Introduction We Would Like to Thank You for Accepting the Important Responsibility of Bringing Democracy and Civic Education Into Your Classroom

Home , Canadian Action Party, National Party of Canada, Rick Mercer, Strength in Democracy

STUDENT VOTE RESOURCE

Introduction We would like to thank you for accepting the important responsibility of bringing democracy and civic education into your classroom. Your enthusiasm toward special initiatives like Student Vote provides an example to students and their families and friends that democratic engagement is an important and worthwhile effort. What is the purpose of the Student Vote program? The program provides young people with an opportunity to experience the voting process firsthand and to practice the habits of informed and engaged citizenship. The Student Vote program applies the concept of the “teachable moment” and uses the official election as a springboard for discussing current affairs and the value of democratic participation. What is the rationale for this resource? These lessons are intended to improve civic literacy, introduce the concepts of democracy and elections, increase awareness about the workings and impact of government, and teach students how to actively participate in the democratic process. The final lesson allows students to reflect on their participation in Student Vote and the outcome of the election. The whole process is an empowering lesson in civic responsibility and citizen engagement. Why is it important to encourage discussion with family and friends? Based on feedback from teachers, we know that students are eager to share their newfound knowledge with family and friends, and engage them in conversation about the election. This exchange allows students to explore different points of view, further develop their own opinions and start conversations that they may not have started otherwise. This dialogue also has a positive impact on families and their voting habits. We encourage you to incorporate take-home activities into your Student Vote plans and find ways to promote political discussion at home. What is Student Vote Day? During National Student Vote Week, more than 500,000 students from across Canada will vote using the ballots and ballot boxes provided. Students will take on the roles of election workers to conduct a parallel vote on the official election candidates. The results of the parallel election will be shared on the Student Vote website following the closing of the official polls and with the media for broadcast and publication. Additional Resources, Comments or Questions? We hope this resource is helpful to you and your students. The lessons, editable worksheets in Word and additional resources, including videos and PowerPoint presentations, can be found on the Student Vote website (www.studentvote.ca). If you have any questions or suggestions please feel free to contact the CIVIX team at 1-866-488-8775 or by email at [email protected]. STUDENT VOTE RESOURCE

Acknowledgements Student Vote is the flagship program of CIVIX. CIVIX is a non-partisan registered charity building the skills and habits of citizenship among young Canadians. CIVIX has partnered with Elections Canada to provide the Student Vote program free to schools across Canada in conjunction with the 2015 federal election. Elections Canada is an independent body set up by Parliament to conduct federal elections, by-elections and referendums, and administer other important aspects of our democratic electoral system. This resource is meant to support teachers in implementing the Student Vote program and to facilitate the engagement of students in the election campaign.

Resource Development Team We would like to thank educators Michelle Barrett, Mark Glor, Charlene O’Hanley and Pat Orobko for contributing their ideas and feedback to the development of this activity resource.

Copyright Notice This resource is copyright of Elections Canada and CIVIX. Pages of this publication may be reproduced freely for non-profit and educational purposes. STUDENT VOTE RESOURCE

Table of Contents

Suggestions for Wider Engagement------4

How to Use this Resource ------5

LESSON 1: Governance and Democracy ------6

LESSON 2: Democratic Rights and Responsibilities------14

LESSON 3: Governments in Canada ------21

LESSON 4: Political Parties ------31

LESSON 5: Local Candidates and Issues ------41

LESSON 6: The Role of Media in Elections------47

LESSON 7: Opinion Polling ------52

LESSON 8: The Voting Process------55

LESSON 9: Post-Election Analysis ------62

Assessment Opportunities------65

Glossary ------72 STUDENT VOTE RESOURCE

Suggestions for Wider Engagement The Student Vote program can be organized for your class, with several classes or your entire school. The CIVIX team is here to help you, regardless of how you decide to run the program. If you choose to engage more than just your own class, there are great ways to involve your students in the implementation of the program and provide them with an opportunity to develop their leadership skills. By organizing an election team, students will be empowered to take on the roles and responsibilities of coordinating the Student Vote program for their school. You can divide students into groups and assign each group a specific department or responsibility (see examples below). Getting the Word Out/Communications: Responsible for informing students about the Student Vote program and encouraging participation. • Develop a plan to advertise the program and election (e.g., goals, methods, activities) • Create a calendar for your communications and announcements, including the who, what, when, where and how (e.g., morning announcements, videos, classroom presentations, posters) • Develop key messaging (slogans) and create materials • Discuss the communications plan and carry out the activities Informing Student Voters: Responsible for educating students about the parties, candidates and election issues. • Develop an education plan about what students should know (e.g., federal government responsibilities, national issues of concern, local candidates running for election) • Conduct student polls on election issues, discuss the results and share them with students • Create literature and activities for distribution to classes throughout the school (e.g., bulletins, newsletters, multi-media presentations, worksheets) Events: Responsible for organizing events during the campaign period in coordination with the other teams. • Design a special event to encourage excitement in the election and improve voter turnout (e.g., vote mob, rally) • Coordinate the local candidates to visit over lunch or coordinate an all-candidates meeting • Invite a guest speaker to discuss the role of government and how elections work (e.g., public servant, journalist) • Assign the roles and manage the event(s) Student Vote Day Operations: Responsible for organizing the election. • Determine which voting method will work best on Student Vote Day (e.g., voting in the gym or library, voting by class or grade). Refer to the Student Vote Election Manual for options • Train election workers for their duties (e.g., deputy returning officers, poll clerks, scrutineers) • Compile a voters list and determine ID requirements (if applicable) • Decide on options for advance polls for students who may be away on Student Vote Day • Conduct an information session, or prepare a poster or skit about how to fill out a ballot • Ensure all materials are ready for Student Vote Day (ballot boxes, voting screens, seals or tape, tally sheets, voters list) Media and Community Relations:Responsible for communicating and engaging with local media and the greater community. • Write a letter or email to invite media to attend your campaign events or Student Vote Day • Write an op-ed piece for your local paper about the election and your school’s Student Vote activities • Interview students and/or take photos of your Student Vote Day to share on your school’s website, newsletter or through social media • Develop and implement ideas to increase election awareness in the school community

4 STUDENT VOTE RESOURCE

How to use this Resource This activity resource was designed by teachers, for teachers. Each lesson has several options available to easily adapt it to your particular classroom. Please use, modify, rearrange and choose from this resource as you see fit. We hope you find it easy to navigate and implement in your classroom. The lessons build upon one another and have an easy flow, but they can also be used as stand-alone lessons depending on the needs of your classroom and schedule. Below you will find a brief description of the different features in each lesson. Objective: Provides a brief summary of what the lesson entails and what knowledge students are expected to have acquired upon completion. Key Words: Important words used in this lesson. These definitions can be found in the Glossary and in the Background Information for Teachers sections. Questions to Explore During this Lesson:Key questions that may be used as an entry point to an opening discussion with students, or as guiding questions to keep you on track during the lesson. Supplementary Tools: A list of handouts, worksheets, PowerPoints and videos developed to aid in the implementation of the lesson. Teaching Strategies: Each lesson has been broken down into smaller teaching strategies to provide flexibility with the delivery of educational content and activities. You are encouraged to use the whole lesson, or pick and choose the items that would work best in your classroom and within your time frames. Hook – Suggested opening activity, meant to pique interest in the topic and lesson. Instruction – Summary of key information to be delivered through teacher instruction. PowerPoint presentations have been developed to support content delivery and they can be found on the dedicated project site (www.studentvote.ca). Discussion – Questions and discussion topics aimed at getting students to think critically about different aspects of the lesson. Activity – The main activity offered to help students achieve the key learning objective. Debrief – Concluding questions designed to focus and reflect on the content delivered throughout the lesson. These questions can be used for further debate in class or assigned as a written reflection. Extension Activities:Several alternate activities are provided and can be used instead of or in conjunction with the main activity. The hope is that at least one or more of the activity ideas will suit the needs of your classroom. Background Information for Teachers: Important definitions and explanations of various concepts used throughout the lesson. This section has been included to support educators in understanding the subject matter. External Resources: Additional resources and websites you may find useful. Titles are provided so you can find them easily with a search engine. Following each lesson, you will find the corresponding worksheets and handouts. Following all of the lessons, you will find Assessment Opportunities (election scrapbook activity, a political knowledge quiz and rubrics) and the Glossary.

5 LESSON 1: Governance and Democracy

OBJECTIVE QUESTIONS TO BE EXPLORED DURING THIS LESSON • What is the role of government? Students will • What types of governments exist around the world? learn about • How do other forms of government compare to democracy? different types • What are some key principles of democracy? • Why is democracy important? of government around the SUPPLEMENTARY TOOLS • PowerPoint 1: Governance and Democracy world to better • Video 1: Government and Democracy understand the • Handout 1.1: Principles of Democracy • Worksheet 1.2: What are the Principles of Democracy? principles of • Worksheet 1.3: Who Should Decide? democracy. TEACHING STRATEGIES KEY WORDS Hook: 10 min Rules are statements that guide behaviours and actions, and tell people what they can government, and cannot do in various situations. Have an opening discussion with your students anarchy, about rules at home or at school. dictatorship, Guiding questions: oligarchy, • What rules or laws affect you? democracy, • Does your family have rules? What rules do we have at school? • Are these rules written down? constitutional • Who enforces these rules? monarchy, • Are these rules easy to change? • What would happen if rules were easy to change? representative • What would life be like without rules? democracy, • Why do we need rules (and laws)? democratic Instruction: 5-15 min principle Various types of government exist in the world and they make rules and decisions for their people in different ways. Government types can be distinguished by the number of people who have access to power and by the types of rights and freedoms granted to citizens. Teacher Note: Show Video 1 or PowerPoint 1 to provide examples of the different government types to students. a) A dictatorship is a type of government where one person or a ruling group has complete political power. Dictatorships often come to power through a military takeover. Power is then maintained without the consent of the people through a one-party state where political opposition is forbidden. Dictatorships generally restrict individual rights. There is usually a heavy military presence with no independent media.

b) An oligarchy is a type of government in which political power is kept in the hands of a small group of people, usually the rich. Oligarchs exercise power primarily to serve their own interests. An oligarchy can also be a dictatorship.

6 LESSON 1: Governance and Democracy c) A democracy is a type of government where trip, movie choice). Assign each group a specific a majority of the people are included in political decision-making model to guide the process (e.g., decision-making. The most common form of autocratic, oligarchic, democratic). Have a post- democracy is representative democracy, where activity discussion: How were decisions made and citizens elect politicians to represent them how efficient was the process? Who influenced the in assemblies and make decisions on their decision? Was everyone satisfied with the decision? behalf. Citizens are also free to run for political What kinds of behaviour helped or hindered the office. In democratic countries, citizens have protected group? What kind of feeling developed in the group? rights such as freedom of speech and religion, What are the pros and cons to each decision-making freedom of association, and the right to participate in model? free and fair elections. B. To further explore the advantages and Discussion: 5-10 min disadvantages of decision-making models in a range What are the advantages and disadvantages of each of scenarios, assign students Worksheet 1.3. Discuss type of government? Consider the following: the answers as a class and debate the choices where • The process for making decisions and laws (time, applicable. cost and efficiency) • The fairness of the decision-making process C. Use media and news stories to discuss global • The ability of citizens to live their lives freely in struggles to participate democratically (e.g., these societies overcoming violence to vote, long lines at polling • The mood and feelings developed among citizens places). In pairs or groups, have students choose a toward their government clip and explain and present it to the class. Suggested follow up discussion questions include: What do these Activity: 35-45 min struggles signify? How does it compare to voting in 1. Introduce Handout 1.1 and explain that there are Canada? several guiding principles that act as the foundation of a democracy. D. Divide the class into groups and provide each with a different country, choosing examples from different 2. Divide students into pairs or small groups continents and regions. Ask students to research the and assign them one or two of the principles of system of government used in each and present their democracy. Give students 10 to 20 minutes to findings to the class. familiarize themselves with their principle(s) and design a brief presentation to inform the rest of the E. As a class or in groups, have students debate the class about their principle(s). Students can design a principles of democracy and evaluate the health poster, symbol or graphic, create a skit, or provide of our democracy today. Defend your answers by actual examples that demonstrate the principle providing examples of where a principle is or is working or not working. Make chart paper available not working (e.g., citizen participation in elections, for any visual or written material. multi‑party systems, abuse of power). Assign Canada a letter grade (A, B, C, D, E or F) for its application of the 3. Give each group a couple minutes to present. principles of democracy. During the presentations have students take notes on Worksheet 1.2. BACKGROUND INFORMATION FOR TEACHERS What is government? Debrief: 5-10 min A government is made up of the people and Have a brief closing discussion about governance institutions put in place to run or govern a country, and democracy. Alternatively, ask students to write a state, province or community. The role of government reflection in their election scrapbook (see Assessment is to make decisions and enforce laws for the people Opportunities). it is responsible for. The purpose of government is to • What does democracy mean to you? protect its citizens and provide services. • Is democracy the best form of government? • Are there some countries that operate under the What types of government exist? guise of a democracy? Whose responsibility is it to Various types of government exist in the world and ensure governments act responsibly? they make rules and decisions for their people in • Why does a healthy democracy rely so heavily on different ways. Governments can be distinguished citizen participation? from one another by the number of people who have access to power and the types of rights and freedoms EXTENSION ACTIVITIES granted to citizens. A. Divide the class into groups and provide an actual or hypothetical decision to be made or ask them to A dictatorship is a type of government where one select one on their own (e.g., desk arrangements, person or a ruling group has complete political theme for a school dance, charity fundraiser, field 7 LESSON 1: Governance and Democracy

power. In this system of government, the dictator separates the head of state’s ceremonial and official or ruling group exercises power through control duties from partisan politics. of a mass movement, political party or the military. Dictatorships often come to power through a What is a principle? What are the principles of military takeover (also known as a coup d’état). Power democracy? is then maintained without the consent of the people A principle is a fundamental belief or rule of action. through a one-party state where political opposition There are several principles that act as the foundation is forbidden. Dictatorships generally restrict individual of a democracy. Most democratic countries exhibit civil and political rights. There is usually a heavy some or all of these principles, including equality and military presence with no independent media. human rights, economic freedom, a bill of rights, the rule of law, control of the abuse of power, free and fair The term authoritarianism is sometimes used to elections, multi‑party systems, citizen participation, describe dictatorships. Authoritarian governments accountability and transparency, an independent exercise forceful control over the population, with judiciary, political tolerance and accepting the results no particular concern for their preferences or for of elections. public opinion. Similarly, an autocracy is a type of government where political power is concentrated in the hands of one person who rules without EXTERNAL RESOURCES restriction. An autocracy can be a dictatorship or an • “Our Country, Our Parliament,” The Library of absolute monarchy. Parliament — www.parl.gc.ca • “Government Type,” CIA World Factbook — An oligarchy is a type of government in which political www.cia.gov power is concentrated in the hands of a small group • “Libya begins election amid violence,” Al Jazeera of people, usually the rich. Oligarchs exercise power (June 25, 2014) — www.aljazeera.com primarily to serve their own interests. An oligarchy can • “Ukraine votes in presidential poll amid fears of also be a dictatorship. violence,” France24 (May 25, 2014) — www.france24.com A democracy is a type of government where a • “Iraqis vote amid looming threat of violence,” majority of the population is included in political Al Jazeera (April 30, 2014) — www.aljazeera.com decision-making. The word ‘democracy’ is derived • “Zimbabwe voters stand in long lines for crucial from two ancient Greek words: demos (‘the election,” The Associated Press (July 31, 2013) — people’) and kratos (‘strength’ or ‘power’). Many www.ap.org different political systems describe themselves as • “Florida’s Long Lines On Election Day democratic. The most common form of democracy Discouraged 49,000 People From Voting: Report,” is representative democracy, where citizens elect Huffington Post (December 29, 2012) — politicians to represent them in assemblies and www.huffingtonpost.com make decisions on their behalf. Citizens are also free to run for political office. In democratic countries, citizens have protected civil and political rights such as freedom of speech and religion, freedom of association, and the right to participate in free and fair elections. What type of government do we have in Canada? Canada is a parliamentary democracy, which is a type of representative democracy. It is also a constitutional monarchy; the Queen, our head of state, holds symbolic power. Every act of government is done in the name of the Queen, but the authority for every act comes from the Canadian people through the Constitution. Most of the powers and responsibilities of the Queen are now exercised by her representative, the Governor General, except when the Queen is in Canada. The monarch’s powers in Canada are limited by the Constitution and the ability to make and pass legislation belongs to an elected parliament. As a system of government, a constitutional monarchy

8 LESSON 1: Governance and Democracy

Principles of Democracy Handout 1.1

All individuals are valued equally, have equal opportunities, and may not be discriminated against because of their race, religion, ethnicity, language, gender or sexual orientation. The human rights of all citizens are protected. For example: Equality and • Everyone has the right to freedom of movement and residence within their own Human Rights country, and everyone has the right to leave and return to their own country. • Everyone has the right to freedom of thought, conscience and religion. • Everyone has the right to freedom of opinion and expression. • Everyone has the right to organize and take part in peaceful meetings.

The government allows some private ownership of property and businesses. People Economic are allowed to choose their own work and join labour unions. It is generally accepted Freedom that a free market should exist in a democracy and the government should not control the economy.

