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Education Guide for Teaching Citizenship, Democracy, and Participation in Elections

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Education Guide for Teaching Citizenship, Democracy, and Participation in Elections EDUCATION GUIDE for teaching citizenship, democracy, and participation in elections YOUR powerTO Credits students and teachers: Grades 5, 6, 9 & 11 Participants in the pilot education Consultant: Richard Harbeck Instructor, Curriculum Teaching and Learning, University of Manitoba review Panel: Louise Chernetz Educator and Returning Officer Margaret Drawson Educator and Assistant Returning Officer Mike Gartner Educator and Assistant Returning Officer Denis Peloquin Educator and Returning Officer Original concept and writing: Anita Pachikara Educator Original concept and program design: Amanda Jeninga Communications Officer Linda Perreault Communications Consultant FOr additiOnal informatiOn: Elections Manitoba 120-200 Vaughan Street Winnipeg, Manitoba 945.3225 or 1.866.628.6837 (Toll Free) www.electionsmanitoba.ca Welcome to Your Power to Choose: Education Guide, a one-of- a-kind curriculum resource that introduces students to the values of citizenship, democracy and the power of choice. This project was developed to meet a goal common to educators and Elections Manitoba – to create life-long learning skills and the habit of participation among Manitoba youth. Engaging and interactive, lessons and activities in the guide are adaptable to many classroom and learning levels. Students learn how to assess issues, make informed decisions and experience the impact and power of their choices. Through school presentations and mock elections we have worked with teachers and students over the years to educate future voters about the electoral process and the value of participation in democracy. We are now honoured to introduce Your Power to Choose – an integrated education program. The new program is supported by school presentations - bringing the four phases of an election to the classroom - and student elections - presenting one of the earliest opportunities to participate in the democratic process. Manitoba students and educators provided valuable input through their participation in the 2005-06 pilot. We look forward to creating ongoing programs that help students become active participants in their classrooms, schools and communities. Thank you for participating in Your Power to Choose, part of a long-term education program and commitment to future voters. Sincerely, Richard Balasko Chief Electoral Officer Your Power to Choose Education Guide iii What’s Inside • Your Power to Choose links directly to Manitoba’s grade 6, 9 and 11 curriculum – adaptable to many other classrooms and grade levels, particularly grades 4-5: - Grade 6 forms the core of the program, introducing the electoral process step-by-step - Grades 9 and 11 introduce the values of the electoral process and generate complex thinking and decision-making • The guide focuses on the four phases of a provincial election. Lessons are interactive and bring alive the election experience – designed to engage students using the following strategies: - activating - activate prior knowledge, “hook” student interest - acquiring - acquire new information - applying - apply new information - debriefing - consolidate and reflect on lesson • Each lesson includes handouts, worksheets and support materials ready for use including a ballot box, voting screen and coloured index cards. • Along with the teaching guide, other sources of information on citizenship and participation include: - Elections Manitoba website: www.electionsmanitoba.ca - Your Power to Choose: In-class workshop – mock election experience presented by Elections Manitoba in the classroom - Your Power to Choose: Student Elections – everything needed to run school elections iv Your Power to Choose Education Guide Earn a Star Activities with a star can be used for assessment purposes. TPS Think, Pair, Share encourages students to probe deeper into an issue. To use TPS students are asked to: • Think about the question on their own • Pair with a partner and discuss the question further, adding at least three new answers • Share their answers with the class or with another pair How to Play Activities with this symbol indicate instructions/objectives for How to Play a game or activity in a lesson. Your Power to Choose Education Guide v PHASE 1 Pre-election Experience Hidden Historical Treasure The history of democracy will reveal compelling events that lead to the evolution of Manitoba’s electoral process. Students will uncover how laws have progressed and how elections are organized – discovering the values and benefits of participation. YOUR powerTO Pre-election Experience reference democracy History electoral system in