Topic One: Personal Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that personal change is quantitative (numbers, size) and qualitative (likes, dislikes, interests, relations). ( COM, CCT) · Understand that change takes place over time. (CCT)	· Gather data relevant to a specific inquiry. (COM, CCT) · Draw conclusions from information gathered. (CCT) · Contribute to class discussion. · Record reflective and critical thoughts in a learning log.(COM, CCT)	· Appreciate that individuals are in a constant state of change. · Become aware of quantitative and qualitative changes in their own lives. (PSVS, CCT)

Procedure
Teacher Notes The Patchwork House is a story of the changes that take place over time as a series of owners add items to make the house their own special home. From the man who builds it for his bride, to a family who adds gardens, orchards and a root cellar, to a young couple who add rooms in which to raise their family, each new set of owners realizes that "this is the place for them." The author weaves a tale of family life that shows how each of us leaves our own "patch" for the generations to come.	Assessment Suggestions · Assess students' understanding of qualitative and quantitative change from their learning log entries. · Assess students' abilities to gather data relevant to a specific inquiry.
Quantitative change is measurable and includes such things as a person’s age and size. Qualitative change refers to personal preferences and knowledge gained through interactions with others and education, and individual characteristics such as likes, dislikes, interests and relations with others.	Instruction Suggestions · Introduce the concept of change in one of the following ways: ° Read aloud a picture book or short story in which change occurs and affects the characters in some way (e.g., The Patchwork House, or stories from The Book of Changes). Discuss the changes, how the characters are affected by the changes and ways that they make the changes happen. ° Have students view photographs or pictures that show something changing over time (e.g., a time accelerated video of flowers growing and blooming, photographs of a person from infancy to elderly). Discuss the changes, the causes and implications of those changes. ° Show students overhead Transparency #2, "A City's Evolution", from the Changes Unit—MultiSource Series. Reveal section one and discuss what it is, then section two and discuss the changes, and so on, until the entire work of art is in view. Have students discuss how the artist's rendition of a city evolving is an example of change. Discuss the reasons for and the implications of changes to a city. · Explain to students that they will be exploring the concept of change in this unit of study, and that they will begin with looking at change as it relates to their personal lives over a period of time. Explain that they will be looking at change that can be measured in terms of numbers (quantitative) and change that is measured in worth or value (qualitative) for a particular time in their lives.
Students may need to take this activity home for parental assistance. Because grade sevens tend to be self-conscious when it comes to sharing personal information with peers who are not necessarily their friends, the teacher may want to complete the activity and volunteer to go first in order to set the tone for the class. See page 362 in this curriculum guide for information about Learning Logs.	· Encourage students to reflect on ways in which they have changed over their twelve years. Have them bring to school pictures of themselves at different ages and attach the pictures to "Student Handout #1: Personal Change." · Have students describe the changes that they know about, can find out or can observe by completing "Student Handout #1." The year, their age, visual details, length of hair, approximate height, style of clothes, appearance (baby-like, pudgy, skinny), likes, dislikes, favourite programs and books, and their relations with others should be written on the chart. · When the students have completed their charts, instruct them to write a summary statement for each of the three-year periods stating what changes occurred. · Ask students to share their findings with the class. As the students present their charts to the class the following questions may be considered: What do the lists of books, television shows, likes and dislikes say about how society has changed in the few years that you have been alive? · Ask students to brainstorm as many examples as possible of changes that have occurred outside of their personal lives (e.g., cell phones, computer technology, CD players and CDs, immediate global communication). Ask the students if and how these changes have affected their lives. Will these changes somehow affect their lives in the future? If so, in what ways? · Explain the terms, quantitative change and qualitative change by referring to students' data to show that each of us changes quantitatively and qualitatively. Discuss some of the reasons for the two types of changes. · To confirm that students recognize that change is a continual process and takes place over time, ask them to give specific examples from their own lives to demonstrate their understanding. · Give students some time at the end of the class to reflect upon what they have learned and record it in their Learning Logs. Explain the purpose of the Learning Logs and the expectations with regard to length, specific topics/questions to address, free-writing, and so on). Extended Learning: Have students write a summary paragraph to state in overall terms what has changed in their lives. Share and discuss the summary statements with the class and have the students identify trends that continue to appear.