A list of citizens’ rights and freedoms. This document limits the power of government, explains the freedoms that are guaranteed to all people and protects people from a Bill of Rights government that might abuse its powers. Canada’s Bill of Rights, the Canadian Charter of Rights and Freedoms, is entrenched in the Constitution of Canada and can be enforced by the courts.

All are equal before the law and are entitled to equal protection of the law without The Rule of discrimination. No one is above the law – this includes elected officials, the police and Law members of the military. Laws are enforced equally, fairly and consistently.

Corruption occurs when government officials use public funds for their own benefit Control of or they exercise power in an illegal way. To protect against these abuses of power, the Abuse of democratic governments are often structured to limit the powers of government Power offices and those who work for them.

Elected officials are chosen by the people in a free and fair manner. Elections are held regularly, usually every few years. Most adult citizens have the right to vote and run Free and Fair for office regardless of race, gender, ethnicity and economic status. There should be Elections no obstacles to voting and no intimidation, corruption, or threats to citizens before or during an election.

9 LESSON 1: Governance and Democracy

More than one political party participates in elections and plays a role in government. Multi-Party Multiple-party systems provide the government with different viewpoints on issues Systems and provide voters with a choice of candidates, parties and policies. Countries with only one party are usually dictatorships/autocracies. Handout 1.1

Citizen participation in government is more than just a right — it is a responsibility. Citizen Participation can take the form of running for office, voting in elections, becoming an Participation informed citizen, debating issues, attending community meetings, paying taxes, serving on a jury and protesting. Citizen participation builds a stronger democracy.

Elected and appointed officials are responsible for their actions and are accountable to the people. Officials must make decisions and perform their duties according to the Accountability wishes of those they represent, not for themselves. For government to be accountable, and the people must be aware of the actions their government is taking. A transparent Transparency government holds public meetings and allows citizens to attend. The press and people are kept informed regarding decisions being made.

Courts and the judicial system are impartial. Judges and the judicial branch are free Independent to act without influence or control from the executive and legislative branches of Judiciary government. They should also not be corrupt or influenced by other individuals, businesses or political groups.

Society is comprised of people with different cultural backgrounds, who practice different religions, represent different races, have different gender identities or have different sexual orientations. These, and people who belong to different Political socioeconomic and ethnic groups, all hold unique and valued political views. Tolerance Democratic societies strive to be politically tolerant, and the rights of minorities and other groups are protected. Those who are not in power must be allowed to organize and share their opinions.

Accepting Free and fair elections have both winners and losers. The losers and their supporters the Results of must accept that they have lost an election as democracy depends on the peaceful Elections transfer of power from one party to the next.

Adapted from: Deliberating in a Democracy in the Americas (2011). Originally excerpted and adapted from Democracy for All (Street Law, Inc. 1994).

10 LESSON 1: Governance and Democracy

What are the Principles of Democracy? Worksheet 1.2 Take notes as you learn about the guiding principles of democracy.

Equality and Human Rights

Economic Freedom

Bill of Rights

The Rule of Law

Control of the Abuse of Power

Free and Fair Elections

11 LESSON 1: Governance and Democracy

Multi-Party Systems Worksheet 1.2 Worksheet

Citizen Participation

Accountability and Transparency

Independent Judiciary

Political Tolerance

Accepting the Results of Elections

12 LESSON 1: Governance and Democracy

Who Should Decide? Worksheet 1.3

Which of these two decision-making models would work best in the following scenarios?

DICTATORSHIP: one person decides for the group

DEMOCRACY: everyone has an equal voice in the decision

a) You have been put in a team to complete a group science project. The group must build a bridge out of popsicle sticks. There are six people in the group and each person must contribute.

b) You are babysitting your siblings. It is bedtime, but no one wants to go to bed. Your parents will be home shortly.

c) You and your friends decide to throw a surprise party for another friend who will arrive soon. Time is running out and the decorating is only partly done. Some people are playing games instead of decorating.

d) The basketball game is tied at 46 with time running out in the fourth quarter. The team only has seconds to decide the next play.

e) Your family is going to the movie theatre on Sunday and needs to figure out what to watch. Luckily, there are many good choices.

f) It is Saturday afternoon and you and your friends just finished playing ultimate frisbee. Everyone is going back to your house to order pizza. Before the order is placed, toppings need to be selected.

g) Your school is going to have a dance and you need to pick the best DJ to hire.

13 LESSON 2: Democratic Rights and Responsibilities

OBJECTIVE QUESTIONS TO BE EXPLORED DURING THIS LESSON • What rights and freedoms do we have in Canada? Students will • What responsibilities come along with our rights? develop an • What is universal suffrage? appreciation for • Why is it important to exercise your right to vote? • What is a democratic citizen? the fundamental rights and SUPPLEMENTARY TOOLS • PowerPoint 2: Rights and Responsibilities in a Democracy responsibilities • Video 1: Government and Democracy that exist within a • Video 2: The Right to Vote • Handout 2.1: Highlights from the Canadian Charter of Rights and Freedoms democracy. • Handout 2.2: History of Voting Rights in Canada • Worksheet 2.3: The Right to Vote KEY WORDS • Handout 2.4: Voter Turnout by Age Group representative TEACHING STRATEGIES democracy, Hook: 10 min Canada is a representative democracy where politicians are selected by citizens right, freedom, through an election to govern their country, or their province/territory or city/town. responsibility, Citizen participation is an essential component of a healthy democracy. However, in election, voter recent years, fewer people have been exercising their right to vote. Canada has seen turnout, universal a steady decline in voter turnout over the last two decades at all levels of elections – suffrage federal, provincial/territorial and municipal/local. In the 2011 federal election, only 61 per cent of eligible voters participated in the election. Use PowerPoint 2 to review voting trends in Canada and then hold a class discussion. Ask students to consider the following: What makes for a healthy democracy? Does Canada have a healthy democracy? Why do you think fewer people are voting? Instruction: 15-20 min 1. All citizens living in a democracy have guaranteed rights and freedoms. A right is a legal entitlement or protected freedom. Rights are more often fought for and claimed (in courts or even violently), and less often simply granted. 2. In Canada, our rights are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official languages rights and minority language education rights. Democratic rights include the right for every Canadian citizen, aged 18 and older, to vote in an election (Handout 2.1). Elections are the process by which our elected representatives and government are chosen. 3. The right to vote in Canada has not always been universal. It has been withheld from many groups throughout history, including women and various ethnic and religious groups. See Handout 2.2 and other suggestions listed in the External Resources section. 14 LESSON 2: Democratic Rights and Responsibilities

4. With all rights come responsibilities. A responsibility Debrief: 5 min is a duty or obligation. It is something you should do Have a brief closing discussion about the right and in order to respect certain rights. responsibility to vote. Alternatively, ask students to write a reflection for their election scrapbook (see Teacher Note: Assign Worksheet 2.3 for homework. Assessment Opportunities). • Is the decline in voter turnout disrespectful to Discussion: 5-10 min those who had to fight for their right to vote? Why What is a responsibility? What responsibilities come or why not? along with our rights and freedoms? Make a list • Is it ever a legitimate choice not to vote? What are of rights and corresponding responsibilities on the some reasons for not voting? board. Some examples include: • Should voting be mandatory? Why or why not? • Will you vote when you become eligible? Why or why not? Right Responsibility The right to The responsibility to cast a ballot EXTENSION ACTIVITIES vote and make an informed decision A. In groups or individually, have students promote The right for To demonstrate tolerance various aspects of the Canadian Charter of Rights any person and respect for diversity of and Freedoms. Students can create a short speech, to not be background, gender, ethnicity, comic strip, dramatic presentation, essay, news article, discriminated race and religion poster or multi-media presentation. against B. Divide the class into five groups and provide each Freedom of The responsibility not to slander with a section from Handout 2.2. Ask students to expression someone or to spread hate create a dramatic or multi-media presentation to propaganda inform the rest of the class about the pathway to universal suffrage and improved accessibility. History of the Vote (www.elections.ca) may also be used for Activity: 20-30 min reference. 1. Using Handout 2.4, examine voter turnout rates by age group at the federal level and initiate a class C. Using Handout 2.2 and additional research, have discussion. students design a chronological timeline of events • Which age group had the highest voter turnout? depicting the history of voting rights in Canada and Which group had the lowest? the contributions by various individuals, agencies and • Discuss the impact of voter turnout among non-governmental agencies. different age groups. How does it influence the results of an election? Which age groups would D. Australia has a governmental system similar politicians want to speak to more? to Canada’s, but non-voters are fined $20 by the • Consider possible reasons for these differences. Australian Electoral Commission if they do not have What does it say about different age groups? What a valid reason for not voting. As a class or in small does it say about our election process? groups, evaluate the advantages and disadvantages of such a system. Ask the following discussion questions: 2. Watch Rick’s Rant — March 29, 2011 (“The Rick • Would this make you more or less likely to vote? Mercer Report”) with your class for a humourous • If Canada adopted this system, do you think it but insightful look at voting in Canada and youth would enhance or decrease the value Canadians participation. put on voting?

3. Ask students to imagine they are part of a BACKGROUND INFORMATION FOR TEACHERS marketing firm hired by Elections Canada to attract What is a representative democracy? young voters to participate in the 2015 federal Canadians elect representatives to speak on their election. In small groups or independently, students behalf and to pass laws. An election is the process should design an advertising campaign that will of choosing politicians from among a group of encourage youth participation in the election by candidates who will run a government. incorporating social media, digital, print and/or audio‑visual elements. Post advertisements around What rights and responsibilities do we have in Canada? the school or play the videos in the lead-up to Student A right is a freedom that is protected. The rights Vote Day. Submit your productions to CIVIX by email and freedoms of citizens are vital to a democratic or share them through Twitter, YouTube or Facebook. government.

15 LESSON 2: Democratic Rights and Responsibilities

In Canada, citizens’ rights and freedoms are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official languages of Canada and minority language education rights. Democratic rights include the right for every Canadian citizen, 18 years of age or older, to vote in an election and to be a candidate, as well as the requirement that governments hold elections at least every five years and that the elected representatives comprising them meet at least every year. With all rights come responsibilities. A responsibility is a duty or obligation. It is something you should do in order to respect certain rights or rules. The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner. What is universal suffrage? Universal suffrage is the extension of the right to vote to all adult citizens, including the removal of restrictions against women, various ethnic and religious groups and property ownership requirements.

EXTERNAL RESOURCES

• “Voting in Canada: How a Privilege Became a Right,” CBC Digital Archives — www.cbc.ca • “Women’s Right to Vote,” Telling Times Documentary — www.cpac.ca • “Extending the Vote,” Canada: A People’s History — www.cbc.ca • “A History of Voting Rights,” New York Times — www.nytimes.com • A History of the Vote in Canada, Elections Canada — www.elections.ca • The Evolution of the Franchise, Elections Canada — www.elections.ca • The Electoral System of Canada, Elections Canada — www.elections.ca • Rick’s Rant — March 29, 2011 (“The Rick Mercer Report”)

16 LESSON 2: Democratic Rights and Responsibilities

Highlights from the Canadian Charter of Rights and Freedoms Handout 2.1

Highlights Examples

Fundamental rights include the freedom of conscience Fundamental and religion*; freedom of thought, belief, opinion and expression including freedom of the press and other You cannot be punished for Rights media**; freedom of peaceful assembly***; and freedom your religious beliefs. of association****.

Democratic rights include the right for every Canadian, 18 years of age or older, to vote in an election, to be Democratic a candidate in an election and the requirement that You can run for political office Rights governments hold elections at least every five years and and vote when you turn 18. that the elected representatives comprising them meet at least once per year.

Mobility rights include the right of every Canadian to choose to live and work in any province or territory in You can visit another country Mobility Rights Canada. Canadians also have the right to live in, leave, or and come back when you re-enter Canada whenever they choose. choose.

Legal rights include the guarantee that Canadians, when arrested, must be told of their right to see a lawyer Legal Rights and must be tried within a reasonable amount of time. You will receive a fair trial if Canadians are also guaranteed the right to be presumed you are accused of a crime. innocent until proven guilty.

Equality rights include the right of any Canadian not to be discriminated against on the basis of race, national You cannot be excluded Equality Rights or ethnic origin, colour, religion, sex, age, or mental or from an activity because of a physical ability. disability.

Official This includes the right of all Canadians to use either English or French in communications with Canada’s You can send a letter to your Languages of federal government and some of Canada’s provincial Member of Parliament in Canada governments. English or French.

You can attend an English or Minority French school based on your Language This includes the right of French or English minorities in every province and territory to be educated in their own language anywhere in the Education language. country (with some exceptions, Rights depending on the province or territory).

* Canadians are free to worship in the religion of their choice or to not worship at all. ** Unless the media report something that is untrue, the media cannot be prevented from reporting anything that happens inside Canada. *** Canadians can meet as a group in private or public provided that the meeting is non-violent and peaceful. **** Canadians have the right to associate or befriend anyone they choose and the government does not have the right to limit these associations.

17 LESSON 2: Democratic Rights and Responsibilities

History of Voting Rights in Canada The following provides some highlights regarding the history of voting rights in Canada. British North America – Only Affluent Men May Vote (1758-1866) Voting was restricted to wealthy men, as eligibility was based on property ownership (an individual had to own property or other assets of a specified value). Paying a certain amount in annual taxes or rent could also qualify an elector. Only a small part of the population met these requirements. Women and various religious and ethnic groups

Handout 2.2 were not allowed to vote. Extending the Right to Vote to Women (1867-1919) Beginning in the 1870s, women campaigned with petitions, lectures and public demonstrations for suffrage (the right to vote). Despite hostile public opinion and uncooperative politicians, these women sought the help of influential organizations and managed to have bills (proposed laws) introduced in provincial legislatures to extend voting rights to women. When the bills were defeated, they had them reintroduced over and over until they were successful. Manitoba was the first province to extend the vote to women in 1916 and other provinces followed shortly thereafter. By 1918, women had gained the same right as men to vote in federal elections. Making the Vote Universal (1920-1960) The right to vote became universal with the 1920 Dominion Elections Act, but discrimination remained. Aboriginal People and people of Chinese origin were still unable Nellie McClung, activist for to vote. Canadian citizens of Japanese origin were at one time denied the right to vote, women’s suffrage and one even if they had served in the Canadian military during the war. Aboriginal People could of Canada’s first female only vote if they gave up their treaty rights and registered Indian status. Various religious elected politicians. groups were also affected. The last of these limitations was lifted in 1960 after much political debate. Accessibility for All (1961-1997) A variety of steps were taken to make voting even more accessible and convenient for all electors, including those with disabilities and those unable to go to their polling place on election day. Over time, several methods have been introduced to ensure that all voters can exercise their right to vote. • Employers were required to provide their staff with enough time off during the work day to vote. • Voting hours were extended. • Advance voting and voting by mail were introduced, at first on a limited basis but ultimately made available to any voter. Voting by mail is used by students living away from home, travelling vacationers, business people, incarcerated electors, and those temporarily living outside the country including members of the Canadian Forces and public servants. • Level access for people in wheelchairs was provided at polling places, and accessibility criteria were developed to help choose polling places. Prime Minister John Diefenbaker • Mobile polls were introduced to visit various institutions to collect the vote. oversaw the extension of the right to vote to Aboriginal People in 1960. • Voter information was made available in both official languages and in some Aboriginal and other ethnocultural languages. Additionally, information programs were put in place to make the referendum and election process better known to citizens, particularly those persons and groups most likely to experience difficulty in exercising their democratic rights. • New voting tools and services were offered to meet the diverse needs of Canadians, including magnifiers to help read ballots, tactile and braille voting templates, large-print lists of candidates, braille lists of candidates, and sign‑language interpretation. Charter Challenges (1982 to 2004) Following the adoption of the Canadian Charter of Rights and Freedoms, several groups challenged the Canada Elections Act to receive the right to vote. • Approximately 500 federally selected judges became eligible to cast ballots in federal elections in 1988 after a court determined that the related election law was in conflict with the Charter’s guarantee of the right to vote. • In 1988, the Canadian Disability Rights Council argued in a Charter challenge that election laws should not disqualify people who have a mental illness. In 1993, Parliament removed this disqualification. • Since 1982, inmates of several penal institutions have relied on the Charter to establish through the courts that they should be able to vote. In 1993, Parliament removed the disqualification for prisoners serving sentences of less than two years. Although the legislation has not been amended for prisoners serving more than two years, the Supreme Court of Canada ruled in 2002 that prisoners serving terms of more than two years could not be 18 disqualified from voting. Therefore, they have been able to cast ballots since 2004. Source: History of the Vote LESSON 2: Democratic Rights and Responsibilities

The Right to Vote Worksheet 2.3

Answer the following questions based on research on the pathway to universal suffrage in Canada.

Suggested resources:

• Handout 2.2: A History of Voting Rights in Canada • A History of the Vote in Canada and Exploring Canada’s Electoral System (www.elections.ca)

1. What is universal suffrage?

2. Before 1900, who was allowed to vote in Canadian elections? Who was not allowed to vote?

3. Summarize the story of women’s suffrage. When were women allowed to vote in Canada? When were women allowed to vote in your province or territory?

4. How has voting been made more accessible and convenient for voters?

5. Do you believe it is important to vote? Why or why not?

19 LESSON 2: Democratic Rights and Responsibilities

Voter Turnout by Age Group

The following graph and table display voter turnout by age group in the 2004, 2006, 2008 and 2011 federal elections.

