheet’, and the teacher’s formative checklist), the tools, and there weighting, are as
follows:
/ 5 Handout: “Identities: Individual and Collective”
/10 Handout: “Assessing the Authority and Validity of Internet Sources”
/ 10 Checklist: “Group Assessment: Expert”
/ 10 Checklist: “Group Assessment: Home”
/ 10 Checklist: “Self Assessment”
/ 12 Teacher made grade: “Presentation” (summative)
/ 5 Teacher made grade: “Participation” (formative)
TOTAL: _____ / 62
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7. LESSON DETAILS, BY DAY
Monday: (1 period)
Goals: Intro to collective/individual identities: ie. Attire; Introduction to jigsaw strategy; Assign
roups/roles/topics.
Assessment: ‘Identity: Individual and Collective’ handout; Home group sign up sheet; Home and expert group
checklists (to be completed by students, 1/each).
Materials: Handouts: ‘Identity: Individual and Collective’, ‘Critical Challenge’ assignment outline; ‘Attire’ PPT.
(PPT Presentation is available online at: http://www.slideshare.net/IvyJean/individual-and-collective-identity )
Procedure:
A. (5 min.) Introduction to individual and collective identities: define and discuss
B. (10 min.) EXPLAIN UNIT
C. (5 min.) Assign home groups – have group brainstorm about individual and collective identities using
the handout “Individual and Collective Identities”
D. (5 min.) Discuss and apply to “Attire” PPT
E. (10 min.) Introduction to Critical Challenge & JIGSAW strategy (review jigsaw map in assignment
outline handout)
F. (5 min.) Home group meetings – assign 1, 2, 3, ,4 5, and hand in sign up sheet (included with
assignment outline handout)
G. (15 min.) Move into expert groups – assign Coordinator/Timekeeper/Resource Gatherers X2
a. Decide what specifically each person in the expert group is investigating, ie. The ‘Language and
Tradition” expert group may decide that one person will look at celebrations, one will look at
language patterns, one will check out traditional marriage/birth/burial traditions, etc.
H. (5 min.) Closure – have students MAKE SURE that they have recorded all websites/source information
that they will need for their bibliography & check out any library/classroom resources.
a. Next Class – minilesson & research time.
Reflection/Notes:
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8. Tuesday: (2 periods)
Goals: Minilesson: ‘Assessing the Authority and Validity of internet sources’; Finish work in expert groups –
ready to move back into home groups for Wednesday.
Assessment: ‘Assessing the...’ handout; Expert group research notes initialled by teacher to check for
completion/staying on task (casual, formative); Expert group checklists.
Materials: Minilesson stuff (overhead transparency of completed assessment, handouts for students included,
overhead projector to share website ‘thepinkyshow.com’); Computer lab / Laptops for research; Library time.
>Completed assessment for minilesson available online at: http://www.slideshare.net/IvyJean/individual-and-
collective-identity
Procedure:
Period 1
A. (3 min.) Housekeeping/Review last class: any questions/comments?
B. (15 min.) Minilesson: Assessing the Authority and Validity of Internet Information
C. (5 min.) Review Jigsaw map, make sure everyone has their home group topic, and their expert group
topic, understood. “Any questions???”
D. (35 min.) Move into expert groups, establish direction: Research time in the lab this class and next
E. (2 min.) SAVE YOUR WORK, & CITATIONS! Next class: back in the lab to research & finish with expert
topic.
Period 2
F. (25 min.) Research time
G. (30 min.) Last 20-30 minutes: combine information in expert groups to make sure that each expert is
prepared to teach their home group about their topic. (Photocopier?)
H. (5 min.) Closure: NEXT CLASS, meeting back in home groups, each expert will teach their portion, and
presentation prep.
Reflection/Notes: If there is a 1:1 student laptop ratio, have all of the handouts available at the class blog.
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9. Wednesday: (2 periods)
Goals: Students will meet back in their home groups to share their area of expertise, groups will also prepare
their presentations and gather any additional resources they may need.
Assessment: Home group assessment checklist; self assessment checklists; formative checklist to watch for
participation etc.
Materials: Checklists (for teacher and students) – (have extra students copies just in case!), anything students
may need for presentations.
Procedure:
Period 1:
A. (5 min.) Intro to “SHARING TIME!” Explain: how homegroups should share – either each person can
take notes on one topic (so that everyone has to write) and then they can be photocopied – or have
everyone take their own notes. EVERYONE SHOULD HAVE ALL OF THE INFORMATION GATHERED BY
THEIR HOME GROUP MEMBERS.