Topic Two: Beyond Personal Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that change in others is both quantitative and qualitative. (COM, CCT) · Know that change in the environment is both quantitative and qualitative. (COM, CCT)	· Gather data and draw conclusions. (COM, CCT) · Communicate effectively during interviews. (COM) · Summarize information. (COM) · Compare information to draw conclusions.	· Appreciate that the environment is in a constant state of change. · Appreciate the nature of change and the effect it has upon others. (CCT) · Be sensitive to the attitudes and feelings of others. (PSVS)

Procedure
Teacher Notes Develop checklists with specific criteria for assessment and observation. Inform students of the criteria prior to assessment. This topic broadens the concept of change by taking into account the lives of other people and the environment. Most seniors’ homes are more than happy to have young people visit, giving the residents a chance to be listened to and appreciated. It is advisable to make arrangements with a seniors’ home for a date and a time for the visit. See page 360 in this curriculum guide for information about teaching and assessing interviews. There may be certain protocol when approaching seniors or Elders in various cultures. If students or teachers are uncertain, they should ask someone in the community who has knowledge about the culture.	Assessment Suggestions · Assess students' abilities to gather relevant data and to draw conclusions based on the data. · Observe students' abilities to be sensitive to the attitudes and feelings of others. · Assess students' abilities to give examples that demonstrate their understanding of quantitative and qualitative changes they observe in themselves, others and the environment.
	Instruction Suggestions · Inform the students that, where previously they looked at change and how it affects them, this time they will be looking at change and its effect upon others and their environment. To gather data for interpretation, each student is to interview a senior citizen (Elder, grandparent, family friend, or a person in a seniors’ home). · Provide each student with a copy of "Student Handout #2: Interview Guide." · Review the guide with students and discuss what other questions may be appropriate. Advise students to be sensitive to an interviewee’s privacy, and to tell their interviewees at the outset that they are welcome to “pass” if they think a question is inappropriate. · Talk to the students about the value of seniors’ knowledge and experience. Remind them that a person might have physical limitations due to age, but his or her mind can be sharp and active. Encourage students to be respectful of seniors’ position in our society and their lifetime of contribution. · Ask students to share the results of their interviews with the class. Some questions to guide discussion include: ° Were you uncomfortable at any time during the interview? If so, when, and how long did this last? ° Did you find that the seniors had interesting information and stories to relate? Share some of the stories with the class. ° Did you notice that they identified any trends in changes (e.g., population distribution, technological, social)? ° What is your opinion of the knowledge that seniors have to offer? Has that changed from before you conducted the interview? Why?
Students might ask a writer in the community to be a guest editor for their newspaper or magazine.	· Have students use the information that they have collected to create a brief two or three paragraph summary of one of the trends that has occurred in the lifetime of an Elder or senior. ° Have students work in groups to explore changes in their town, city, reserve or rural community using "Student Handout #3: Community Changes". ° Instruct students to compare the collected data to identify examples of quantitative and qualitative changes in their community. Extended Learning: Encourage students to submit their assignments to the local newspaper for publication, or to publish their own newspaper or magazine featuring their interviews.

Topic Three: Change and Land Use

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that feudalism was a system of order and rule based on land ownership. (COM) · Know that land use influences the organization of a society. (CCT) · Explain why land was an important resource in feudal Japan. · Know the social structure of feudal Japan.	· Access prior knowledge. (CCT) · Develop a chart to show cause and effect. (COM, CCT) · Read to gather specific information and understanding. · Demonstrate critical thinking through responses to questions posed. (CCT, COM) · Engage in the research process.	· Recognize the effect of social class on an individual's ability to choose courses of action. (CCT, PSVS) · Appreciate that values establish standards of behaviour.