Year 18–24 yrs 25–34 yrs 35–44 yrs 45–54 yrs 55–64 yrs 65–74 yrs 75+ yrs Handout 2.4 2004 37.0% 44.0% 54.5% 66.0% 72.9% 75.5% 63.9%

2006 43.8% 49.8% 61.6% 70.0% 75.4% 77.5% 61.6%

2008 37.4% 48.0% 53.9% 59.7% 65.6% 68.4% 67.3%

2011 38.8% 45.1% 54.5% 64.5% 71.5% 75.1% 60.3%

Source: Elections Canada

20 LESSON 3: Governments in Canada

OBJECTIVE QUESTIONS TO EXPLORE DURING THIS LESSON • How is government structured in Canada? Students will • What roles and responsibilities are associated with the three levels of government? learn about • How are responsibilities divided among the levels of government? • How is your life affected by government? the roles and responsibilities SUPPLEMENTARY TOOLS associated with • PowerPoint 3: Government in Canada • Video 3: The Levels of Government the three levels of • Worksheet 3.1: Government in Canada government and • Handout 3.2: Government Responsibilities • Worksheet 3.3: Investigating Government understand how • Worksheet 3.4: Government All Around government policy • Political TriviaJeopardy! (available online) and services TEACHING STRATEGIES directly influence Hook: 15-20 min their lives. 1. Have an opening conversation: How does government impact you or your life? Create a list for all students to see on the board, overhead or SmartBoard. KEY WORDS 2. Invite students to share all of the activities they do on a daily or weekly basis. Try to refine the list so that activities can be easily connected to government policy or federal, provincial, services (e.g., make breakfast, listen to music, ride the bus, go to school, drive a car, territorial, go clothes shopping, go to the park/skate park, buy groceries, take out the garbage). municipal, local, 3. Ask students to consider how government affects the following activities through Member of funding or legislation. Parliament (MP), Examples include: legislative • Food — farming/agriculture, use of electricity assembly, • Music — the content of television and radio broadcasts, copyright laws/ downloading music parliament, House • Buses and local transportation — public transit, roads of Commons, • School — curriculum outcomes, teachers, school boards • Driving a car — driver’s license, traffic laws, speed limits prime minister, • Shopping — sales taxes premier, • Parks and playgrounds — development and maintenance subsidiarity, • Festivals — tourism, celebrations concurrency 4. Considering the list of government services mentioned, ask students how they would go about organizing one of the items if there was no government involvement. How would this change their relationship with government? Instruction: 15-20 min 1. Canada is a federal state with three levels of government (federal, provincial/ territorial and municipal/local). • The division of responsibilities is based on the principle of subsidiarity (whoever is closest to the matter governs it).

21 LESSON 3: Governments in Canada

2. Canada is a parliamentary democracy. • Would you rather pay taxes to have public services • We elect members to represent us in our federal provided, or be responsible for them yourself? parliament and provincial/territorial legislatures. Members are responsible for proposing, studying, EXTENSION ACTIVITIES debating and voting on bills. A. Using online resources, ask students to fill • The dominant political party in the parliament or out Worksheet 3.3. This could be completed in a legislature usually determines the leader of the computer lab or assigned for homework. Use the government. following links as a starting point: • The prime minister or premier selects a cabinet • The Governor General of Canada — www.gg.ca (made up of ministers) and is responsible for the • The Library of Parliament (Canada) — operations and policy at their level of government. www.parl.gc.ca • Elections Canada — www.elections.ca Teacher Note: Consensus government is used in the Northwest Territories and Nunavut. There are no B. Distribute copies of Worksheet 3.4 and ask parties, and the territorial legislature selects the students, individually or in pairs, to label the various speaker, premier, and cabinet members from amongst government services in the picture and identify the its members. level of government if possible. Take up the worksheet as a class and have a discussion about all the ways 3. Canada is a constitutional monarchy. government impacts our lives. • Canada’s head of state is a hereditary sovereign (queen or king). C. Have students research and choose a political hero • The sovereign is represented by the governor from the past – a local, provincial/territorial, or federal general (GG) at the federal level and the lieutenant political figure who made a significant mark in the governor (LG) at the provincial level. community, province/territory or nation. Have them • The GG and LG have similar roles and are write a short summary of their hero’s impact and responsible for ensuring there is a leader and a what it means to them, and have them present it to functioning government. They summon, dissolve the class. and prorogue parliament, call elections, give assent to acts of parliament and read the Speech from the D. Create questions as a class or individually and Throne. ask students to contact one of their local elected representatives. Sample questions: What is an Teacher Note: Use PowerPoint 3 to assist with the example of a recently passed law or by-law? Why delivery of key concepts and terms. Ask students to was it passed? What are three pressing issues on the fill out Worksheet 3.1 as you review the terms and table right now? What issue are you most passionate concepts or for homework. Copies of Handout 3.2 about? How do your political decisions and efforts could also be distributed. affect me? Activity: 20-25 min Alternatively, you could invite a former politician 1. Watch Video 3 with your class to quickly review the into the class for a Q&A about their experiences. roles and responsibilities at each level of government. Sample questions: Why did you want to get involved in politics? Which accomplishments are you most 2. As a class or in groups play a game of political proud of while you were in office? What was the most trivia (e.g., What is the title given to the leader of our challenging aspect of your job? country? Who holds this position? Which party do they represent?). You can use or modify the Political E. Visit the ‘Learn’ page on the Student Budget Trivia Jeopardy! game available online or create your Consultation website (www.civix.ca/sbc) and watch own list of questions and answers. Worksheets 3.1 Videos 2, 3 and 4 to learn more about Canada’s and 3.3 could also be used for reference. revenues and expenditures. Discussion questions: Are you surprised by the breakdown of revenues and/or Debrief: 5-10 min expenditures? Where do you think the federal Have a brief closing discussion about government government should spend more or less? Should the in Canada. Alternatively, ask students to write federal government increase or decrease any of its a reflection for their election scrapbook (see revenue sources? Assessment Opportunities). • What have you learned about government in BACKGROUND INFORMATION FOR TEACHERS Canada? How is government structured in Canada? • Why is it important to know your elected Canada is a federal state, parliamentary democracy representative? and constitutional monarchy. • How involved should governments be in the lives of their citizens?

22 LESSON 3: Governments in Canada

A federal state brings together a number of different The constitutional division of powers is based on the political communities with a central government principle of subsidiarity, in which the government (federal) for general purposes and matters of national closest to the issue governs it. The division of powers importance, and separate provincial/territorial is found in Sections 91–95 of the Constitution Act. governments for local purposes. • The federal government takes responsibility for the whole country and matters of national and In Canada’s parliamentary democracy, the people elect international concern, such as our armed forces, representatives (members) to the federal parliament relations with other countries, international trade, and to the provincial and territorial legislatures. money and currency, fisheries and oceans, and Representatives at the federal level are called Members criminal law and public safety. of Parliament (MPs). Representatives at the provincial • Provincial and territorial governments are or territorial level are called Members of the Legislative responsible for their own province or territory and Assembly (MLAs), Members of Provincial Parliament regional matters including education, healthcare (MPPs), Members of the National Assembly (MNAs) or delivery, natural resources and transportation/ Members of the House of Assembly (MHAs), depending highways. on the province or territory. • Municipal and local governments take responsibility for their city or town and local The party with the most elected representatives in matters such as garbage and recycling, libraries, the legislature or parliament usually determines the public transit, and local parks and recreation. leader of the government. At the federal level, the Municipal and local governments acquire their leader of the government is called the prime minister. responsibilities from their province or territory. At the provincial or territorial level, the leader of the government is called the premier. Some powers may overlap between jurisdictions. This is called concurrency. For example, federal, provincial Consensus government is used in the Northwest and municipal/local governments are concurrently Territories and Nunavut. There are no parties, and the responsible for the environment. The federal legislature selects the speaker, premier, and cabinet government enforces the Canadian Environmental members from amongst its members. Protection Act and regulates waterways used for fishing and shipping. Provincial governments With the exception of a few cities in Canada, there regulate land use, mining, manufacturing and are no political parties at the municipal or local level. harmful emissions. Municipal/local governments are The elected local representative is usually called a responsible for zoning, garbage disposal, and sewage councillor or alderman. The leader of the municipal and water treatment. government is most often called a mayor, reeve or chairperson. The leader is elected by the people. How is the federal government structured? What roles exist? As a constitutional monarchy, Canada’s head of state The Canadian government is divided into three is a hereditary sovereign (queen or king) who reigns branches: legislative, executive and judicial. in accordance with the constitution. The sovereign is represented in Canada by the governor general, who is The legislative branch creates laws, rules and appointed by the sovereign on the advice of the prime regulations under federal jurisdiction. The legislative minister. In each of the ten provinces, the sovereign branch is made up of elected representatives called is represented by the lieutenant governor, who is Members of Parliament. After the next election, there appointed by the governor general on the advice of will be 338 Members of Parliament and each will the prime minister. Usually, the governor general and represent a different geographic area (called a riding lieutenant governors serve five-year terms. or electoral district). In Canada’s three territories, territorial commissioners The executive branch implements and enforces serve a similar role to a lieutenant governor. laws, rules and regulations. In the executive branch, Commissioners do not represent the sovereign, the Queen is the head of state and is represented however. They are appointed by and represent the by the governor general. The leader of the federal federal government. government is called the prime minister. The prime minister appoints several MPs to head the ministries How are responsibilities divided among the levels of of the executive council (cabinet). Each minister is in government? charge of one of the federal departments and acts as Canada has three levels of government: federal, an advisor to the prime minister and the legislature in provincial/territorial and municipal/local. Each level their area of expertise. of government has its own structure of elected and appointed representatives as well as a unique set of The judicial branch interprets the law, rules and responsibilities. regulations and punishes those who violate them.

23 LESSON 3: Governments in Canada

The judicial branch of government is headed by the Supreme Court and nine appointed judges. The Canadian court system is responsible for deciding who has broken the law and for dispensing the appropriate punishment for the crime committed. What do members of the legislative branch do? When the legislature is sitting, MPs are responsible for proposing, studying, debating and voting on bills (potential laws), and raising issues put forward by their constituents. When the legislature is not sitting, MPs meet with their constituents (people living in the ridings they represent) to discuss the constituents’ concerns and to provide guidance and advice relating to government services.

EXTERNAL RESOURCES

• “How Canadians Govern Themselves” — www.parl.gc.ca • “Discover Canada” — www.cic.gc.ca • Library of Parliament (Canada) — www.parl.gc.ca • Government of Canada website — www.gc.ca • Elections Canada – www.elections.ca

24 LESSON 3: Governments in Canada

Government in Canada Worksheet 3.1

Fill in the blanks as you learn about the different levels of government in Canada.

1. There are three levels of government in Canada: ______, ______

and ______.

2. The ______government is responsible for foreign affairs, fisheries and oceans, national

defence and public safety.

3. The ______government is responsible for education, healthcare delivery, natural

resources and transportation.

4. The ______government is responsible for waste disposal, libraries, water and

sewage, and parks and recreation.

5. Canadians are electing ______Members of Parliament (MPs) to the House of Commons (number).

6. My provincial or territorial legislature has ______elected representatives (number).

7. The leader of the political party in the House of Commons with the most seats is called the

______.

8. The leader of my provincial or territorial government is called the ______.

9. The ______is Canada’s head of state.

10. The sovereign is represented by the ______at the federal level and

the ______at the provincial level.

25 LESSON 3: Governments in Canada

TEACHER COPY: Government in Canada

1. There are three levels of government in Canada: federal, provincial/territorial and municipal/local.

Worksheet 3.1 Worksheet 2. The federal government is responsible for foreign affairs, fisheries and oceans, national defence and public

safety.

3. The provincial or territorial government is responsible for education, healthcare delivery, natural resources

and transportation.

4. The municipal or local government is responsible for waste disposal, libraries, water and sewage, and parks

and recreation.

5. Canadians are electing338 Members of Parliament (MPs) to the House of Commons.

6. My provincial or territorial legislature has (answers may vary) elected representatives.

7. The leader of the political party in the House of Commons with the most seats is called the prime minister.

8. The leader of my provincial or territorial government is called the premier.

9. The Queen is Canada’s head of state.

10. The sovereign is represented by the governor general at the federal level and the lieutenant governor at the

provincial level.

26 LESSON 3: Governments in Canada

Government Responsibilities Handout 3.2 The table below lists federal, provincial/territorial and municipal/local government areas of responsibility. Some responsibilities (e.g., transportation, healthcare and environment) are shared between the different levels of government.

Federal Government Provincial/Territorial Municipal/Local Government Responsibilities Government Responsibilities Responsibilities

• Aboriginal affairs • Aboriginal affairs • Road maintenance • Agriculture • Agriculture • Water and sewer service • Citizenship and immigration • Provincial law and courts • Recreation and community facilities • Currency • Citizenship and immigration • Family and community • Environment • Culture services • Fisheries and oceans • Community and social services • Libraries • Foreign affairs, international • Public properties and trade and development • Consumer and commercial relations administration buildings • Heritage • Land use planning • Energy • Employment and social • Roads and sidewalks development • Economic development and trade • Public lighting • Health • Education • Police protection services • Industry • Environment • Ambulance services • Infrastructure • Healthcare delivery • Fire protection • Federal law and courts • Labour • Public transportation • National defence • Municipal affairs • Animal control • Natural resources • Natural resources • Local parks • Official languages • Rural affairs • Waste management • Public safety • Tourism • Water supply and treatment • Transportation • Transportation • Tourism • Veterans affairs • Training, college and • Regional development and diversification universities

27 LESSON 3: Governments in Canada

Investigating Government

In the table below, answer the questions for each level of government.

Question Federal Provincial/Territorial Municipal/Local

Worksheet 3.3 Worksheet What is the name of the role represented by the sovereign at this level?

Who currently holds this position?

What is the official title of the leader at this level of government?

Who currently holds this position and which party do they represent?

What is the official title of the elected members at this level of government?

How many members are there?

Who currently holds this position for your geographic area?

Where does this level of government meet? (Include the name of the building and city)

What are three or more responsibilities at this level of government?

28 LESSON 3: Governments in Canada

TEACHER COPY: Investigating Government Worksheet 3.3

Question Federal Provincial/Territorial Municipal/Local What is the name of the Governor General Lieutenant Governor n/a role represented by the sovereign at this level?

Who currently holds this David Johnston Answers will vary position?

*Does not apply to territories

What is the official title of Prime Minister Premier Answers will vary the leader at this level of government?

Who currently holds this Stephen Harper Answers will vary Answers will vary position and which party do they represent? Conservative Party of Answers will vary Canada

What is the official title of Member of Parliament Answers will vary Answers will vary the elected members at this (MP) level of government?

How many members are Answers will vary Answers will vary Answers will vary there?

Who currently holds this Answers will vary Answers will vary Answers will vary position for your geographic area?

