Teacher Guide

How should I arrange this content for my students?

If you wish to provide your students with a widespread view of the relationship between sport and Canadian society, the best way to assign modules is in order from Module 1 to Module 9, followed by completion of the Final Assignment.

You may wish to focus on a particular time period to align with specific history curriculum expectations. In that case, you could assign modules relevant to a particular time period (i.e., Creation of a Country Modules 1-3).

Alternatively, you may wish to focus on one of the key topics (i.e., History, Social Justice, or Business) to align with your class subject. In that case, you could assign the relevant modules (i.e., 1/4/7, 2/5/8, 3/6/9). Remaining modules would support key ideas and strengthen students' understanding.

You can pick and choose which module tasks you wish to assign to your students. On the homepage, we have reminded students to follow the specific instructions given by their teacher, so it's important that you make your expectations clear. For example, you can reference specific webpages and slide numbers (from the Google Slides) when assigning content and tasks to your class.

Ultimately, this resource is meant to engage students in critical thinking about sport and society, and we hope you will find a way to effectively employ the content, tasks, and reflection questions in your teaching practice.

Task List

Take a look through the Google Doc below (you can open it to view in a new window). Explore the list of activities, tasks, and reflections assigned to students throughout the 9 modules. Feel free to pick and choose which action items you'd like your students to complete, but be sure to deliver clear expectations if you are omitting particular requirements.

Online Submission

Teachers must choose an online platform or tool through which students can submit assigned module work in a consistent manner. Throughout the modules, references are made to the "class platform" and "class discussion board" so that teachers have the ability to customize the process.

Many curriculum connections can be made through the use of these modules. A few examples are listed below, but please note that this is not an exhaustive list. Learning Goals can be found at the bottom of the homepage.

History – Curriculum Connections

The history modules work in conjunction with both the Health and Physical Education curriculum as well as the Canada and World studies curriculum. It can be assigned to address the overall and specific expectations in the Ontario Health and Physical Education Curriculum; specifically relating to the Recreation and Healthy Active Living Leadership, Grade 12 course.

Example:

A1. Leadership Styles: demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader (p. 188)

B1. Promotion of Lifelong Participation: identify and explain the benefits of lifelong participation in active recreation and healthy leisure, and demonstrate an understanding of factors that enable and constrain participation in active recreation and healthy leisure activities (p. 193)

C1. Mentorship: demonstrate an understanding of mentorship and the methods used by effective mentors to contribute to the growth and development of others (p. 197)

It can also be assigned to address the overall and specific expectations in the Ontario Canadian and World Studies Curriculum; more specifically relating to the Canada: History, Identity, and Culture, Grade 12 course.

Example:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history, with a focus on the development of identity and culture (p. 369)

D3. Diversity and Citizenship: analyze challenges facing various groups in Canada between 1867 and 1945 as well as the contributions of various groups and individuals to the development of identity, culture, and citizenship in Canada (p. 371)

E2: Interactions and Interdependence: analyze how various interactions at both the national and international levels since 1945 have contributed to the development of Canada, including the development of identity in Canada (p. 371)

Social Justice – Curriculum Connections

While the social justice modules can apply in a variety of teaching contexts, they can be assigned to address overall and specific expectations in the Ontario Social Sciences and Humanities Curriculum 9-12.

Example:

Challenge and Change in Society (p. 318)

A1. Exploring: explore topics related to the analysis of social change, and formulate questions to guide their research (p. 319)
B2. Causes and Effects of Social Change: demonstrate an understanding of the causes and effects of social change (p. 321)
C2. Forces That Shape Social Trends: demonstrate an understanding of how forces influence and shape social patterns and trends (p. 323)

The social justice reflection questions can be integrated in a number of ways to promote critical thinking and application when learning about Canada's history and society.

Business – Curriculum Connections

The business modules are heavily connected to the Business Curriculum Grades 9-12, specifically in courses such as:

• Marketing: Goods, Services, Events (BMI3C) Grade 11, College Preparation

• Entrepreneurship: The Venture (BDI3C) Grade 11, College Preparation

• Entrepreneurship: Venture Planning in an Electronic Age (BDV4C) Grade 12, College Preparation

• Business Leadership: Management Fundamentals (BOH4M) Grade 12, University/College Preparation

Some specific course expectations that are being met in these business modules include:

• Apply the knowledge, skills, and attitudes acquired through the study of business to a variety of learning tasks and relate them to business phenomena on the local, national, and global levels;

• Make connections that will help them take advantage of potential postsecondary educational, work, and business opportunities;

• Identify growth areas in the marketing of postsecondary education and employment (e.g., postsecondary institutions and/or private-sector training companies, sports and entertainment, information technology, project management, logistics, nonprofit and not-for-profit marketing);

• Digital literacy: The ability to use digital technology, communications tools, and/or networks to access, understand, manage, integrate, evaluate, and create information.