Procedure
Teacher Notes See pages 396-397 in this curriculum guide for information about developing cause-effect graphic organizers. Feudal Japan, 1192-1868: · land (resource) use and ownership · organization of society: class system; membership in a class was hereditary; youth were trained in the duties and values of their class; strict rules for most aspects of life (e.g., type of clothing worn by a particular class, houses, work, behaviour and who they could marry) · rule by powerful lords who were bound to an emperor by loyalty; members of all classes were expected to be loyal to the authority in power and obey without question.	Assessment Suggestions
	Instruction Suggestions · Ask students to list examples of major events that they know of that have led to changes in Canada and the world over time (e.g., European settlement in North America, slavery and its end in the United States, the "hippy" era of the 1970s, WWI and WWII, the invention of the motor vehicle, and so on). Discuss the effects of these events and the changes they brought about. Add to the list major changes that students do not suggest. · Have students develop a cause-effect chart for one or two of the events they have identified. · Explain to students that they will be comparing the political, social and economic structures of the Pacific Rim country of Japan in 1800 (feudal period) and 1900 (industrial period), and identifying the changes that occurred, the reasons for those changes and the consequences of the changes. · Give students copies of "Student Handout #4: The Structure of Feudal Japan." · If time permits, students could research feudal Japan and learn about the structure and the people's roles within that structure. If time is not available for research, describe the social, political and economic structure of feudal Japan. (See "Teacher Information Sheet #1: The Structure of Feudal Japan".) · Have students complete the first column of the comparison chart on "Student Handout #5: Changes Over Time in Japan." · Read aloud to students, or have them read silently, the fictional narrative "The Daimyo's Visit," on page 71 of the resource entitled Japan by Trudie BonBernard.

Change in the world community takes place over time, and is continuous. The type of major changes that occur may vary from country to country, but change in one sector of a country affects, and changes, other sectors to varying degrees. As well, the interrelated and interactive nature of our global world means that change in one country usually affects, and/or causes change in other countries.

· Have a discussion with students to help them to understand that feudalism was a system of order and rule based on land ownership and control, and that land use influences the organization of a society. Some questions to address include: ° What did people of feudal Japan value? ° How did the feudal system protect people from invaders? ° How did feudalism ensure some degree of law and order? ° How could feudalism lead to a system of social classes? ° Would feudalism give the ordinary people a sense of security? If so, in what ways? ° How is feudalism a system of land use? ° Would change be difficult once a feudal system was in place? Why? ° Why would a society structured around feudalism become very static, with few new ideas being introduced or formed? · Have students write in their Learning Logs in response to the following question: How does social class affect an individual's ability to choose various courses of action? Extended Learning: Have students learn the rules of chess, and roles of the various chess pieces. This will help them better understand the organization of society during the feudal era of Japan. Relate the rules of chess to feudal society and show how land was the central resource around which society was structured. Give students copies of "Student Handout #6: The Game of Chess."

Topic Four: Agents of Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know some examples of change agents that are working in any given society at any given time. (CCT) · Know that the way in which a society owns and uses its land is a major agent of change. (CCT) · Know the major change agents that ended feudalism.	· Read for specific information. (COM, CCT) · Draw conclusions based upon the reading. (CCT) · Contribute to class discussions. · Make predictions based on what is known.	· Appreciate that change in one area of society leads to change in other areas. · Appreciate the value that many societies place on land ownership. · Recognize the value of being able to read for specific information and draw conclusions from what is read. (PSVS, IL, CCT)

Procedure
Teacher Notes See pages 329-331 in this curriculum guide for information about how readers construct meaning from what they read.	Assessment Suggestions · Use a checklist to assess students’ abilities to gather specific information during reading. · Assess students’ critical thinking skills as they draw conclusions and make predictions.
Agents of Change: Change is occurring continually, sometimes rapidly, sometimes slowly, depending upon the agents acting upon a society. Agents of change in Japan following feudalism included: contact with people and ideas outside of Japan new technologies and industries involvement in war new government structure land use and agricultural reform. Change agents, such as those listed above, affect other cultures as well. For First Nations in Canada, contact with people and ideas from outside, and Western concepts of land ownership and use were major factors in changes that occurred.	Instruction Suggestions · Explain to students that there are many agents of change; that is, things that happen to cause change. As well, change has consequences. When a change occurs or is purposely brought about, people and places are affected in different ways. Use an example that is relevant to students (e.g., moving to a different community, divorce in the family, hanging out with a new group of peers, getting a job) to help them gain an understanding of the concepts. Discuss the agents of change in each example, as well as the consequences. · Give students copies of “Student Handout #7: Periods of Change in Japan”. Have them read to identify the agents of change that moved Japan from a feudal society to a more industrial society. Have students read about changes in each period of time, keeping in mind such questions as: What were the agents of change? How did each of these change agents affect the people of Japan? What were the major changes that occurred? What were the consequences of the changes? Who was instrumental in making the changes happen? How did land use change from feudal times? How did this affect the people? · Have students write brief responses to the questions above, and list any other questions that they have upon completion of the reading. Have them infer from the reading what the answers might be. They should also consider what they know about change and Japan so far. If time allows, students could conduct research to answer their questions. · Conclude by discussing the way that land was owned and used in feudal Japan and in later periods. Help students to understand that land ownership and control gives people power, and when land ownership and use change, the power structure changes also. · Have students write in their Learning Logs in response to one or both of the following questions: What are some agents of change working in your own life today? What is the value or importance of being able to read for specific information and being able to draw conclusions from what is read? Extended Learning: Have students contrast the view of land ownership and use in the European cultures that arrived in Canada in the 1600s with Aboriginal peoples’ traditional view of their relationship with the land. Examine the changes that occurred for Aboriginal peoples when they were forced to sign treaties, giving up their right to land use. What have the consequences of those changes in land ownership and use been for Aboriginal Peoples?