Where does this level of Parliament Hill Answers will vary Answers will vary government meet? (Include the name of the Ottawa Answers will vary building and city)

What are three or more Justice, citizenship and Education, healthcare Road maintenance, responsibilities at this level immigration, national delivery, environment, water and sewer of government? defence, currency, energy service, recreation public safety, fisheries and community and oceans facilities, libraries, police protection services

29 LESSON 3: Governments in Canada Worksheet 3.4 Worksheet Government All Around Government government. of the level and identify below services in the picture Label government 30 LESSON 4: Political Parties

OBJECTIVE QUESTIONS TO EXPLORE DURING THIS LESSON • What is a political ideology? Students will gain • What is a political party? What purpose do they serve? an understanding • What is the political spectrum? of the political • What is a party platform? • How do political parties form government? spectrum and the • What are the details of each party’s platform for the current election? current political SUPPLEMENTARY TOOLS parties in Canada. • PowerPoint 4: Political Parties • Handout 4.1: The Basic Political Spectrum KEY WORDS • Worksheet 4.2: The World’s Smallest Political Quiz • Handout 4.3: The Self-Government Compass political ideology, • Handout 4.4: 2011 Election Results political • Worksheet 4.5: Getting to Know the Parties • Worksheet 4.6: Understanding the Issues and Platforms spectrum, right • Worksheet 4.7: Evaluating the Leaders’ Debate wing, left wing, TEACHING STRATEGIES centre, liberalism, Hook: 15 min conservatism, 1. Using Handout 4.1, review the terms and perspectives associated with a linear political spectrum. socialism, political party, party 2. As a class or individually, have students complete the World’s Smallest Political Quiz (Worksheet 4.2). Explain to students that the questions are meant to encourage leader, candidate, reflection on their beliefs, values and worldview. slogan, party platform, plank, 3. Analyze the results of the World’s Smallest Political Quiz using Handout 4.3. Visually interpret and compare where students sit on the political spectrum. Draw riding the Self-Government Compass on the board and have students mark their place based on their results from Worksheet 4.2. Teacher Note: Due to the complex nature of individuals, the results of the World’s Smallest Political Quiz or another political questionnaire will not be completely accurate in pinpointing a precise political standing. It is also important to note that people’s views may be different depending on the topic. For example, you may be more left leaning on some issues and right leaning on others. The goal is to encourage students to reflect on their beliefs and values. Instruction: 10 min 1. A political ideology is a set of shared ideals or beliefs about how politics and government should function. Common ideologies include liberalism, conservatism and socialism. Other examples are communism and fascism. 2. A political party is a group of like-minded individuals with a shared vision and political ideology whose intention is to achieve power and create meaningful political change. 3. The political spectrum is a means of characterizing beliefs, values and priorities, 31 LESSON 4: Political Parties

and provides a conceptual framework in which to director, policy expert and marketing specialist. view and evaluate political parties and policies. 5. Have each group present their political party to 4. Political parties campaign during elections to share the rest of the class. Students can take notes on each their party’s ideas and convince citizens to vote presentation using Worksheet 4.5. Afterwards, have for them. A party platform is a series of declared students vote on the political party they like best – principles and policies on jurisdictional issues excluding their own party. concerning government and the public. Teacher Note: Organize a presentation schedule 5. In an election, political parties are represented by that would allow each group to visit other classes in candidates in each riding. A riding (also known as a the school on a rotational basis to help inform and constituency or electoral district) is a geographical prepare the student electorate for Student Vote Day. A area represented by an elected official. school-wide assembly could also be coordinated. Teacher Note: More information on local candidates Debrief: 5 min can be found in Lesson 5. Have a brief closing discussion about political parties with your class. Alternatively, ask students to 6. After the election, the dominant political party in write a reflection for their election scrapbook (see the House of Commons (the party that elects the Assessment Opportunities). most number of representatives or wins the most • Did you find yourself solely on one side of the seats) usually forms government and their leader political spectrum? Is it possible to like ideas from becomes the prime minister. Using Handout 4.4, both sides of the spectrum? review the results of the 2011 election. • If a person is running as a candidate of a political party, how closely should their political beliefs Activity: 50-120 min resemble those of the party? Should candidates be 1. Review the list of political parties in Canada and forced to follow the party’s stance on some issues, identify which have candidates running in your riding. or every issue? These can be found using the Voter Information Service • What advantages or disadvantages might there on Elections Canada’s website (www.elections.ca). be for a person who runs as an independent or without an affiliation to a party? 2. Organize students into groups randomly or based • Would you ever join a political party? Why or why on similar interests and ideologies (like the results of not? Worksheet 4.2). Assign each group a political party that is running a candidate in your school’s riding or EXTENSION ACTIVITIES allow them to choose one based on their preference. A. Organize students into groups and assign each a Regardless of the method, the goal is to ensure each major election issue (e.g., taxes, national defence, party is covered by a group. public safety, the environment or the economy). Ask them to use party websites and news articles to 3. Using party websites, online resources and research where each political party stands on the issue campaign literature, each group should conduct or what policies they suggest. Students can present research into the following: their findings to the class. During the presentations • What does the political party stand for? have students take notes using Worksheet 4.6. • Who is the current leader of the party? • What are the party’s logos, slogans, posters and B. Using the Vote Compass online survey for the 2015 advertisements? What are the key messages? federal election, ask students to discover where they • Who seems to be the target audience of the party? fit in Canada’s political landscape. Vote Compass was Who does the party seem to appeal to? developed by political scientists and uses a series of • What are the party’s main priorities or policy ideas issues-based questions to assess which party is most (platform)? What is their vision for Canada? closely aligned with the views of the user. Have students • Where does the party sit on the political spectrum? visit the Vote Compass website (www.votecompass.ca) during the campaign to take the survey. 4. Ask each group to prepare a short presentation about their political party and its platform. Students C. Invite a past parliamentarian to visit your class should incorporate an audio-visual component that for a Q&A session or coordinate a Skype interview. includes their logo/brand, campaign elements, and Prepare a list of questions in advance (e.g., How does images of their leader and/or the local candidate. a political party work? How do political parties recruit members? How is policy developed? Why did you get Within each group, students could also take on the involved in politics? What was your experience like?). roles of a campaign team to further learn about how parties are organized. Suggested roles include: leader, D. Have students create their own federal political campaign manager, local candidate, communications party. The party should have a name, logo, slogan, key 32 LESSON 4: Political Parties priorities and suggested policies. Presentations could Party members choose the party leader and local include posters, campaign literature, speeches and candidates and work together to help them get other election paraphernalia. elected. Local candidates are party members selected through a nomination process by the local riding E. Leaders’ debates are an opportunity for the major association. The party selects the person they feel has party leaders to share their platforms, criticize the greatest chance of success as their candidate. their opponents’ ideas and perform in front of the electorate. Plan a viewing of one of the federal debates Candidates campaign during the election, share their for your class or ask students to watch it with their party’s ideas and aspire to represent their vision family and friends. Afterwards, have students evaluate in the parliament or legislature. To become an MP, the performance of each leader using Worksheet 4.7. candidates must get the most votes in their riding during an election. BACKGROUND INFORMATION FOR TEACHERS What is a political party? What purpose do they serve? What is a party platform? A political party is a group of like-minded individuals A party platform is a series of declared principles with a shared vision and similar political ideals whose and policies on jurisdictional issues that concern intention is to achieve power through an election the government and the public. Parties share their and create meaningful political change. Political platforms through announcements, advertising and parties compete against each other during election events. They share their ideas in order to attract campaigns and appeal to the public for their support support from the electorate and secure votes. and, ultimately their vote on election day. What is the political spectrum? How do political EXTERNAL RESOURCES parties and the political spectrum relate? The political spectrum is a means of characterizing • Elections Canada — www.elections.ca beliefs, values and priorities, and provides a conceptual • Vote Compass — www.votecompass.ca framework in which to view and evaluate political parties • Campaign literature (pamphlets, advertisements, and policies. A linear spectrum is represented by a articles) horizontal line, with parties on the left embracing social Registered Political Parties (For the most up to date equality, social services and government intervention list, visit www.elections.ca) in the economy, and parties on the right favouring • Animal Alliance Environment Voters Party of individual liberty, free markets and lower taxes. Canada — www.environmentvoters.org • Bloc Québécois — www.blocquebecois.org The political spectrum can also be viewed with two • Canadian Action Party — intersecting scales: one for economic/fiscal policies www.canadianactionparty.org and one for social/personal policies. This creates a • Christian Heritage Party of Canada — quadrant with four areas. www.chp.ca • Communist Party of Canada — How do political parties form government in Canada? www.communist-party.ca Canada’s federal system of government is based on • Conservative Party of Canada — political parties. Parties are required to register with www.conservative.ca Elections Canada. During elections, an organized course • Forces et Démocratie — of action is taken by a political party, its candidates and www.forcesetdemocratie.org campaign team, with the intention of spreading their • Green Party of Canada — message to secure constituent support and votes. www.greenparty.ca • Liberal Party of Canada — www.liberal.ca The political party that elects the most candidates • Libertarian Party of Canada — www.libertarian.ca (usually) forms government and their leader becomes • Marijuana Party — www.marijuanaparty.ca the prime minister. Most candidates belong to a party, • Marxist-Leninist Party of Canada — www.mlpc.ca unless they are running as an independent or are not • New Democratic Party — www.ndp.ca • Party for Accountability, Competency and associated with any party. Transparency — www.onlineparty.ca • Pirate Party of Canada — www.pirateparty.ca How do political parties work? • Progressive Canadian Party — www.pcparty.org Political parties are made up of interested members • Rhinoceros Party — www.neorhino.ca of the general public. Joining a political party can be • The Bridge Party of Canada — an effective way for you to influence the party and the www.thebridgeparty.ca politicians who represent you and your riding. Anyone • United Party of Canada — above the required age can be a member of a political www.unitedpartyofcanada.com party (for most parties the age is 14). Party members can discuss ideas and propose policy. Many parties also have youth wings. 33 LESSON 4: Political Parties

The Basic Political Spectrum

Please note: These terms are very broad and are meant to serve as only an outline of historically understood political positions, presented on a single axis.

Left Centre Right Handout 4.1

The present system should be Social conditions need to change as Social conditions should change, maintained. Change should only quickly as possible. but at a cautious pace. occur when absolutely necessary, and it should be slow and careful.

Tradition is important, but change Traditions must be respected. They Society is not bound by tradition. must be accepted if it is the will of provide society with stability and the majority. security.

Government should not interfere Government has a moral obligation in the lives of individuals. Private There are many different to directly take care of needy charity and self-reliance are better. approaches to caring for the needy. persons. Government should provide a helping hand, not a handout.

Everyone should have equal Everyone should have equality of Everyone should have equality of opportunity, but working hard is condition (wealth or income). opportunity and condition. the best way to get ahead.

The rights of individuals have the Law and order is important, but the Law and order should always be highest priority. rights of the individual come first. the highest priority.

The government should own key Some form of government Business and industry should industries, banks, transportation management of the economy is be kept in the hands of private facilities and natural resources. necessary. individuals.

Left is generally associated with Centre is generally associated with Right is generally associated with being socialist. being liberal. being conservative.

34 LESSON 4: Political Parties

The World’s Smallest Political Quiz Worksheet 4.2

Take the World’s Smallest Political Quiz. Then use the Self-Government Compass to find your political identity. Circle Y when you agree with a statement, M for Maybe/Sometimes/Need-More-Information, or N for No.

Are you a self-governor on PERSONAL issues? 20 10 0

Government should not control radio, TV or the press (including books) Y M N

Drug laws do more harm than good and should be repealed Y M N

There should be no laws or regulations concerning sex between consenting adults Y M N

Private clubs and organizations should be free to admit or refuse any member Y M N

Government should not interfere in arrangements between doctors and patients Y M N

Are you a self-governor on ECONOMIC issues? 20 10 0

Businesses and farms should operate without government subsidies Y M N

People are better off with free trade than with tariffs Y M N

Minimum wage laws cause unemployment and should be repealed Y M N

Government should not dictate hiring or employment practices Y M N

Union membership should be voluntary, not compulsory Y M N

To use the Self-Government Compass, mark your personal score on the left, and your economic score on the right. (See example of 20 per cent personal and 10 per cent economic.) Then follow the grid lines until they meet at your political identity!

The compass measures self‑government. Liberals value freedom of expression. Conservatives value free enterprise. Libertarians value both. Authoritarians are against both.

This is a Canadianized version of the World’s Smallest Political Quiz, originally adapted for the November/December 1993 issue of the Canadian Student Review by John Robson. The U.S. version is published by Advocates for Self-Government, Inc., a 510(c)(3) non-profit organization in Atlanta, Georgia. Source: The Fraser Institute

35 LESSON 4: Political Parties

The Self-Government Compass Handout 4.3

36 LESSON 4: Political Parties

2011 Election Results Handout 4.4

GENERAL ELECTION RESULTS Registered Political Parties Candidates Valid Popular Elected Votes Vote Conservative Party of Canada 166 5,835,270 39.6%

New Democratic Party 103 4,512,411 30.6%

Liberal Party of Canada 34 2,783,076 18.9%

Bloc Québécois 4 891,425 6.1%

Green Party of Canada 1 572,095 3.9%

Other affiliations* 0 129,703 0.9%

TOTAL 308 14,723,980 100%

Source: Elections Canada

STUDENT VOTE RESULTS Registered Political Parties Candidates Valid Popular Elected Votes Vote Conservative Party of Canada 130 166,893 30.97%

New Democratic Party 113 140,157 26.01%

Liberal Party of Canada 47 106,166 19.70%

Bloc Québécois 6 7,011 1.30%

Green Party of Canada 5 93,140 17.29%

Other affiliations* 0 25,479 4.73%

TOTAL 301 538,846 100%

*Animal Alliance Environment Voters Party of Canada, Canadian Action Party, Christian Heritage Party of Canada, Communist Party of Canada, First Peoples National Party of Canada, Independent, Libertarian Party of Canada, Marijuana Party, Marxist-Leninist Party of Canada, No Affiliation, Pirate Party of Canada, Progressive Canadian Party, Rhinoceros Party, United Party of Canada, Western Block Party.

37 LESSON 4: Political Parties

Getting to Know the Parties

Using a variety of sources, gather information about the political parties campaigning in the election.

Political party details Campaign slogan and key messages Name: Worksheet 4.5 Worksheet

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

38 LESSON 4: Political Parties Select four issues and compare each party’s position or proposed policy on each issue. Understanding the Issues and Platforms Issue 4: Issue 3: Issue 2: Issue 1: Political Party Worksheet 4.6

39 LESSON 4: Political Parties

Evaluating the Leaders’ Debate

After watching one of the party leaders’ debates, complete an evaluation of each leader’s performance and reflect on their key messages. The following rating scale may be used as an evaluation framework.

5 – Very Good 4 – Good 3 – Satisfactory 2 – Poor 1 – Very poor Worksheet 4.7 Worksheet Score Party Leader Knowledge Confidence Messaging Rebuttals Etiquette (Out of 25) a)

Key messages:

40 LESSON 5: Local Candidates and Issues

OBJECTIVE QUESTIONS TO EXPLORE DURING THIS LESSON • What is a riding? Students will learn • What is an electoral system and which system is used in Canada? about their riding, • What is the name of my riding and who are the candidates running? • What are the most important issues in my riding? the candidates • How can I learn about my candidates? and local issues. SUPPLEMENTARY TOOLS • PowerPoint 5: Ridings and Local Candidates KEY WORDS • Video 4: Our Electoral System riding, electoral • Worksheet 5.1: Election Candidate Profile system, candidate, • Handout 5.2: A Framework for Planning an All-Candidates Meeting independent, TEACHING STRATEGIES ballot, incumbent, Hook: 10-15 min 1. Find your school’s riding on the federal riding map. Ask students if they notice any issue, constituent, differences between their riding and others across Canada (e.g., size, shape). Ask Single-Member them to consider why there are differences and what those differences might be (e.g., population size, demographic make-up, geography, landmarks). Plurality, First‑Past-The‑Post 2. Show students an individual map of the school’s riding (www.elections.ca, under ‘Maps Corner’). Answer the following questions: • What are the boundaries of the riding? • What major landmarks or attractions are included in the riding? • What makes the riding unique? Teacher Note: If your riding has changed since 2011, compare your 2011 riding to your 2015 riding. How has it changed? 3. Following the riding analysis, ask students to consider and discuss the following questions: • What issues do you expect people in the riding to be talking about? • What promises or commitments do you expect the local candidates will be making? Instruction: 15 min 1. A riding (also known as a constituency or electoral district) is a geographical area represented by an elected official. Each province has a different number of ridings, and each territory comprises its own riding. • At the federal level, the elected official is called a Member of Parliament (MP). • Canadians will be electing 338 MPs in the 2015 election (an increase of 30 seats since 2011). 2. The size of each riding is determined by factors such as population size, demographic make-up and geography. Urban ridings are often smaller and more populous, while rural ridings are larger with less dense populations. • The riding of Nunavut, for example, sprawls over 2,093,190 square kilometres. In sharp contrast, the smallest riding of Toronto Centre, in Ontario, occupies only 6 square kilometres. • Each MP will represent 72,747 electors on average. 41 LESSON 5: Local Candidates and Issues

3. An electoral system is the way citizens’ choices, • Which issues facing the country do you feel need expressed as votes, are translated into legislative seats to be addressed? in the parliament or legislature. • Which issues facing your community do you feel • Different types of electoral systems are used need to be addressed? around the world and they differ by the number • Which issues impact you, your family and friends? of representatives elected per riding (or district), • What can you ask a candidate in order to evaluate the type of ballots used and the formulas used for their abilities to become an effective MP? declaring winning candidates. 4. As a class or in groups, email each candidate with 4. Canada uses a system called Single-Member three or four well-written questions. Plurality or First-Past-The-Post (FPTP). • One representative is elected per riding Teacher Note: Alternatively, consider inviting each (single‑member districts). candidate for a class visit, conducting a phone or • Voters are only allowed to choose one candidate Skype interview, or holding an all-candidates meeting on the ballot (categorical or exclusive ballot). at your school (refer to Handout 5.2). • The candidate with the most votes wins. The successful candidate does not need more than 50 Debrief: 5-10 min per cent of the vote; they only require one more Review each candidate’s profile and their responses vote than any of the other candidates (plurality). to the questions. Alternatively, ask students to write a reflection for their election scrapbook (see Teacher Note: It would be helpful to demonstrate FPTP Assessment Opportunities). with a sample ballot and voting results for your riding • What are the strengths and weaknesses of each in the last election. candidate? • Who is best suited for the job? Who do you feel Discussion: 10 min will most effectively serve the community? How should you evaluate candidates? What qualities • Do you share the same opinions or values and qualifications do you expect from a Member of expressed by any of the candidates? Explain. Parliament? Why are these qualities necessary for this • Refer back to the results of the political spectrum job? quiz. Do the candidates you relate to most align with your position on the political spectrum? Activity: 30 min or more • Which candidate would you support and why? 1. List the candidates and their party association (if applicable) running for election in your school’s riding. EXTENSION ACTIVITIES Explain or show students where they can find this A. Canada is a very large nation with different needs information (www.elections.ca). and issues. Have a class discussion about geographical differences in an election campaign. Questions to 2. Ask students to create profiles by examining consider: Does an MP from Labrador have the same candidate websites, social media platforms, priorities as an MP from Toronto Centre or Vancouver newspapers and other campaign literature. For each South? Are MPs in rural New Brunswick dealing with candidate, students should focus on the following the same issues as an MP from urban Saskatchewan? questions to narrow their research: What geographical, cultural or socio-economic • What experience, skills and qualifications does the differences might there be between the people of candidate possess? these different ridings? How might these differences • Why does the candidate want to be elected? What affect interactions between MPs in the House of are their priorities? What goals do they want to Commons? achieve? • What do you like or dislike about the candidate? B. Have students organize and engage in a mock • Would you feel confident if this candidate debate to gain a better understanding of the job of a represented your riding in the House of Commons? candidate in a local campaign. In small groups, select one student to take on the role of each local candidate Teacher Note: This activity can be completed (and persona, if possible); the rest of the group will independently or by jigsaw method using Worksheet 5.1. be that candidate’s campaign team. Using existing Ensure that all candidates in your riding are researched. arguments taken from media coverage, candidate Have students share their findings with the class. websites and campaign literature, have each group prepare for the debate. 3. Have students prepare questions for each of the candidates to help evaluate candidates’ priorities C. Examine different electoral systems used around and capacity to take on the role of MP. Before they the world (e.g., proportional representation, prepare their questions, ask students to consider the two-round/runoff voting system, mixed member following: proportional). Research and debate the strengths