B. (50 min.) Have students get back into their home groups and teach the rest of their group about their
area of ‘expertise’.
C. (5 min.) NEXT CLASS: Home groups will have the whole period to plan their presentations! Questions?
Check: how are different groups choosing to present?!
Period 2:
D. (3 min.) Intro: reminder of task for this period: finish planning presentations! Thursday & Friday:
presentation and assessment time!
E. (50 min.) Presentation planning time.
F. (7 min.) Wrap up: reminder about presentations tomorrow & Friday – order of presenters (to tell or
keep it a secret? Might make sure everyone is ready if it is a secret!)
a. Also, reminder of what needs to be turned in before each presentation: self and group
assessments, copy of compiled notes from home group.
Reflection/Notes:
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10. Thursday: (1 period)
Goals: Presentations and assessments 
Assessment: Presentation rubric (with checklist) (“I would have this ready to go with group names and topics
already written in – saves on time!); Students will be handing in their checklists & notes as well.
Materials: Anything needed for presentations (students should have already gathered everything they need)
Procedure:
A. (3 min.) Housekeeping and set-up for first presenters.
B. (55 min.) First 3 groups will present: (15 min/each) X (3) = 45 min.
a. Extra time for any questions, allotment for groups to go over, and set up/take down.
Reflection/Notes:
Rubric for presentations is available online through rcampus.com and can be filled out electronically.
Friday: (1 period)
Goals: Presentations and assessment 
Assessment: Presentation rubric (with checklist) (“I would have this ready to go with group names and topics
already written in – saves on time!); Students will be handing in their checklists & notes as well.
Materials: Anything needed for presentations (students should have already gathered everything they need)
Procedure:
A. (3 min.) Housekeeping and set-up for first presenters.
B. (55 min.) First 3 groups will present: (15 min/each) X (3) = 45 min.
a. Extra time for any questions, allotment for groups to go over, and set up/take down.
Reflection/Notes:
Rubric for presentations is available online through rcampus.com and can be filled out electronically.
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11. ***To save some trees, cut these out!
Group Sign Up Sheet (Please hand in 1/home group!)
Members: 1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Group Sign Up Sheet (Please hand in 1/home group!)
Members: 1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Group Sign Up Sheet (Please hand in 1/home group!)
Members: 1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
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12. “How do individuals and collectives express identities?
How has globalization changed such expressions?”
There are many different ways that people can express their identity. There are also multiple identities that
one person can claim: individual, and collective, or shared. Some of the ways identities can be expressed are
through language, clothing, religion and ideological beliefs. Over the next week, you will be asked to
investigate these and other expressions of identity as they exist in Canada. You will also be asked how these
expressions have been affected by globalization.
Jigsaw: This activity asks you to investigate different expressions of individual and collective identities using a
strategy called a ‘Jigsaw’. You will be placed into ‘home groups’, and then numbered off into expert groups.
Each student will have the chance to become an expert on one way that individuals and collectives express
their identity, and eventually experts will return to their ‘home groups’ to share their area of expertise. To
wrap up the investigations, groups will present on ONE of the expert topics covered in their group.
To better understand how a ‘Jigsaw’ works, here is a map:
How do individuals and collectives in Canada express individual and collective
identities? How has globalization affected this?
Home Groups: Experts/Group
Each #=student Expert Topics
1 – Language and the Arts
A 1, 2, 3, 4, 5
2 – Traditions and Attire
B 1, 2, 3, 4, 5
3 – Relationship to Land and Role Modelling
C 1, 2, 3, 4, 5
4 – Religion and Spirituality
D 1, 2, 3, 4, 5
5 – Ideological beliefs
E 1, 2, 3, 4, 5
All this paper: The handouts that follow will allow you to keep track of who-is-who, as well as assess your
group members and yourselves. Also, while the presentation topics will not be known until mid-week, the
presentation rubric is included for you as well so that you can start thinking about it now. See the presentation
rubric for more details on that aspect of your assignment.
Assessment:
/ 5 Handout: “Identities: Individual and Collective”
/10 Handout: “Assessing the Authority and Validity of Internet Sources”
/ 10 Checklist: “Group Assessment: Expert”
/ 10 Checklist: “Group Assessment: Home”
/ 10 Checklist: “Self Assessment”
/ 12 Teacher made grade: “Presentation”
/ 5 Teacher made grade: “Participation” (Your teacher will monitor your progress throughout the week to
come up with this number).
TOTAL: _____ / 62
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13. <MONDAY>
What is the difference between an individual and collective identity?