Topic Five: Social and Economic Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that the organization of a society is affected by changes in the use of its resources. · Know that the growth of new ideas and institutions is the consequence of change. (COM, CCT) · Know that societies undergo social change as a consequence of economic change. (COM, CCT)	· Make connections between what they know and new information. (COM, CCT) · Contribute to class discussion. · Interpret and analyze a current event issue, relating it to economic and social change.(COM, CCT) · Create summaries. (COM, CCT)	· Appreciate that societies have to deal with change. · Be sensitive to the resistance to change that is a part of human nature. (PSVS, CCT) · Be aware that groups do not share the same values. (CCT, PSVS)

Procedure
Teacher Notes Social Change and Decision Making: · Changes take place in the economic and social organization of countries. · Economic changes affect a country’s social structure and well-being, internally as well as in its external relations. Social Change and Economic Decision Making: · Economic decisions made by countries have consequences that determine their social organization. See pages 346-350 in this curriculum guide for suggestions for using current events to develop a concept.	Assessment Suggestions
	Instruction Suggestions · Give students examples to which they can relate regarding economic and social change. For example, ask them to imagine a middle income family with both parents working. The family owns its own home. Suddenly, both parents are out of work. Little or no money has consequences for the way people live, what they eat, what they wear, what they own and what they do for fun and entertainment. · Ask students to imagine how things might change for the family. Would the children still have the same activities, friends, etc.? Would their housing change? Would this affect what they might do after grade 12? · Point out to students that economic changes are closely related to social changes and, in fact, usually cause social change. Or · Have students imagine that their family has won a substantial lottery. How would their lives change? · Have students view the video How Economic Activities Define a Culture. Prepare them for their viewing by discussing what the terms economic activity and culture mean. Provide them with three or four specific questions to guide their viewing. · Debrief the viewing by going over students' responses to the questions, and discussing how the content of the video relates to this lesson. · Discuss decisions that were made in Canada as a result of technological and industrial changes. What organizational changes occurred? How has Canada's economy changed (economic consequences of the decisions)? What have been the social consequences of the economic changes? · Discuss how economic decisions are arrived at in Saskatchewan and in Canada. Who makes the decisions about where and when the money of the province or country will be spent? · Use examples of current events in which people support or criticize the way that government spends money (e.g., on education, health care, Aboriginal affairs, social services, highways, agriculture), and discuss the social changes people are foreseeing as a result of these economic decisions. Look at examples of personal opinions about such issues in the Letters to the Editor section of newspapers. · Help students to understand that not all people agree about the consequences of the changes because they have different values and/or priorities. · Have students work in groups to analyze a current event news item regarding an economic decision in Saskatchewan or Canada that will have social implications. They should read the article, identify the five W’s, and create a written summary or web to show their understanding. · Instruct students to write in their Learning Logs, expressing their personal responses to the article and their opinion about the subject of the article.

Topic Six: Technology and Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know some ways that change results from technological adaptations made to meet needs and wants. (COM, TL, CCT) · Know some ways that inventions lead to changes that have both positive and negative consequences. (COM, CCT) · Know the stages of industrial and technological development.	· Interpret charts to obtain data. (COM, CCT) · Create summaries. (COM, CCT) · Express understanding in written form.	· Appreciate that necessity and want stimulate invention. (CCT) · Be aware that technological inventions have profound consequences on humans and the environment. (CCT, PSVS) · Appreciate that change is continuous.