42 LESSON 5: Local Candidates and Issues

and weaknesses of each system. Do you think Canada • The district magnitude is single-member districts. should investigate electoral reform? Why or why not? Citizens elect one representative per riding. • The ballot type is categorical or exclusive ballot. D. Have students attend an all-candidates debate Voters are allowed to choose one candidate on organized by the community or a local organization. their ballot. Students should record their impressions of each • The electoral formula is plurality. The successful candidate and their overall experience at the debate. candidate must receive at least one more vote Encourage students to ask one of their own questions, than any of the other candidates (the most votes). or select a representative to ask a question on behalf of the class. Example of FPTP: In a riding with 100 ballots cast. E. Ask students to engage family and friends in VOTE TOTALS BY CANDIDATE a conversation about the election and the local Leila (Banana Party) 40 candidates. Students could create a short take-home Mohamed (Pear Party) 15 poll, or simply record the views of their family and Emma (Apple Party) 11 friends based on a few specific questions. Have a Thomas (Independent) 34 follow-up discussion the next day. Do students share the same opinion as their parents? What are the In this case, Leila becomes the elected representative reasons for shared or differing opinions? because she has the most votes. Leila wins even though 60 per cent of the voters chose other BACKGROUND INFORMATION FOR TEACHERS candidates. Under FPTP, it is not necessary to win What is a riding? more than 50 per cent of the votes — the candidate A riding, also known as a constituency or electoral simply needs to win the most votes. district, is a geographical area with defined boundaries represented by an elected official. In Canada, the How does one find out which riding they are in? elected official at the federal level is called a Member of You can visit the Elections Canada website and Parliament (MP). Each riding has an MP who represents search using your address or postal code to find your the local needs and interests of their constituents riding. During a federal election campaign, Elections (people living in the riding) in the House of Commons. Canada also posts a list of candidates running for The MP also addresses issues at the local level. election in each riding on an ongoing basis. Candidate nominations officially close 21 days before election The number of ridings in Canada has increased over day (September 28, 2015) and the final list of time and this number is established by a formula. The candidates is available a few days afterwards. Constitution of Canada requires that federal ridings be reviewed every 10 years to reflect changes and What are the most important issues facing my riding? movements in Canada’s population. The most recent An individual’s political views are personal and federal redistribution process began in February 2012 highly subjective. They are unique and shaped by and was completed in October 2013. The process was their experiences, values, knowledge and feelings. led by independent commissions working separately Therefore, each person is responsible for forming in each province to establish electoral boundaries. their own opinions. These opinions can be formed by The number of ridings has increased by 30 since 2011, listening to other people whose opinions you respect, and Canadians are electing 338 MPs to the House of researching an issue or idea, discussing with your Commons in the 2015 election. parents and peers, and thinking seriously about what matters to you to come to your own conclusions. What is an electoral system? An electoral system is the way citizens’ choices, No one can tell you how to vote, although this is expressed as votes, are translated into legislative the primary objective of all candidates and political seats. All electoral systems have three basic elements: parties. It is up to you – the voter – to decide what • District magnitude: The number of members is most important, who you should listen to and, elected per district. ultimately, who you will support. • Ballot type: The way in which choices are presented and voters express their preference(s). How can I learn about my candidates and the issues • Electoral formula: The method for determining they support? which candidate gets elected (or wins). There are many ways to gather information about local candidates. Community groups hold town hall How does First-Past-The-Post/Single-Member Plurality meetings where constituents are invited to listen to work? candidates speak on issues they and their parties First-Past-The-Post (FPTP) is the electoral system support. Information can also be found on the radio, used across Canada. Another name for FPTP is on television, in newspapers and in magazines. Single‑Member Plurality. Individuals may also visit local campaign offices,

43 LESSON 5: Local Candidates and Issues

attend campaign events or have a chance to talk to the candidate when they visit homes during door-to- door canvassing. Information is easily found online through party websites, media websites and social media platforms.

EXTERNAL RESOURCES

• Federal Riding Maps — www.elections.ca (Under ‘Maps Corner’) • Candidate information/literature (candidate websites, campaign flyers) • Electoral Systems — www.parl.gc.ca

44 LESSON 5: Local Candidates and Issues

Election Candidate Profile Worksheet 5.1

Create a profile for a candidate running in your riding.

Candidate’s name and party affiliation:

Candidate’s related experience and qualifications for public office:

Campaign platform, priorities and promises:

Interesting and important facts about the candidate:

45 LESSON 5: Local Candidates and Issues

A Framework for Planning an All-Candidates Meeting

It is important when hosting an event at your school that things are run professionally and efficiently. Consider the following as you arrange your event.

PREPARATION: Handout 5.2 • Decide on a time, date and location. • Schools should invite all candidates running in the riding to participate in the meeting/debate. • Consider organizing the event with another participating school or videotaping/podcasting/ live-streaming the event to share with other schools in your riding. • Work with school staff to set up audio equipment and seating. • Choose a moderator (teacher/student/community leader/journalist).

QUESTIONS: • Determine the timing for questions and answers, and whether all, some or one candidate will respond. • Plan questions in advance and encourage other classes to submit questions to increase interest and engagement. Consider both personal and policy questions (e.g., Why did you decide to run? What makes you qualified for the job? What is the most important issue facing our country and/or riding?) • Include quick-response questions or one-word answers (e.g., What is your favourite thing about our riding? What is your favourite meal? What is your favourite holiday?) • Once questions have been selected, confirm which students will ask the questions.

FORMAT: • Use a combination of short (i.e., 30 seconds or less) and longer responses (i.e., 2 minutes each). Make sure that the time limits are announced and monitored with a stopwatch. • Establish an agenda and guidelines for the meeting to share with candidates and participating classes. • Below is a suggested framework. a) Introduction — The moderator should welcome the audience, introduce the candidates and detail the structure of the meeting (3 minutes). b) Opening statements — Brief introductory statements from the candidates (2 minutes each). c) Planned Questions— Ask the pre-determined questions to the candidates (25-30 minutes). d) Open Questions— Give the audience an opportunity to ask final questions to specific candidates (10-15 minutes). e) Closing statements — Final words from the candidates (1-2 minutes each). f) Thank you — Plan a formal thank you from designated students (2 minutes).

ADDITIONAL SUGGESTIONS FOR THE DEBATE: • Ensure a respectful, non-partisan environment. • If a candidate declines, cancels or does not show up, respect their campaign schedule and ensure that students are aware that the candidate is running in the election but is unable to attend. • Communicate expectations regarding behaviour and participation. • You can invite parents or members from the community to attend the event, but non- student audience members should NOT ask questions. • Have students take notes during the debate to review next class. • If possible, provide time for students to talk with the candidates after the meeting and offer some refreshments.

46 LESSON 6: The Role of Media in Elections

OBJECTIVE QUESTIONS TO EXPLORE DURING THIS LESSON • Is it important to pay attention to the news? Students will • What are the different types of media? learn about • How is media used by candidates and political parties? different types • What is the role of news media in an election? of media and its SUPPLEMENTARY TOOLS role in election • PowerPoint 6: The Role of Media in Elections • Worksheet 6.1: My Media Analysis campaigns. • Worksheet 6.2: Facts vs. Opinions

KEY WORDS TEACHING STRATEGIES Hook: 5-10 min paid media, People consume news in different ways. Some people watch a nightly newscast, earned media, listen to news radio, or read the newspaper in the morning. Others use computers, owned media, smartphones or tablets to gain instant access to the latest news through websites, apps or social media platforms. The rapidly evolving technological landscape and the old media, new rise of digital consumption have changed the way information reaches the public. media, social As a class, have students discuss their news consumption habits. media, news • Do you read the newspaper? If so, which one(s)? Do you read them in print or media, reporter, online? • Do you watch the news on TV or listen to the news on the radio? If so, which columnist, pundit, news programs? editorial, bias, • Where do your parents/guardians get their news from? What about your grandparents or other older relatives? opinion • Do you have the same habits as your parents/guardians? Why or why not?

• What do you consider the most trusted source of news? Why? • Do you think it is important to follow the news? Why or why not? Instruction: 10-15 min 1. In general, media refers to the communication of information and messages to the masses through various channels. 2. Media can be divided into three main types: Paid, Earned and Owned. • Paid Media: Awareness gained through paid advertising. • Earned Media: Awareness gained through efforts other than advertising, such as news coverage or external blogs/websites. • Owned Media: Internally managed promotional platforms, such as a website, blog, Facebook page, YouTube channel and Twitter feed. 3. The various types of media can be further defined as Old (or Traditional) or New media. • Old media encompasses traditional sources in broadcast (television or radio) and print format (newspaper, magazines, flyers). Old media is typically one-way communication, delivered at a specific time, has limited jurisdictional reach, and strives to maintain journalistic integrity and standards. • New media refers to content that is easily accessible, such as online sources and social media platforms. New media is typically interactive, user-driven, functions 47 LESSON 6: The Role of Media in Elections

in real-time, borderless and does not always Debrief: 5-10 min adhere to journalistic standards and ethics. Have a closing discussion about the role of media in elections. Alternatively, ask students to write 4. In most cases, the news media provide factual and a reflection for their election scrapbook (see informational coverage to inform the public without Assessment Opportunities). letting their opinions (biases) interfere. However, • What have you learned about the different types the news media may also produce opinion pieces of media? or editorials, where the editorial team and/or their • Why is it important to read multiple sources of columnists or pundits will openly share their opinions news? or analysis. • Why is it important to detect opinion from fact? • How do the media influence the health and 5. Some news media actually align themselves with strength of our democracy? a particular side of the political spectrum, which can impact their reporting. Therefore, as a news consumer EXTENSION ACTIVITIES it is important to be aware of these leanings when A. Assign Worksheet 6.2 to your class. Ask students consuming news from these sources. to determine which of the ten fictional statements provided could be fact- or opinion-based. How might 6. The news media play an important role in elections each be used in a news article? Have each student and in ensuring a well-functioning democracy. pick a statement and use it as the inspiration to write Overall, the news media are responsible for ensuring a short newspaper article about their local campaign. accountability and transparency, informing citizens Have students discuss their articles the next day. Did and adhering to journalistic standards. During they choose a fact- or opinion‑based statement? How campaigns, the media reports on the developments of was it incorporated into their article? an election, provides a platform for parties/candidates to get their message out, provides a platform for the B. Political parties use various types of advertising public to communicate their concerns and opinions, and media to promote themselves and win votes. helps foster debate between parties and candidates, Some of these ads are positive and speak to their advertises the logistics of the election process to own party’s platform, while others are negative and voters, and reports on the results. focus on attacking the other leaders or platforms. Compare the advertising campaigns of several political Discussion: 10-15 min parties. Encourage students to analyze the strategy What are the advantages and disadvantages of each of each party’s campaign. Discussion questions: What type of media? messages are the parties trying to get across? What methods are they relying on most? Who are the Activity: 30 min and homework parties targeting? Which party’s ads are most effective 1. In groups or individually, have students collect and why? Is election advertising effective? and/or analyze different forms and sources of media from the election campaign. If possible, have C. As a class or in groups, have students read through students focus on a single event, particular issue or a recent print edition of a national newspaper and development for their tracking and analysis. Students ask them to locate as many articles as possible about should collect the following: the federal election. Once all relevant articles have a) Two news articles from different sources been found and clipped from the paper, have students b) One editorial determine whether each is fact- or opinion-based. c) One piece by a regular columnist Have a follow-up discussion. How many are there d) One blog post of each article type? Is there a balance, or are there d) Three social media postings from different sources more of one type? What position do most of the opinion articles seem to take? What does this say 2. Using Worksheet 6.1, students should summarize about the newspaper? To what degree is this news the piece and identify the following: organization biased or unbiased? • The source • Type of media D. Towards the end of the election campaign, many • Key information highlighted or emphasized newspapers will endorse a leader and/or party and • Detected bias explain why they support them in an editorial. As a class, individually or in groups, compare different 3. Afterwards, have students share their findings from endorsements by newspapers. Which do you agree the research assignment. Which source is the most with the most and why? Has one of the editorials credible and why? What was the most interesting to shifted your own voting intentions? read and why? Did any media piece help shape your opinions? E. Create a classroom social media account (e.g., Twitter) to track campaign news, the parties and the

48 LESSON 6: The Role of Media in Elections local candidates running for election in your riding. The key activities undertaken by media during an You can follow CIVIX (@CIVIX_Canada) and Student election include: Vote (@studentvote), Elections Canada • Reporting on the developments of an election (@ElectionsCan_E), major news outlets, and particular campaign journalists or pundits. Each day you can review the • Providing a platform for parties/candidates to get news coming through a personalized or classroom their message out Twitter feed. • Providing a platform for the public to communicate their concerns and opinions BACKGROUND INFORMATION FOR TEACHERS • Fostering debate between the parties and What are the different types of media? candidates Media can be divided into three main types: Paid, • Advertising the logistics of the election process to Earned and Owned. voters • Paid Media: Publicity or awareness gained through • Reporting on the results paid advertising. • Earned Media: Publicity or awareness gained Most news organizations remain officially neutral through efforts other than advertising, such as during elections. These organizations will balance the news coverage or external blogs/websites. amount of coverage given to any party or candidate, • Owned Media: Internally managed promotional so no one gains a real or perceived advantage. platforms, such as a website, blog, Twitter feed, However, some media organizations will endorse Facebook page and YouTube channel. a candidate or party and explain why they believe the leader and party should form government in an The various types of media can also be defined as Old editorial. (or Traditional) or New media. • Old media encompasses traditional sources in broadcast (television or radio) and print format EXTERNAL RESOURCES (newspaper, magazines, flyers). Old media is typically one way communication, delivered at National and local media websites. Major national a specific time, has limited jurisdictional reach examples include: and strives to maintain journalistic integrity and • The Globe and Mail — www.theglobeandmail.com standards. • CBC News — www.cbc.ca/news • New media refers to content that is easily • CTV News — www.ctvnews.ca accessible, such as online sources and social media • Global News — www.globalnews.ca platforms. New media is typically interactive, • The National Post — www.nationalpost.com user‑driven, functions in real-time, borderless and does not always adhere to journalistic standards and ethics. What is the difference between factual and opinion- based news coverage? In most cases, the news media provide factual and informational coverage to inform the public without letting their opinions (biases) interfere. Although some argue that the process of choosing which stories will be published or broadcast, and where or when is also a form of bias. The news media also produce editorials, where news organizations and their columnists or pundits will openly share their opinions or offer their analysis. These pieces are different than traditional news stories. What is the role of media during elections? The news media play an important role in elections and in ensuring a well-functioning democracy. Overall the news media are responsible for ensuring accountability and transparency, informing citizens and adhering to journalistic standards.

49 LESSON 6: The Role of Media in Elections Worksheet 6.1 Worksheet Bias Reach/Readership Type of Media Type Summary/Key Highlights Summary/Key Source My Media Analysis media examples. your and analyze track to Use this worksheet 50 LESSON 6: The Role of Media in Elections

Facts vs. Opinions Worksheet 6.2

Read the ten fictional statements below and determine whether each would belong in fact- or opinion‑based news coverage.

Statement Fact or Opinion?