My individual identity is…
My collective identities are…
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14. Assessing the Authority and Validity
of Internet Information
<TUESDAY>
Name _________________ Date _______________________
Internet Information Checklist
Web Site
Name and URL
Authority
Is the source of the information
identified?
Does the creator have knowledge of
the subject?
Are qualifications provided?
Does the URL provide clues to help
you assess the information?
Objectivity
Does the site state facts or opinions?
Do you suspect bias? If so, why?
Is the source of information clearly
stated?
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15. Does the site include advertising? If
so, does this affect the reliability of
the information?
Comprehensiveness
Does the content meet your
research needs?
Does the content cover a specific
period or an aspect of the topic — or
is it comprehensive?
Do you need to find additional
sources to add to the information
provided?
Currency
If it matters to your topic, has the
site been updated recently?
Links
Are links to other sources provided?
Do the links work?
Are they useful?
My Rating of This Web Site
1_________________________________ __ ____________________10
Not authoritative at all Highly authoritative
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16. Expert Group Assessment Checklist
For the following checklists – each group must hand in ONE checklist that they have completed together.
You have each been given a copy so that everyone knows the expectations.
Members: __________________________________________________________________________________
3 2 1 0
1. Helped each other. All of us Most of us Some of us None of us
2. Listened to others’ ideas. All of us Most of us Some of us None of us
3. Supported our ideas. All of us Most of us Some of us None of us
4. Actively participated. All of us Most of us Some of us None of us
5. Highlight the statement that best expresses the work of your group on each aspect:
A. Effective use of time
1. Much time spent without purpose
2. Got off track frequently
3. Did well, once we got our ideas clear
4. No wasted effort, we stayed on target.
B. Development of Ideas
1. Little done to generate ideas
2. Ideas were imposed on the group by a few.
3. Friendly sessions but not creative
4. Ideas were encouraged and fully explored.
C. Ability to Decide Issues
1. Poor resolution of differences.
2. Let one person rule the group.
3. Made compromises to get the job done. Based on these
4. Genuine agreement and support. criteria, give your
D. Overall Productivity
group a mark out of
1. Did not accomplish our goal.
2. Barely accomplished the job 10:
3. Just did what we had to. _____ / 10
4. Held a highly productive session.
Other Comments:_________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
15

17. Home Group Assessment Checklist
For the following checklist – each group must hand in ONE checklist that they have completed together.
You have each been given a copy so that everyone knows the expectations.
Members: __________________________________________________________________________________
3 2 1 0
1. Helped each other. All of us Most of us Some of us None of us
2. Listened to others’ ideas. All of us Most of us Some of us None of us
3. Supported our ideas. All of us Most of us Some of us None of us
4. Actively participated. All of us Most of us Some of us None of us
5. Highlight the statement that best expresses the work of your group on each aspect:
A. Effective use of time
i. Much time spent without purpose
ii. Got off track frequently
iii. Did well, once we got our ideas clear
iv. No wasted effort, we stayed on target.
B. Development of Ideas
i. Little done to generate ideas
ii. Ideas were imposed on the group by a few.
iii. Friendly sessions but not creative
iv. Ideas were encouraged and fully explored.
C. Ability to Decide Issues
i. Poor resolution of differences.
ii. Let one person rule the group.
iii. Made compromises to get the job done. Based on these
iv. Genuine agreement and support. criteria, give your
D. Overall Productivity
group a mark out of
i. Did not accomplish our goal.
ii. Barely accomplished the job 10:
iii. Just did what we had to. _____ / 10
iv. Held a highly productive session.
Other Comments:_________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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18. Self Assessment Checklist
Think about how well you have worked in your groups.
Place a check mark beside the skills you demonstrate in your role.
__ I listen attentively to others.
__ I express my thinking clearly and concisely.
__ I take turns.
__ I encourage participation of all group members.
__ I show respect for alternative points of view.
__ I disagree agreeably.
__ I synthesize information from others.
__ I analyze ideas of others. Based on these
__ I remember significant information. criteria, give your self
__ I identify issues. a mark out of 10:
__ I make connections to prior knowledge and experiences. _____ / 10
__ I stay on topic.
Other Comments: ______________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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19. Presentation Rubric
Presentations are to be 15 minutes in length, and can take on any format that you choose. All presentations
however, must cover the topic thoroughly and accurately, include all group members, and meet the criteria
contained in the following rubric. Presentations will be marked out of 15, 12 marks as described in the rubric,
plus 3 for handing in a complete set of notes from your home group. Any questions, please see your teacher.
Comments: __________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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