Procedure
Teacher Notes This topic illustrates the range of technological and industrial inventiveness that began around 1700 and has continued until today. Students examine both the positive and negative consequences of changes brought about by industrialization.	Assessment Suggestions
	Instruction Suggestions · Provide each student with a copy of “Student Handout #8: Industrial and Technological Inventions.” Divide students into four groups representing the four industrial and technological stages. When the students are in the groups have them do the following: ° For each invention, decide what impact the invention had (or will have) upon society, and how society adapted (or will adapt) to the changes. ° Have students write a two or three sentence summary about each invention in their stage, stating both negative and positive consequences. ° Ask each group to report their findings to the class. Is a sequence of industrial change revealed? · If necessary, allow groups to conduct research to respond to the above questions. · Have students "free write" in their Learning Logs to express their understanding about the concepts in this lesson, and explain how the information relates to them. Extended Learning: Have students conduct research about a recent invention that has had an impact on their lives (e.g., Magnetic Resonance Imager—MRI, snowmobiles, CD player, computer technology, electric lawnmower, calculators, cable television). They should describe the invention, its purposes, costs, etc., and describe the positive and negative consequences of it on themselves and society in general.

Topic Seven: Industry and Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know some ways that changes can transform society. (COM, CCT) · Know that people are a resource that can be exploited. · Identify and explain changes that occur as a society changes from agricultural to industrial. (COM, CCT, TL)	· Draw relevant conclusions based on information provided. (COM, CCT) · Distinguish fact from opinion. (COM, CCT) · Contribute to class discussion. · Engage in role play.	· Be aware that change can have negative consequences. (PSVS) · Appreciate that profound changes have taken place in the past, in the present, and that they can take place in the future. · Demonstrate empathy for exploited groups of people. (PSVS)

Procedure
Teacher Notes This topic is designed in two parts to illustrate that, at times, change is so profound that it transforms all aspects of life including economic, social and political. The Industrial Revolution in Britain is used as a model to demonstrate profound change, because the effects of the revolution reached all nations.	Assessment Suggestions ·Assess students' critical thinking skills--ability to draw conclusions and to distinguish fact from opinion.
	Instruction Suggestions · Explain to students that the shift of society in Britain from feudalism to industrialization brought about major changes, both in where people lived and how they made a living. Many of the poor people forced off of the feudal manors at the time of the Industrial Revolution had no choice but to move to growing cities in search of factory jobs as an income. These were peasants who, for generations, had worked their small plots of land. Now they had to either move to the city or starve because they no longer had land on which to grow their food. Unfortunately, in the city, they were confronted with appalling living conditions and were virtual prisoners of the industrial giants for whom they worked.
	Part I: · Divide the class into two groups, each group representing one of the following: ° A wealthy family of two parents and two children that is considering a move to the city. ° A feudal peasant family of six that works on the land and is considering a move to the city. · Provide each student with a copy of “Student Handout #9: The Industrial Revolution.” Have students read the information and, as a class, discuss the following: ° the advantages and disadvantages of moving to an industrial centre (make a chart on the chalkboard or overhead to classify students’ ideas) ° what each family would likely do to earn a living in the city ° the fact that certain changes caused further changes ° the results of the changes for the wealthy family and for the peasant family. · Discuss with the students that many of the peasant families now living in the cities were forced to work in factories and mines as cheap labour, allowing the industrial giants to realize enormous profits. A dark fact of the Industrial Revolution was the exploitation of workers, especially children. Many children began working in the factories and mines at a very young age, only to die before they reached their mid-teens. Even though these conditions were quite obvious, factory officials, with governments behind them, continued the practice. · Provide each student with a copy of “Student Handout #10: The Industrial Revolution and Child Labour.” · Divide the class into three groups and have each group role play one of the interviews. Encourage students to enhance the interviews with improvisation and costumes. · Following the role play have students consider the following: ° Give three examples that would suggest that children were badly treated in the textile factories during the Industrial Revolution. ° Why were employers eager to employ children to work in factories? ° Why did parents send their children to work in factories? ° Give three examples from the second interview in the handout that contradicts the first interview. ° Which interview seems most reliable? Why? ° Why are there two very different versions on the impact of the Industrial Revolution of children? · Ask students if they think that children are exploited as labourers today. Remind them about the Free the Children case study in Unit Three. Extended Learning: Have students write a diary entry from the point of view of Betty Harris, describing a typical day. What does she do? How does she feel? What does she think about her situation?