 Fact 1. The candidate spent the weekend campaigning door-to-door.  Opinion

2. The party leader misspeaking about their platform during the televised debate  Fact was a fatal blow to their campaign.  Opinion

3. The party received 42 per cent support in the latest opinion poll, an increase of  Fact 6 per cent from last week.  Opinion

4. The party leader needs to connect with young voters if they want to win the  Fact election.  Opinion

5. The candidates attended a debate at a local high school and responded to  Fact student questions.  Opinion

6. The candidate would be the best choice for the community because of his  Fact business experience.  Opinion

7. A drop in support in the latest opinion poll may be too much for the party  Fact leader to overcome.  Opinion

8. At a press conference, the party leader promised to increase financial support  Fact for post-secondary students.  Opinion

9. Seniors will never vote for the party because of the leader’s promise to limit  Fact elderly benefits.  Opinion

10. The party leader appeared on the local morning radio show to discuss their  Fact campaign promises.  Opinion

51 LESSON 7: Opinion Polling

OBJECTIVE QUESTIONS TO EXPLORE DURING THIS LESSON • What is a poll? Students will • What are the different types of polls? learn about • What is the impact of new technology on polling? • How do opinion polls influence the election? opinion polling and its influence SUPPLEMENTARY TOOLS on voters • PowerPoint 7: Opinion Polling in Elections and political TEACHING STRATEGIES campaigns. Hook: 15-20 min Find an article or summary of a recent opinion poll to introduce the concept of KEY WORDS polling to your students. polling, 1. Ask students to respond to one or more of the questions from a recent opinion preference poll, poll. This can be completed informally or by creating a paper survey. issue poll, margin 2. Tally the results and share them with the class. Are students surprised by the of error results or did they predict them? 3. Compare the students’ results with the official results from the opinion poll. Did students vote the same way or were the results different? 4. Have a post-activity debrief discussion. Why do you think the results were the same or different? What factors can impact the results of a poll (e.g., geography, age)? How do you think polls influence election campaigns? Instruction: 10-15 min 1. An opinion poll is a question or a series of questions designed to measure the public’s views on a specific topic or series of topics. Public opinion can change from one day to the next, but the results present a ‘snapshot’ of views and attitudes at a given point in time. 2. Polls are often reported on in the lead-up to and during an election. During a federal election campaign, it is common to see the results from several polls per week from a variety of sources. There are two main types of polling used in elections: Preference Polls (also called Horse Race Polls) and Issue Polls. Preference Polls report on which leader, party or candidate is favoured at the time by the general public, while Issue Polls focus on assessing the issues of the campaign. 3. A poll can never be 100 per cent accurate and there are many aspects that affect the validity or legitimacy of a poll. These aspects include methods for selecting respondents, the sample size or number of individuals polled, the wording of a question, the time when respondents are surveyed and even the attitude of the person asking the questions. All polls also have a margin of error. A margin of error is a small amount given for most polls to allow for miscalculations or changes in opinion. Generally, the margin of error is around 3 per cent. For example, a candidate with a 2 per cent lead in a poll with a 3 per cent margin of error could possibly be tied or trailing. 52 LESSON 7: Opinion Polling

4. In the past, polls were conducted by telephone, Debrief: 5-10 min or by sending interviewers door-to-door to speak Have a closing discussion about the influence of with people in the street or at their homes. With opinion polling in an election campaign. Alternatively, the advancement of technology, polling has become ask students to write a reflection for their election easier, faster and less expensive. Polls are now scrapbook (see Assessment Opportunities). conducted online, through social media or by mobile • What did you learn about opinion polling? phone. These polls can be hard to judge accurately • What effect, if any, have opinion polls had on your and are not always entirely representative of the decision to vote for a particular party or candidate? population, as participants tend to select themselves • Do you think Preference Polls have a positive or to participate rather than respond to a random negative impact on voters? Explain your reasoning. invitation. EXTENSION ACTIVITIES 5. Polls are used by media organizations to share A. Throughout an election campaign you will hear the views of the public and encourage debate and reports about many different polls. Each poll is reflection. Political parties also conduct internal commissioned by a different company, media polls to help them make strategic decisions, such organization or political party and will ask different as focusing on particular issues or concentrating on questions in an attempt to obtain a variety of competitive ridings they want to win. information. As a class, individually or in groups, have students compare two different opinion polls from Activity: 30 min prep time, implementation time, 30 the same time period. Ask them to determine the min post-activity results and debrief source, purpose of the poll, sample size, age group, 1. As a class or in groups, plan and conduct an opinion geographic representation and margin of error. Do the poll related to the election. The respondents could results reflect the same sentiments? Consider why or be students in the school, their families and/or why not. community members. B. Create a polling corner in your classroom to display Step 1: Determine the target group(s) and sample the results of Preference Polls during the election size. Consider possibilities for comparing the campaign. Chart the results visually with pictures of results afterwards across different groups the leaders; include a timeline until election day and (e.g., grade, age group, gender). find a way to display the results over time. Over the Step 2: Decide on the purpose and questions to be course of the campaign, record major announcements asked. Some demographic questions should and events for future analysis (e.g., platform be included as well, such as age and gender. announcements, leaders’ debate). After the election Step 3: Prepare any materials to conduct the survey is over, examine the validity of the polling results. (e.g., paper survey, online survey). Were the polling results at the end of the campaign Step 4: Field the survey and collect responses. predictive of the election outcome? Did the polling Step 5: Analyze and share the results. The results results change dramatically from week to week? What should include raw numbers and percentages major events or announcements impacted the polling for the responses. Depending on the sample results? size, more in-depth analysis could compare the results across different groups. C. In recent elections, pollsters have been criticized when their polling results do not reflect the 2. Review the results of the opinion poll(s) as a class. outcome of the actual election (e.g., 2013 British If the class was divided into groups, have each group Columbia provincial election, 2012 Alberta provincial present their findings to the rest of the class. Were election). In some cases, pollsters have predicted the results surprising? What were the most interesting a different governing party completely. Do you findings? What challenges did students face in think polling results can impact voter turnout or collecting and analyzing data? voting preferences? Debate the advantages and disadvantages of polling and the impact on elections. 3. Encourage students to distribute the results. Students can write newspaper articles about their D. Read the Globe and Mail article titled “We have findings, share them during morning announcements, to be smarter about how polls are conducted, or find other ways to distribute the results to the rest interpreted and put into context” (July 9, 2015). What of the school. insight does this give you into political polling and its relationship with the media?

53 LESSON 7: Opinion Polling

BACKGROUND INFORMATION FOR TEACHERS What is an opinion poll? EXTERNAL RESOURCES An opinion poll is a question or a series of questions designed to measure the public’s views on a specific National and local media websites. Major national topic or series of topics. Public opinion can change examples include: from one day to the next, but the results present a • The Globe and Mail — www.theglobeandmail.com ‘snapshot’ of views and attitudes at a given point in • CBC News — www.cbc.ca/news time. • CTV News — www.ctvnews.ca • Global News — www.globalnews.ca How are opinion polls used during election • The National Post — www.nationalpost.com campaigns? Polls are often reported on in the lead-up to Polling and research company websites. Examples and during an election. During a federal election include: campaign, it is common to see the results from several • Abacus Data — www.abacusdata.ca polls per week from a variety of sources. Polls are • Ekos Research Associates — www.ekos.com used by media organizations to share the views of the • Environics Research Group — www.environics.ca public and encourage debate and reflection. Political • Forum Research — www.forumresearch.com parties also conduct internal polls to help them make • Harris/Decima — www.harrisdecima.ca strategic decisions, such as focusing on particular • Ipsos Reid — www.ipsos.ca issues or concentrating on competitive ridings they • Nanos Research — www.nanosresearch.com want to win. • ThreeHundredandEight.com — www.threehundredeight.com What types of polls are used? There are two main types of polling used in elections: Online survey sites. Examples include: Preference Polls (also called Horse Race Polls) and • Fluid Surveys — www. fluidsurveys.com Issue Polls. Preference Polls report on which leader, • Survey Monkey — www.surveymonkey.com party or candidate is favoured at the time by the general public, while Issue Polls target the important issues of the campaign. What aspects of polls impact validity? A poll can never be 100 per cent accurate and there are many aspects that affect the validity of a poll. These include methods for selecting respondents, the sample size or number of individuals polled, the wording of a question, the time when respondents are surveyed and even the attitude of the person asking the questions. What is the margin of error? A margin of error is a small amount given for most polls to allow for miscalculations or changes in opinion. For example, a candidate with a 2 per cent lead in a poll with a 3 per cent margin of error could possibly be tied or trailing. All polls have a margin of error, whether it is reported or not. How have polls changed over the years? In the past, polls were conducted by telephone, or by sending interviewers door‑to‑door to speak with people in the street or at their homes. With the advancement of technology, polling has become easier, faster and less expensive. Polls are now conducted online, through social media or by mobile phone. These polls can be hard to judge accurately and are not always entirely representative of the population, as participants tend to select themselves to participate, rather than by random or targeted selection.

54 LESSON 8: The Voting Process

OBJECTIVE QUESTIONS TO BE EXPLORED DURING THIS LESSON • Why is voting by secret ballot important? Students • Who is eligible to vote in federal elections? will acquaint • How does the voting process work? themselves • How do I mark my ballot? • How do I make my decision about who to vote for? with the voting process while SUPPLEMENTARY TOOLS • PowerPoint 8: The Voting Process evaluating the • Video: How to Organize Student Vote Day campaign issues, • Worksheet 8.1: Preparing to Vote • Worksheet 8.2: Voter’s Checklist party platforms, • Handout 8.3: How to Vote – 6 Easy Steps leaders and local • Student Vote Election Manual candidates. TEACHING STRATEGIES Hook: 10 min KEY WORDS 1. Demonstrate the importance of voting by secret ballot through a mock vote or through the following discussion points: ballot, secret • If you had to share the name of your favourite song, which would you choose? ballot, elector, What song would you choose if your choice was private or announced anonymously? Would your answer be different? ballot box, voting • Have you ever voted publicly (e.g., voting by raising hands)? Did you vote screen, polling honestly? Why or why not? place, polling 2. There are a lot of people in the world who do not have the chance to vote at division, advance all due to violence, intimidation, discrimination or corrupt politics. Discuss the voting, valid importance of voting by secret ballot in federal elections and the effort to preserve individual choice and fair elections. What sort of consequences could develop ballot, rejected if elections were held publicly? What does voting in private ensure? Why is it ballot, spoiled important to ensure a fair electoral process? ballot Instruction: 20 min 1. In May 2007, the Canada Elections Act was amended to incorporate fixed-date election legislation. Now, a general election is to be held on the third Monday of October in the fourth calendar year following the previous election. As a result, the general election will take place on October 19, 2015. However, elections can still be held earlier if the government loses the confidence of the legislature, and nothing restricts the ability of the governor general to dissolve parliament on the advice of the prime minister. 2. You are qualified to vote in a Canadian federal election if: • You are a Canadian citizen, • You are at least 18 years of age on election day, • You can prove your identity and address. 3. In order to cast a ballot in the election, you must be registered to vote. Voters can visit the Elections Canada website (www.elections.ca/register) to check, update or 55 LESSON 8: The Voting Process

complete their registration online or by completing to support. Suggest to students that they visit the and mailing a form. Voters can also register at the Elections Canada website to find out where and when local Elections Canada office in their polling division their parents/guardians can vote, and encourage them during the campaign period or at their polling to accompany them to the polling place. Worksheet 8.2 place on election day. In order to register and vote, can be used as a voter’s checklist. voters must prove their address and identification. Information on how to do this is available on the Debrief: 10 min Elections Canada website. Have a brief closing discussion about casting your ballot and making your decision. Alternatively, ask 4. Each riding is divided into defined geographic students to write a reflection for their election areas called polling divisions. Eligible voters residing scrapbook (see Assessment Opportunities). within each polling division vote at the polling place • Politics and voting decisions are private and should designated for their area. People who are qualified not be discussed with others. Do you agree or to vote and are on the voters list will be sent a disagree? Why? Voter Information Card (VIC) in the mail. The voter • Do you feel ready to vote? Why or why not? information card tells them when, where and how to • Have the class activities, campaign events, dialogue vote. with family and friends, and media had any impact on your decision to vote for a particular party 5. There are many different opportunities to vote or candidate? Reflect on why your decision has in federal elections: at an Elections Canada office, changed or remained the same over the course of by mail, on one of four advance voting days, or on the election. election day itself. • What moment or event in the election campaign has attracted the most attention from the media? 6. A ballot lists the names of the candidates running in Why do you think this is the case? your riding and their political party affiliation, where applicable. There is a space beside each candidate’s EXTENSION ACTIVITIES name on the ballot to mark your preference. As long A. Plan out the roles and process for Student Vote Day as you clearly mark the ballot for one candidate, your with your class or election committee. What voting ballot will be valid (e.g., checkmark, X, shading in). system will you use at your school? Where and how will the polling place be set up? Who is going to take Teacher Note: Show students what a ballot looks like on the various roles (e.g., deputy returning officers, and how to fill it out correctly. Review the following poll clerks)? What should students know in advance in ballot terms: valid, rejected and spoiled. Use ballot order to ensure a smooth Student Vote Day? Refer to examples (refer to the Student Vote Election Manual). the Student Vote Election Manual. Discussion B. Have students create a tutorial, presentation What do you think are the advantages and or visual display to prepare the rest of the school disadvantages of fixed election dates? How does it for Student Vote Day. This presentation should impact the governing party versus the opposition demonstrate what happens at the polling place parties? and/or how to fill out a ballot. Schedule time to make the presentation in each participating classroom Activity: 20 min and homework or broadcast it on the AV system, or post the visual 1. Using Worksheet 8.1, have students evaluate the display in a noticeable area in the school. campaign issues, party platforms, leaders and local candidates. C. Online voting has been suggested as a way to improve voter turnout. What are potential advantages 2. Allow students the opportunity to share their views and disadvantages of online voting? Is it more or less of the parties, candidates and the campaign. Some convenient or efficient? Is it more or less expensive? Is individuals may jump at the opportunity to share their voter coercion a risk or not? Would the system be more opinions and try to persuade others to adopt their or less secure? Have a class discussion or ask students choices, while others may prefer to keep their politics to write an opinion piece about why they do or do not personal. support online voting.

Teacher Note: This could turn into a fruitful discussion D. A voter registration drive is an effort aimed at about the privacy of voting decisions. getting people to register who are eligible but not yet registered, such as first-time voters. If there are 3. Encourage students to take their worksheets home 18 year old students in your school, have students and start discussions with their families and friends. coordinate a registration drive to help them get on Have students ask their parents or guardians if they the voters list and feel prepared to participate in the plan to vote and whether they have chosen a candidate voting process.

56 LESSON 8: The Voting Process

E. Ask students to make predictions about the If you are qualified to vote and your name is on the election results in the Student Vote and/or general voters list, you will be sent a Voter Information Card election, and provide a rationale for the outcome (VIC) in the mail. The voter information card tells you (e.g., seat count, popular vote percentage). Collect the when, where and how to vote. predictions and reveal the student who is closest to the actual outcome after the election. You can also find out by visiting the Elections Canada website (www.elections.ca) or calling 1-800-463-6868. BACKGROUND INFORMATION FOR TEACHERS When will the election take place? What are the ways to vote? Canada has fixed-date election legislation and, as Voters may choose to vote in one of the following ways: required by the Canada Elections Act, a general 1. On election day – Your polling place will be open election is to be held on the third Monday of October for 12 hours on election day. Start and end times in the fourth calendar year following the polling day of will vary per province. Details can be found on the preceding general election. As a result, the 42nd your VIC or at www.elections.ca. Canadian general election will take place on October 2. On an advance voting day – There are four days 19, 2015. of advance voting. You can vote on the 10th, 9th, 8th, and 7th day before election day (October Fixed election dates ensure consistent election timing 9-12, 2015) from noon to 8:00pm. and reduce the likelihood of a party calling an election 3. At an Elections Canada office (Returning Office) earlier than required for political gain. The chief criticism – You can visit your local Elections Canada office of fixed‑date elections is that it leads to long periods of any day during the election campaign up until the campaigning, like those seen in the United States. Tuesday before election day (October 13, 2015). 4. By mail – If you are away from your riding during the However, nothing restricts the royal prerogative of election, or if it is more convenient, you can vote by dissolution (the ability of the governor general to mail. You must fill out an application by 6:00pm on dissolve parliament on the advice of the prime minister). the Tuesday before election day in order to receive This can come at the request of the prime minister a voting kit. The voting kit must be returned to seeking a new mandate or if the governing party loses a Elections Canada in Ottawa by election day. non-confidence motion, such as a budget bill. What do I need to confirm my identity and address on Who can vote? election day? You are eligible to vote in a Canadian federal election if: To vote, you need to prove your identity and address. • You are a Canadian citizen, You have three options: • You are at least 18 years of age on election day, 1. Show one piece of government-issued ID with • You can prove your identity and address. your photo, name and address; 2. Show two pieces of ID. Both pieces must have In order to cast a ballot in the election, you must be your name, and one must also have your address; registered to vote. 3. Show two pieces of ID with your name and have someone who knows you confirm your address. How do I get registered? This person must show proof of their identity and If you are an eligible elector, your contact information address, and be registered in the same polling will be added to the National Register of Electors. division and can only attest for one person. The National Register of Electors is used to create the voters list for each election. Visit the Elections Canada website (www.elections.ca) for a list of the different pieces of ID and proof of If you have moved, recently become a Canadian address that are accepted. citizen, will be voting for the first time or are a student living away from home, you may not be correctly How does the voting process work? registered. You can visit the Elections Canada website 1. When you enter the polling place, an election (www.elections.ca) to check, update or complete your worker greets you and shows you to the right registration. table. 2. At your table, show your proof of identity and How do I know where to vote? address. Each riding is divided into defined geographic areas 3. The election worker will initial, fold and hand you called polling divisions. Eligible voters residing a ballot. within each polling division vote at the polling place 4. Go behind the voting screen, mark and refold your designated for their area. ballot to keep it secret. 5. Return your ballot to the worker so they can verify it is an official ballot. 6. Put your ballot in the box.