Topic Eight: Opposition to Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that people usually resist change before they accept it. · Know that change cannot always be avoided. · Know that some cultures force change on other cultures. · Know ways that societies undergo social change as a result of technological change.	· Prepare a Readers Theatre presentation based on given information and prior understanding. (COM, CCT) · Present a Readers Theatre to demonstrate understanding about change. (COM) · Participate in groups to accomplish a specified task.	· Appreciate the difficulties when societies try to force change on one another. · Recognize the implicit conflict between the values of an industrial society and the values of those who wish to maintain a traditional society. · Appreciate that change is not synonymous with progress.

Procedure
Teacher Notes See page 370 in this curriculum guide for information about presenting and assessing Readers Theatre.	Assessment Suggestions · Use a rating scale or checklist to assess both the product and the process as students prepare and present their Readers Theatre scripts. Be sure to include criteria that demonstrate students’ understanding of the concept of opposition to change.
Teachers may wish to have students form two groups, with each group preparing and presenting its version of the Commodore Perry Readers Theatre. Teachers may wish to give students examples of Readers Theatre scripts prior to having them write their own. One example is provided in “Teacher Information Sheet # 2: Readers Theatre Script - The War Prayer”.	Instruction Suggestions Have the class prepare and present a Readers Theatre performance to develop their understanding about resistance or opposition to change. Have students read the information on “Student Handout #11: Readers Theatre Idea List.” The situation begins with the arrival of Commodore Matthew Perry at Edo Bay (Tokyo Bay), and provides details about the needs and demands of Japanese and American societies in 1853, resulting in changes to feudal Japan. Have students write a script for their performance. Confer with students as they prepare their script. Refer them to other useful information that they have received during the unit. When they are prepared, have students perform their scripts. Debrief the performances by discussing questions such as: How did the scripts show that the Japanese people resisted change? How did the scripts provide evidence that change was forced on Japan by the Americans and Commodore Perry? Did the scripts reveal why the Americans felt it necessary to force the change? What difficulties did the Americans face in their efforts to change the Japanese? What evidence is there that the Japanese people eventually accepted the change? Did the scripts reveal this? In what ways did technological change result in social change once the Americans arrived? Instruct students to write in their Learning Logs about a time when they, or someone they know, resisted change. What was the situation? What form did the resistance take? How was the opposition to change resolved? What would they do differently next time?

Topic Nine: Revolutionary Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that some groups may use violence to bring about change. (COM, CCT) · Know some causes and consequences of revolutionary change. (COM, CCT) · Understand the changes from the Czarist regime to the Russian revolution. · State the causes of political change in the former Soviet Union and China.	· Make decisions based on given information. (CCT) · Express a relevant viewpoint. (COM, CCT) · Write summary statements. (COM, CCT) · Construct a Venn diagram to show similarities and differences. (COM, CCT) · Participate in groups to accomplish a given task.	· Appreciate that the number of choices for effective change may be limited when the change is a major one. · Appreciate the vast repercussions when violence is used to bring about change. (PSVS, CCT)

Procedure
Teacher Notes See pages 392 and 411 in this curriculum guide for information about writing and assessing summarization skills. This lesson illustrates two examples of political change. By reviewing historical accounts of the roots of the Russian Revolution and the Cultural Revolution in China, the students will be asked to identify the similarities through a group activity and discussion.	Assessment Suggestions · Use a checklist or rating scale to assess students' summarizing skills. · Assess the relevancy of students' viewpoints by having them give examples to demonstrate what they mean.
	Instruction Suggestions Part I: · Explain that this activity presents a historical picture of Russian society late in 1917. Featured are three groups that must make decisions about the future of their country. · Divide students into three groups representing the conservative, liberal and radical factions of the Russian society at the time of the account. Provide each student with a copy of “Student Handout #12: Political Change in Russian Society,” and “Student Handout #13: Political Groups in Russia.” · Have students read the information sheets and in their separate groups decide on the best answer to the following questions: ° Should Russia continue its involvement in the war? ° To what extent should the country become democratized? ° Should industry in the country be private or state owned? · After students have been given time to answer the questions, have each student develop a summary statement, providing reasons for the decisions they made. · Discuss the students’ summaries and the groups' answers to the questions. Encourage students to debate the answers from other groups, from their group's viewpoints.

See page 398 in this curriculum guide for information about using Venn diagrams.

Part II: · Explain that the second activity is similar to the first in that it portrays two groups who must make decisions about changing, based on their viewpoint and their interpretation of the background of the Cultural Revolution in China. Featured are two peasant groups who must decide whether to support a nationalist or communist government. · Divide students into two groups representing peasant group number one and peasant group number two. Provide each student with a copy of “Student Handout #14: Political Change in Chinese Society" and “Student Handout #15: Chinese Peasant Groups.” · Have students read and, based on the viewpoint of their group, decide which government to support. · When the students have decided, have them follow the same summary and discussion process as presented in Part I. · When students have adequately discussed and developed an understanding of the two accounts, have them identify similarities and differences in the changes the two countries experienced, using a Venn diagram. · Have students write in their Learning Logs to express their views on using force and violence to bring about change. Ask them to use examples to support their opinions and understanding.

Topic Ten: Planned Change

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Identify political decisions that are examples of planned change. · Understand the reasons for constructing a national railroad in Canada. · Know that decisions to change have consequences. (COM)	· View in order to learn. (COM, CCT, TL) · Assess the consequences of a planned decision in history. (CCT) · Draw conclusions based on maps and given information.	· Appreciate different approaches to change. · Appreciate that decisions made in one country or region can affect the people of another. (CCT) · Appreciate the need to be sensitive to how changes we make can affect others. (PSVS) · Appreciate that the nature of a society might determine its approach to change.

Procedure
Teacher Notes This lesson focuses on an account of planned change in Canada. By examining the construction of the Canadian Pacific Railway and	Assessment Suggestions · Assess students' abilities to gather information during viewing.
the National Policy of Sir John A. Macdonald the students will understand that change is not always revolutionary or profound, but can be planned. Decision Making and Results: As nations try to deal with changes in the world community, new relationships develop. The Commonwealth of Nations is a major mechanism that allows nations to adapt to change. Outcomes are varied and sometimes unexpected.	Instruction Suggestions · Have students view the video excerpts "The Need to Build a Railroad" and "Economic Push for Confederation," on the video, Confederation. These brief excerpts will introduce Macdonald's plan and the reasons for it, as well as the implications of it for Canada and the United States. · Provide each student with a copy of “Student Handout #16: The Building of a Nation,” and an outline map of Canada. · Have students read the account of the reasons for, and the planned construction of, the Canadian Pacific Railway (CPR), as well as Sir John A. Macdonald's decisions for a Canadian National Policy. Have students read the information and do the following: ° On the outline map of Canada, draw a line across the country close to the United States border to represent the CP railway. ° Use the information from the handouts to construct a coloured legend representing the various regions of industry and resources (e.g., the Atlantic provinces could be blue, Ontario and Quebec red, Manitoba, Saskatchewan and Alberta yellow, British Columbia green and the Northern Territories orange.) ° Using the data compiled on the map and the handouts, have students consider the following questions: Is your family's roots in any way part of the Macdonald decisions, plans and construction of the CPR? If so, in what way? Has Macdonald's plan or vision of Canada occurred? Is this a result of his plan? Do you see Saskatchewan's role within Canada changing much in the future? Why? Individually or in class discussion, have students complete the chart on “Student Handout #17: Results of the Macdonald National Policy,” which deals with the pros and cons of undertaking a massive plan such as building the CPR. Discuss how Macdonald's decision affected the Aboriginal peoples of Canada. Discuss how the decisions of one country (Canada) affected another (United States). What decisions did the United States make as a result of the building of the CPR? Extended Learning: Have students identify a change that they wish to see happen in their own lives or in their community. Instruct them to develop a plan for the change. They should identify the where, who, when, why and how of their plan. They will also need to identify: the current state (where they are now) the desired state (where they want to go) how much of a change it will be what kinds of resources will be needed to bring about the change what things might get in the way of the change what things might help the change take place. After doing the plan, ask students to consider whether they think their plan could work.