57 LESSON 8: The Voting Process

What is a secret ballot? Voting across Canada is done by secret ballot. This ensures the privacy of each voter’s choice. No one except the voter knows the choice that was made. How do I mark my ballot? A ballot lists the names of the candidates running in your riding and their political party affiliation, where applicable. There is a space beside each candidate’s name on the ballot to mark your preference. As long as you clearly mark the ballot for one candidate, your ballot is valid. This includes a checkmark, X, shading in or another marking. What is a rejected ballot? A rejected ballot is a ballot that cannot be counted due to a deliberate or accidental unrecognizable choice. This can include marking the ballot for more than one candidate even if different symbols are used, ranking the candidates, leaving the ballot blank, writing your name or anything on the ballot. What is a spoiled ballot? A spoiled ballot is a ballot that has been kept separate and never placed in the ballot box because it was mistakenly marked or torn, and exchanged for a new ballot. The election worker marks the ballot as spoiled and sets it aside. How do I prepare to vote? Get informed. Learn about the candidates, the political parties and the issues. When preparing to vote, you can consider reasons to support a local candidate for MP, a political party or leader, a specific issue or a whole party platform. Voting requires that you do your research and devote the time. How do you know if you are ready to vote? You feel confident in your ability to make a choice.

EXTERNAL RESOURCES

• “My Voter’s Guide,” Elections Canada — www.elections.ca • Elections Canada’s Voter Information Service

58 LESSON 8: The Voting Process

Preparing to Vote Worksheet 8.1

1. What is the most important issue to you in this federal election campaign and why?

2. Using newspapers or media websites, review each party’s position on the selected issue. Which party’s position do you support most and why?

3. Compare the leaders of the federal political parties. Which leader do you feel will make the best prime minister? Why?

4. Which local candidate do you feel will make the best MP for your riding? Why?

59 LESSON 8: The Voting Process

Voter’s Checklist

Review the following checklist with a family member or friend who is eligible to vote in the election.

 Make sure you are correctly registered If you have moved, recently become a Canadian citizen, will be voting for the Worksheet 8.2 Worksheet first time or are a student living away from home, you may not be correctly registered. You can visit the Elections Canada website (www.elections.ca) to check, update or complete your registration. You can also register by filing information at the local Elections Canada office or on election day by completing a form and presenting ID.

 Watch for your voter information card

You will receive a Voter Information Card (VIC) if you are registered to vote.

 Check that you have the right ID Option 1:Show one piece of government-issued ID with your photo, name and address. Option 2:Show two pieces of ID. Both pieces must have your name, and one must also have your address.

Option 3:Show two pieces of ID with your name and have someone who knows you confirm your address.

 Find the candidates in your riding by entering your postal code at www.elections.ca

 Choose one of the many ways to vote Option 1: On election day — October 19, 2015. Option 2:On an advance voting day — There are four days of advance voting. You can vote on the 10th, 9th, 8th, and 7th day before election day (October 9-12, 2015). Option 3: At an Elections Canada office (Returning Office) — any day until the 6th day before election day (October 13, 2015). Option 4: By mail — If you are away from your riding during the election, or if it is more convenient, you can vote by mail. You must fill out an application by 6:00pm on the Tuesday before election day in order to receive a voting kit. The voting kit must be returned to Elections Canada in Ottawa by election day.

 Mark your calendar with the days

60 LESSON 8: The Voting Process

How to Vote – 6 Easy Steps Handout 8.3 Once you’re registered, here’s what you can expect when you go to vote at your polling place.

When you enter the polling place, an election worker greets you and shows you to  the right table.

At your table, show your proof of identity and address. 

BALLOT The election worker will initial, fold and hand you a ballot. 

Go behind the voting screen, mark and refold your ballot to keep it secret. 

Return your ballot to the worker so they can verify it is an official ballot. 

Put your ballot in the box. 

61 LESSON 9: Post-Election Analysis

OBJECTIVE QUESTIONS TO BE EXPLORED DURING THIS LESSON • What was the outcome of the Student Vote locally and nationally? Students will • What was the outcome of the general election locally and nationally? analyze the • What is the difference between a majority and minority government? results of the • Who will form the next government? What type of government will it be? • How did campaign events influence the outcome of the election? general election and Student SUPPLEMENTARY TOOLS • Handout 4.4: 2011 Election Results Vote election, and reflect on TEACHING STRATEGIES Hook: 15-20 min the outcome 1. Announce the results of your school’s Student Vote election. Who won the most and their number of votes? Was it a close race? participation. 2. Compare the results of your school’s election with the results of other schools in your riding. Are the results similar or different? Is this surprising? Why or why not? KEY WORDS (All individual school results can be found at www.studentvote.ca). analyze, seat 3. Share the national results of the Student Vote. Which party attracted the greatest count, popular support? Which party won the most seats and formed the government? Are you surprised with the Student Vote results? vote percentage, voter turnout, Teacher Note: Remember you must wait until the official polls close in your riding (or province/territory) to share the Student Vote results. Student election workers at minority your school should be sworn to secrecy. government, majority Instruction: 10 min 1. Seat count is the term used to reflect the number of representatives that each government, party will have in parliament (or the legislature). It represents the number of local official election races won by each party. opposition, 2. Popular vote is the term used to show the total support a political party received opposition party, across the country, or within a province/territory. It is shown as a percentage and is calculated by dividing the number of votes a party received by the total number of speech from the votes in the election. Under our electoral system (FPTP), the seat count is not based throne on popular vote count. 3. The party that has the most seats (usually) forms government. The party that has the second-highest number of seats becomes the official opposition. Any other party is called an opposition party. 4. If the governing party has more than half of all the seats (170), they will have a majority government. If they have half or less (169 or fewer), they will have a minority government. 5. In order to pass any legislation (laws) or budgets, the bills must have support from more than half of the members of parliament. If the governing party has a minority government, they will need to gain the support of the opposition parties or 62 LESSON 9: Post-Election Analysis

independent candidates in order to pass any laws or • Were the pollsters correct in their election legislation. predictions? • Were you pleased with the results? Why or why not? Discussion: 5-10 min • What did you learn about politics and the election Which local candidate was elected in the general process from your participation in the Student Vote election? Which party formed the government? program? Will you vote in the future? Which party will be the official opposition? Is it a • Did your participation in Student Vote influence minority or a majority government? What are the anyone in your family to vote? Did it influence the benefits and challenges of each type of government? choice they made about who to vote for? • What ways can you influence government during Activity: 25-40 min and between elections? In groups, have students analyze the results of the general election and Student Vote. Assign each group EXTENSION ACTIVITIES a different comparison task and ask them to make A. Once an electoral candidate is elected to the House a short presentation or report. Tasks can include of Commons, they must make decisions about how analysis, commentary, and creating graphs or charts. to pursue issues on behalf of their constituency. Have students write to their newly elected or re‑elected MP Use the following comparisons for group discussion: regarding an issue they believe should be considered a a) Federal seat count comparison priority for the MP and his or her party (if applicable). (General election vs. Student Vote) b) Federal popular vote comparison B. After the election, the prime minister must confirm (General election vs. Student Vote) the organization of government departments and also c) Federal seat count comparison select the cabinet. What criteria should the prime (2011 vs. current election) minister use for selecting the cabinet (e.g., geography, d) Federal popular vote comparison gender, age, experience)? Follow the news and (2011 vs. current election) analyze the decisions made by the prime minister. e) Local riding results comparison (General election vs. Student Vote) C. Canada is made up of a very diverse population. Do you feel that the make up of the House of Commons Teacher Note: Use Handout 4.4 to compare the 2011 represents all Canadians? Explain the reasons for your results with those of the current election. answer. Compare news stories from several different media D. Choose a local candidate in your riding who websites and regional and/or local newspapers. received a significant proportion of the votes in Analyze the portrayal of the election outcome and Student Vote but did not secure a seat in the House results. Did the sources report the results in a similar of Commons. Invite the candidate into your class for a way? Can you detect any bias? What groups seem the post-election debrief to discuss their experience and most happy or unhappy with the results? future plans. Have a class conversation after analyzing the results E. Create a pledge-to-vote activity for all Student Vote and media reports. Consider posing some of the participants. This could include a ceremony or an following questions: official “I am a Voter” agreement, whereby students • Which parties gained or lost seats? Why? pledge to vote when they become eligible. • Does the popular vote reflect the seat count? If not, should it? BACKGROUND INFORMATION FOR TEACHERS • Were there any big surprises or upsets in the How do I analyze election results? election results? Under our electoral system (First-Past-The-Post), • Did certain regions change drastically? If so, why? election results are analyzed by the number of seats • Did the Student Vote results reflect the general each political party will have in the House of Commons. election results? Why or why not? The 338 seats will be divided among registered political • Which type of graph works best for displaying parties and independent candidates. election results (e.g., pie chart, line graph, bar chart)? The number of votes cast for each political party can also be examined. This analysis provides an Debrief: 5 min indication of the level of support across the country Have a brief closing discussion about the outcome and is expressed by a percentage (popular vote of the election and participation in the Student percentage). The seat count is not based on popular Vote program. Alternatively, ask students to write vote percentage under FPTP. a reflection for their election scrapbook (see Assessment Opportunities).

63 LESSON 9: Post-Election Analysis

Who will form government? What kind of government will it be? The political party with the most seats (usually) forms government and their leader becomes the prime minister. A minority government is a government in which the governing party has the most seats but less than half the total. A majority government is a government in which the governing party has an absolute majority of the seats (more than half). In Canada, a political party has to win at least 170 seats to win a majority government. Which party will form the official opposition? The political party that receives the second-highest number of seats takes on the role of the official opposition. It is their responsibility to hold the government to account and to question its actions. The official opposition organizes a shadow cabinet to act as expert critics on the files managed by each cabinet minister (which generally correspond to government departments). Which issues will be forefront on the agenda for the new government? The Speech from the Throne (also known as the Throne Speech) outlines the government’s plans and initiatives. The speech is delivered by the governor general at the beginning of each new session of the House of Commons.

EXTERNAL RESOURCES

• General election results — www.elections.ca • Student Vote results — www.studentvote.ca • Newspaper and media websites

64 ASSESSMENT OPPORTUNITIES

There are several options for assessing student learning and participation in activities related to the Student Vote program. Refer to this section for rubrics, a culminating quiz and options for ongoing assessment.

Election Scrapbook The Election Scrapbook Assignment is an assignment designed to be used as an ongoing or cumulative assessment tool. Students can keep track of the people, events and issues of the campaign, and use questions from the Debrief sections to reflect on key topics. Students can also seek out and record, paste and/or review articles and other media. The assignment allows teachers to track student progress throughout the campaign period. Teachers may choose to adapt the assignment to make it shorter, or to fit it to particular interests or needs of the class. Scrapbooks can be assessed daily, weekly or as a culminating activity. A rubric has been included for this assignment.

Group Work Within this resource, there are many suggested opportunities for student group work and assessment. For example, students work together to research and present a specific political party in their riding in Lesson 4 and, in Lesson 5, students may opt to work together to research and present on one of their local candidates. A group work rubric has been provided and may fit well with both of these activities or other group activities found in this resource.

Classroom Discussion Debate and dialogue in a respectful and intellectual environment is a prime incubator for new thought. Politics is rife with controversial issues and polar arguments, and teachers are encouraged to allow students to work alongside one another and to question each others’ viewpoints – while at the same time respecting others’ opinions. Students can be assessed on their participation in class discussions. A rubric has been included.

Quiz A quiz has been included to test student knowledge of Canadian government and our electoral process. You can use this quiz as a culminating activity to assess student learning.

Journal Reflections Used as an assessment tool, a wrap-up to lessons or simply as a homework assignment, keeping a journal is a great way for students to further interpret and solidify their learning. Consider using questions from the Debrief sections within the lesson plans.

Student Vote Day Students in charge of running the Student Vote program may be evaluated on their performance and commitment to organizing a free and fair election in the school.

65 ELECTION SCRAPBOOK ASSIGNMENT

During the election period, you will create your own scrapbook to track the people, events and issues of the campaign and record your experience.

Your scrapbook should include information about the election, such as:

• The Student Vote program • The party leaders and their platforms • The local candidates and issues • Campaign debates or events • Issues of federal and local importance • Results of opinion polls (Preference or Issue) • Why it is important to vote • Voting trends in Canada • Ways to improve voter turnout • Editorial endorsements for one party, leader or candidate • The Student Vote results • The general election results

Your scrapbook should include some or all of the following:

• Title page/front cover • Introduction to the election • Articles • Newscast summaries • Photos • Links to websites • Campaign literature • Political cartoons • Personal reflections

Describe the 5 Ws for at least one of each of the following in your scrapbook: article, photo, cartoon and summary of a newscast.

• Who is the article, image, cartoon or newscast about? • What is the argument of the article, point of the cartoon or theme of the newscast? • Where is this taking place? Is the where important or on purpose? • When did this occur? Is the when or timing important? • Why was this article, image or political cartoon included here?

66 ASSESSMENT OPPORTUNITIES Rubric Total: / 20 Excellent – E (5) Excellent Use of research tools tools Use of research to and strategies issues is investigate sophisticated. of the Assessment of information validity bias, based on context, objectivity, sources, is or reliability evidence sophisticated. of the impact Analysis of forms of various media is sophisticated. of Identification the complexities and discrepancies is in information perceptive. between Distinctions sound generalizations and misleading are oversimplifications insightful. is precise Vocabulary and deliberately chosen. structure Sentence and is controlled sophisticated. The writing skillful demonstrates of mechanics control and is and grammar judiciously organized. • • • • • • • • Use of research tools tools Use of research to and strategies issues is investigate sound. of the Assessment of information validity bias, based on context, objectivity, sources, is or reliability evidence sound. of the impact Analysis of forms of various media is sound. of the Identification and complexities in discrepancies is adept. information between Distinctions sound generalizations and misleading are oversimplifications specific. is Vocabulary and appropriate specific. structure Sentence and is controlled effective. The writing capable demonstrates of mechanics control and is and grammar organized. purposefully Proficient – Pf (4) Proficient • • • • • • • • Use of research tools tools Use of research to and strategies issues is investigate adequate. of the Assessment of information validity bias, based on context, objectivity, sources, is or reliability evidence adequate. of the impact Analysis of forms of various media is adequate. of Identification the complexities and discrepancies is in information conventional. between Distinctions sound generalizations and misleading are oversimplifications straightforward. is Vocabulary and conventional generalized. structure Sentence and is controlled straightforward. The writing basic demonstrates of mechanics control and is and grammar organized. adequately Satisfactory – S (3) Satisfactory Block: ______• • • • • • • • Limited – L (2) Limited Use of research tools tools Use of research to and strategies issues is investigate limited. of the Assessment of information validity bias, based on context, objectivity, sources, is or reliability evidence incomplete. of the impact Analysis of forms of various media is incomplete. of Identification the complexities and discrepancies is in information confused. between Distinctions sound generalizations and misleading are oversimplifications vague. is Vocabulary simplistic, imprecise, inappropriate. and/or is structure Sentence awkward. The writing a demonstrates control faltering of mechanics and and is grammar organized. ineffectively • • • • • • • •

generalized ‑ generalized Poor – P (1) Poor Use of research tools tools Use of research to and strategies issues is investigate minimal. of the Assessment of information validity bias, based on context, objectivity, sources, is or reliability evidence minimal. of the impact Analysis of forms of various media is minimal. of Identification the complexities and discrepancies is in information inaccurate. between Distinctions sound generalizations and misleading oversimplifications no to little demonstrate understanding. is Vocabulary over inaccurate. and/or is structure Sentence uncontrolled. The writing a lack of demonstrates of mechanics control and is and grammar organized. haphazardly • • • • • • • • Demonstrates Demonstrates research of skills deliberative for inquiry Demonstrates skills of critical thinking Demonstrates skills of media literacy Demonstrates skills of oral, and/or written, visual literacy Election Scrapbook Assignment Rubric Assignment Election Scrapbook Name: ______Responsible for: ______67 ASSESSMENT OPPORTUNITIES

Rubric Total: / 20 Excellent – E (5) Excellent Use of research tools tools Use of research to and strategies issues is investigate sophisticated. and Skills of formal discussion informal to debate and/or express persuasively viewpoints informed on an issue are sophisticated. effective Demonstrates in groups leadership consensus, achieve to problems, solve positions formulate action, and take on if appropriate, issues. important participation Effective in persuading, compromising to and negotiating and conflicts resolve differences. • • • •

Use of research tools tools Use of research to and strategies issues is investigate sound. and Skills of formal discussion informal to debate and/or express persuasively viewpoints informed sound. on an issue are Demonstrates leadership competent achieve to in groups solve consensus, formulate problems, take positions and action, if appropriate, issues. on important Competent participation in persuading, compromising to and negotiating and conflicts resolve differences. Proficient – Pf (4) Proficient • • • •

Use of research tools tools Use of research to and strategies issues is investigate adequate. and Skills of formal discussion informal to debate and/or express persuasively viewpoints informed on an issue are adequate. Demonstrates leadership adequate achieve to in groups solve consensus, formulate problems, take positions and action, if appropriate, issues. on important participation Adequate in persuading, compromising to and negotiating and conflicts resolve differences. Satisfactory – S (3) Satisfactory Block: ______• • • •

Limited – L (2) Limited Use of research tools tools Use of research to and strategies issues is investigate limited. and Skills of formal discussion informal to debate and/or express persuasively viewpoints informed limited. on an issue are limited Demonstrates in groups leadership consensus, achieve to problems, solve positions formulate action, and take on if appropriate, issues. important participation Limited in persuading, compromising to and negotiating and conflicts resolve differences. • • • •

Poor – P (1) Poor Use of research tools tools Use of research to and strategies issues is investigate minimal. and Skills of formal discussion informal to debate and/or express persuasively viewpoints informed on an issue are minimal. minimal Demonstrates in groups leadership consensus, achieve to problems, solve positions formulate action, and take on if appropriate, issues. important Minimal participation in persuading, compromising to and negotiating and conflicts resolve differences. • • • • Demonstrates Demonstrates skills of critical thinking Demonstrates skills of oral, and/or written, visual literacy Demonstrates skills of decision making and solving problem Demonstrates skills of cooperation, conflict and resolution consensus building Group Work Activity Rubric Work Group Name: ______Responsible for: ______68 ASSESSMENT OPPORTUNITIES Rubric Total: / 12 Is always actively engaged in the engaged actively Is always verbally and participates conversation frequently. feedback and constructive Provides others. support to or positions are arguments Verbal with supported and always reasonable evidence. by conversation deepens the Often and linking to the text, beyond going issues/events. contemporary and ideas the comments In general, better the group’s to contribute of the concepts. understanding ideas challenges verbally Student and supports encourages respectfully, do the same. to others discussion. Does not dominate gum while or chews eats Never speaking. from or disengages texts Never discussion. others to what attends actively Always building regularly by as evidenced say their on, clarifying, to or responding comments. by listening good Can demonstrate others made by comments infusing (essays, work his or her own into etc.) projects, input. to others’ responds Often Sophisticated (3) Sophisticated • • • • • • • • • • • • Block: ______Is usually actively engaged in the engaged Is usually actively verbal by demonstrated conversation, made. comments feedback constructive to provide Attempts occasionally. reasonable or positions are arguments Verbal evidence. by supported and mostly events/ contemporary to at linking Attempts issues. attempt an suggest or questions Comments lines of argument. complex follow to discussion. dominate sometimes May gum or chewed eaten Has on one occasion while speaking. otherwise disengaged or was texted Student once. least discussion at from check to steps and takes well Usually listens asking clarifying by and comprehension connections and making questions, probing earlier comments. to to ideas and questions responds Sometimes by other participants. offered Proficient (2) Proficient • • • • • • • • • • Is rarely actively engaged in discussions: engaged actively Is rarely often. verbally but does not contribute listens feedback provided. No constructive to the discussion are contributions Verbal based on opinion or unclear often more or arguments than on reasoned views evidence. positions based on the to links to make no attempts to Few issues. contemporary a difficulty in suggest or questions Comments lines of argument. complex following for the class respect little shows Student speech and by as evidenced or the process manner. when attacks to personal resorts Sometimes with others. in disagreement gum while or chew eat sometimes May speaking. otherwise disengaged or was texted Student than once. discussion more from as indicated well listen Does not regularly or questions comments of the repetition by non-sequiturs. or frequent earlier, presented discussion or made to responses Few others. by presented evidence Approaching Competence (1) Competence Approaching • • • • • • • • • • • Criteria Ownership/ Leadership/ Speaking Verbal Reasoning Conduct Listening Discussion Rubric Name: ______69 ASSESSMENT OPPORTUNITIES

Government Quiz Name: ______/15

Quiz Read all questions carefully. Each question filled in correctly is worth one mark. Good luck.

1. A/An ______is a system of government in which power is retained by all citizens, usually through elected representatives.

2. The Queen is Canada’s head of state and is represented at the federal level by the ______.

3. One must be ______years old to vote in Canadian federal elections.

4. The right to vote comes with the ______to cast a ballot and make an informed decision.

5. The elected representative at the federal level is called a/an ______.

6. The House of Commons meets in ______(city).

7. Political parties on the ______side of the political spectrum generally advocate for smaller government and lower taxes.

8. A person running in an election but not associated with a political party is known as a/an ______.

9. The party with the most seats usually forms the government. At the federal level, the leader of that party becomes the ______.

10. A/An ______is a geographical area represented by an elected official.

11. The process of voting by ______ballot means that a person’s vote is private.

12. Canada’s electoral system is called ______.

13. The ______Party formed government after the 2011 federal election.

14. A party needs to win ______seats to form a majority government in the 2015 federal election(number) .

15. The name of my school’s riding is ______.

70 ASSESSMENT OPPORTUNITIES

TEACHER COPY: Government Quiz

1. A democracy is a system of government in which power is retained by all citizens, usually through elected Quiz representatives.

2. The Queen is Canada’s head of state and is represented at the federal level by the governor general.

3. One must be 18 years old to vote in Canadian federal elections.

4. The right to vote comes with the responsibility to cast a ballot and make an informed decision.

5. The elected representative at the federal level is called a Member of Parliament.

6. The House of Commons meets in Ottawa.

7. Political parties on the right side of the political spectrum generally advocate for smaller government and lower taxes.

8. A person running in an election but not associated with a political party is known as an independent.

9. The party with the most seats usually forms the government. At the federal level, the leader of that party becomes the prime minister.

10. A riding is a geographical area represented by an elected official.

11. The process of voting by secret ballot means that a person’s vote is private.

12. Canada’s electoral system is called First-Past-The-Post (or ‘Single-Member Plurality’).

13. The Conservative Party formed government after the 2011 federal election.

14. A party needs to win 170 seats to form a majority government in the 2015 federal election.

15. The name of my school’s riding is (answers may vary).

71 GLOSSARY

by the parliament or legislative centre (spectrum) — A political assembly and given royal party or individual holding A assent. moderate views or middle-of- acclamation — A candidate is the-road opinions. elected by acclamation if they by-election — An election held have no opponents. No vote in a particular riding to fill Chief Electoral Officer (CEO)— An a vacancy in the House of independent officer of the Glossary is held. Commons or legislature at House of Commons appointed advance voting — An opportunity any time other than during by the prime minister on to vote before election a general election. Several the recommendation of the day. Also sometimes called by‑elections may be held on House of Commons. The Chief advance polling. There are the same day. Electoral Officer is responsible four days of advance voting. for the administration of the You can vote on the 10th, federal electoral process. 9th, 8th, and 7th day before C election day (October 9-12, coalition government— When 2015) from noon to 8:00pm. cabinet — This governing two or more political parties body is made up of the join together to form a analyze — To examine ministers of government government, neither of which methodically and in detail for departments. This body would be able to form a the purpose of explanation advises the prime minister. majority government on their and interpretation. The ministers are appointed own. by the governor general on anarchy — A system defined by the recommendation of the concurrency — When federal the absence of government or prime minister and are usually and provincial/territorial, any enforced authority, giving chosen from elected members and/or municipal/local each individual complete of the party that forms the government powers overlap in liberty. government. jurisdictional responsibilities. apathy — A state of indifference, cabinet minister — A member conservatism — A political or a lack of feeling or of the cabinet or executive ideology advocating the emotion towards someone or council. Cabinet ministers preservation of society and something. introduce and debate bills. opposing radical changes. They also administer specific autocracy — See dictatorship. government departments and constituency — See riding. formulate government policy. constituent — An individual who candidate — A person who seeks lives in a geographically and B election to public office. A politically defined area with an backbencher — A member of candidate running in a federal elected representative. parliament or legislative election or by-election is assembly who is not a party trying to become a Member of constitutional monarchy — A leader, cabinet minister or Parliament. government headed by royalty. opposition critic. Canada is a constitutional caucus — A group composed of monarchy in that the Queen ballot — A document used Members of Parliament (MPs) is the official head of state, by voters to indicate their of a given party. represented by the governor preference in an election, general at the federal level and electoral event or referendum. candidate representatives — lieutenant governors at the Individuals representing a provincial level. bias — A preconceived opinion, a candidate at the polling place one-sided view or a prejudice to observe the voting and the against something, someone counting of the ballots. Only D or an issue formed without one candidate representative evidence or adequate per candidate is permitted to democracy — A type of reasoning. remain in the polling place at government where power any one time. Also known as is held by all the people bill — Proposed legislation or law scrutineers. and citizens are meant to introduced to the parliament participate equally in making or legislative assembly. It decisions. becomes an act when passed 72 GLOSSARY department — A specialized electoral district — See riding. of state. This person is department of the appointed by the Queen on the

government with a specific electoral system — The process recommendation of the prime Glossary area of responsibility (e.g., by which votes are translated minister. The governor general Health, Finance, Transport). into seats in a parliament or opens, suspends and dissolves legislature. In Canada we use the Parliament, and gives or deputy returning officer (DRO) the First-Past-The-Post system withholds royal assent to bills. — The election official who (FPTP) or Single-Member supervises a polling station. Plurality. The deputy returning officer’s H tasks include making decisions electorate — The whole body of about a person’s eligibility, electors. House of Commons — The federal counting the ballots and body that creates, implements certifying the results. enfranchise — Extend the right to and enforces laws, rules and vote to a particular group of regulations for the entire dictatorship — A type of people. country. Located in Ottawa, government where one the House of Commons person has power. Power is executive branch — The branch of will consist of 338 MPs maintained through the use government that implements after the election, each MP of a party or military, without and enforces laws, rules and representing a different riding. the consent of the people. regulations. Citizens have limited rights and freedoms. F I incumbent — The existing E federal — Referring to one of the holder of a political office. A three levels of government riding without an incumbent earned media — Awareness in Canada; pertaining to the candidate is known as an open gained through efforts other whole country. seat. than advertising, such as news coverage or external blogs/ first-past-the-post — The system independent — A candidate or websites. in which the candidate who elected representative who has more votes than any other does not represent a political editorial — A newspaper article single candidate wins the party. written by or on behalf of a election. publisher, editor or editorial issue — An important topic of team that shares an opinion freedom — The power or right debate and discussion. on a topical issue or analysis of to act, speak or think as one particular event or situation. wants without hindrance or restraint. J election — The process where citizens vote for a person to judicial branch — The branch of act as their representative G government that interprets at the federal, provincial/ the law and punishes those territorial or municipal/local general election — An election who violate established laws, level. Elections are usually usually held at regular rules and regulations. held at regular intervals. intervals or at fixed dates in which candidates are elected election worker — An individual in the ridings of the nation or L who staffs a polling place. province/territory. left (spectrum) — On the political Elections Canada— A government — Refers to the spectrum, one who favours non‑partisan, independent governing body of a country, policies that promote social office of the House of province/territory, city or equality, socialist or progressive Commons, which is town, which makes and views. responsible for administering administers laws. the federal electoral process. governor general — The federal legislative assembly— A elector — A person eligible to representative of the Queen legislative body composed vote. Also known as a voter. and the ceremonial head of elected members at the

73 GLOSSARY

provincial or territorial level. usually holds more than any a coalition of parties forming The role of the legislative other party and must maintain the government. assembly is to pass provincial/ the confidence of parliament territorial legislation, approve to continue in power. owned media — Internally public finances and scrutinize managed promotional government. municipal — Referring to one of platforms, such as a website, the three levels of government blog, Twitter feed, Facebook Glossary legislative branch — The branch in Canada. Municipalities page and YouTube channel. of government that has the are the most local level power to create, change and of government, existing repeal proposed and existing as a result of provincial or P bills. territorial legislation. paid media — Publicity or legislature — The building in awareness gained through which the legislative assembly N paid advertising. gathers. new media — Refers to media parliament — The term used for liberalism — A political ideology content that is easily Canada’s federal legislature. that favours individual liberty accessible, such as online It is also the period from the but acknowledges the need sources and social media opening of the first session for some form of government platforms. New media immediately following a intervention in the economy. is typically interactive, general election to the end user‑driven, functions in of a government’s term and lieutenant governor — The real-time and is deemed the calling of another election provincial representative borderless. at the federal level. Each of the Queen and the parliament consists of one or ceremonial head of state. non-partisan— An individual or more sessions. This person is appointed organization with no party by the governor general affiliation or bias. parliamentary democracy — on the recommendation A type of representative of the prime minister. The democracy in which members lieutenant governor opens, O are elected to parliament. suspends and dissolves the The political party with the legislative assembly, and gives official opposition — The party greatest number of seats or or withholds royal assent to that holds the second-largest elected representatives in bills passed by the legislative number of seats in parliament. the parliament or legislature assembly. It is accorded certain financial determines the leader of the and procedural advantages government. local (government) — See over other parties in municipal. opposition. partisan — Support of a political party, cause or person. old media — Refers to traditional M media sources in broadcast party leader — An individual and print format, such as chosen or elected to act as the majority government — A television, newspaper, radio, head of a political party. government formed by the magazines and pamphlets/ party or the coalition of flyers. Old media is typically party member — An individual parties holding the majority one way communication, who belongs to a political of seats in the House of delivered at a specific time, party. Commons. has limited jurisdictional reach and strives to maintain party platform — A party platform Member of Parliament (MP) — journalistic integrity and is a series of declared An individual elected by the standards. principles and policies people in a particular federal on jurisdictional issues riding to represent them in the oligarchy — A form of government concerning government and House of Commons. system in which power rests the public. Parties announce with a small number of their platforms and spread minister — See cabinet minister. privileged people. their ideas in order to attract support from the electorate minority government — A opposition party— A political and, ultimately, secure votes. government that does not party that is neither the 74 hold a majority of seats, but it governing party nor part of GLOSSARY

leader of the party with riding association — An plank — Individual topics or issues the greatest number of organization formed for riding

in a party’s platform. elected members leads the as the local organization of a Glossary government as premier. In political party. Also known as a political ideology— A political accordance with consensus constituency association. ideology is a set of shared government, the premier ideals or beliefs about how of Nunavut and Northwest right — A right legally entitles you politics and government Territories is directly elected to take certain actions. A right should function. Common by the non-partisan members is a protected freedom. ideologies include liberalism, of the legislative assembly. conservatism, socialism, right (spectrum) — On the communism and fascism. prime minister — The leader of political spectrum, one who the federal government. After favours conservative views and political party— A political party a federal election, the leader tradition. Individuals on the is a group of like-minded of the party with the greatest right believe that government individuals with a shared vision number of elected members should not interfere with and similar political ideals usually heads the federal people and businesses. whose intention is to achieve government as prime minister. power through an election, form government and create provincial — Referring to one of S meaningful political change. the three levels of government in Canada; pertaining to the scrutineer — See candidate political spectrum — The political province. representatives. spectrum is a means of characterizing beliefs, values seat count — The number of seats and priorities, and provides R that each political party has in a conceptual framework in the parliament or legislature. which to view and evaluate rejected ballot — A ballot that has The party or coalition of political parties and policies. been placed in the ballot box, parties with the highest seat but declared unacceptable count traditionally forms the poll clerk — The official who for counting by the deputy government. assists the deputy returning returning officer. A ballot that officer at a polling place by has not been marked properly. secret ballot — Canada uses a checking to see if a person’s secret ballot, which means no name is on the voters list and representative democracy — one except the elector knows dealing with the paperwork. Representatives are selected by the choice that was made. the people through elections to polling division — Each riding make decisions on their behalf. single-member plurality — An is divided into defined electoral system based on geographic areas called polling responsibility — A responsibility is single-member districts, where divisions. Eligible voters a social force that binds you to the successful candidate is residing within each polling your obligations and courses of elected if they win the most division vote at the polling action demanded by that force. votes in their riding. Also place designated for their known as First-Past-The-Post. area. returning officer (RO) — The election official responsible by slogan — A catchy phrase created polling place — A location to law for the administration of and repeated in advertising which electors are assigned for the electoral process within a and politics. the purposes of voting. single riding. Returning officers are appointed by the Chief socialism — A political ideology popular vote percentage — The Electoral Officer. that favours a system in which percentage of all ballots the means of production, cast for a particular party or riding — A geographical area distribution and exchange candidate. A reflection of represented by an elected are owned by the community support across a jurisdiction. official. Also known as collectively, usually through an electoral district or the state. premier — The leader of a constituency. There are 338 provincial or territorial ridings being contested in the government. After a provincial 2015 federal election. or territorial election, the

75 GLOSSARY

speech from the throne — The speech delivered by the governor general for each V new session of parliament. valid ballot — A ballot that is This speech outlines the properly marked for only one government’s plans and candidate. initiatives for the session. Also Glossary known as the Throne Speech. voter turnout — The total number of people accepting ballots in spoiled ballot — A ballot that an election or participating in has been kept separate and the electoral process. Usually never placed in the ballot box expressed as a percentage of because it was mistakenly the total number of qualified marked or torn and exchanged voters. for a new ballot. voters list — The list of names subsidiarity — The principle and addresses of all eligible regarding the division of electors, which is used at the responsibilities among the polling place. different levels of government; where the government closest voting screen — The place at the to the issue governs it. polling station where electors go to mark their ballot in private. Also known as a T privacy screen. tabulation — The counting of ballots following an election. Ballots are counted and W recounted to ensure an writ of election — The document accurate election result is signed by the Chief Electoral recorded. Officer that instructs the returning officer in a riding territorial — Referring to one of to conduct an election on the three levels of government a specific date. After the in Canada; pertaining to the election, the returning officer territory. signs the writ containing the voting result and returns it to territorial commissioner — The the Chief Electoral Officer. territorial representative of the federal government. The territorial commissioner opens, suspends and dissolves the legislative assembly, and gives or withholds royal assent to bills passed by the legislative assembly. U universal suffrage — The extension of the right to vote to all adult citizens, including the removal of restrictions against women, various ethnic and religious groups, and property ownership requirements.