manitoba • Demos means “people”; • The right to vote was based on • Elections take place every four Kratos means “rule” sex, property, and other criteria. years. (government of the people). For example, voters; • Any group can form a political • Eligible voters choose who - Had to own property; women party and nominate candidates. represents them through their and Aboriginals were not • All seats are contested; right to vote in free and fair eligible candidates in all 57 electoral elections. - Could not be patients in hospital divisions want an election. • People elected are accountable to (including mental hospitals) • Campaigns and elections are the people who voted for them. - Could not be in prison carried out fairly. • Voting takes place freely and secretly. PHASE 1 Pre-election Experience YOUR p o w e rTO Grade 6 students learn: supports Curriculum Outcomes: Grade 6: 1. The history of the electoral process in Manitoba and will: 6-KH-027 Identify individuals and events connected with Manitoba’s entry into • Become familiar with particular individuals and events Confederation. • Compare and contrast how ideas and events have changed over time 6-KC-002 Compare responsibilities and and how elections have evolved over the years rights of citizens of Canada at the time of Confederation to those of today. (Include: • Describe the influence of democracy on the quality of life for Aboriginal peoples, francophones, women) Manitobans 6-KP-051 Describe the characteristics of the electoral processes in Canada. 2. The values of Manitoba’s system of democracy and will: 6-KP-046 Describe the struggle for and identify • Explore the reasons why people vote individuals involved in women’s suffrage in Manitoba and Canada. (Include: Famous Five) • Discuss possible explanations and solutions to low voter turnout (especially among young people) 6-KC-006 Identify current issues related to citizenship in Canada. • Describe the value of voting 6-KH-037 Describe changing roles for women in Canada from 1914 to 1945. Grade 9 students learn: Grade 9: 1. The impact of elections throughout Manitoba’s history and will: 9-KC-011 Identify ways in which democratic ideals have shaped contemporary Canadian society. (Examples: rule of law, equality, diversity, • Experience what it is like to be disenfranchised freedom, citizen participation in government) 2. Current issues related to citizenship and will: 9-KC-014 Describe current issues related to citizenship in Canada. • Explore low voter turnout among youth (causes and solutions) Grade 11: 5.1 How has Canada been shaped by the Charter Grade 11 students learn: of Rights and Freedoms, cultural diversity, and demographic and technological change? 1. To appreciate the magnitude of the electoral process and will: related Curriculum Outcomes: • Consider all the steps involved in preparing for elections – for Grade 4: both Elections Manitoba and political participants 4-KH-035 Describe ways in which life in Manitoba has changed over time. • Explain the importance and impact of elections Grade 5: 2. The skills needed to be active, engaged citizens of Manitoba and will: 5-KC-001 Give examples of the responsibilities and rights of citizens of Canada in 1867. • Clarify assumptions about government and politics 5-KC-002 Identify differences in citizenship • Form opinions and defend viewpoints through discussion with rights for various groups in 1867. (Include: First Nations, French, British, women) peers and people in their community 5-KC-003 Compare what it meant to be a citizen of Canada in 1867 to what it means today. 5-VH-012 Demonstrate empathy for the struggles of the peoples of early Canada. Your Power to Choose Education Guide 3 GRADE 6 lesson 1 of 3 Lesson Objectives Students learn the history of the electoral process in Manitoba: Supports • Individuals and events Curriculum Outcomes: • How times have changed 6-KH-027 • Impacts of democracy on life in Manitoba 6-KH-037 Teaching Strategies 6-KC-002 • Comparing Past/Present Related • Word Splash Curriculum Outcomes: • True & False 4-KH-035 5-VH-012 Activating Strategy 5-KC-001 5-KC-002 1. Ask students to fold a piece of paper into three columns. A pre-printed KWL handout is also available (see appendix). On the top of each column 5-KC-003 write the following headings: What do I already know about elections? Resources/Materials What did I learn about elections today? • KWL Handout What do I still want to know about elections? • Statement Labels • White paper Ask your students to answer only the question under the column • Markers/pencil crayons labeled: • Red and green index cards What do I already know about elections? 2. Have students share answers with a partner and create two new points together. Then ask each student to share one point with the class. 4 Phase 1 – The Pre-election Experience Times Have Changed Game How to GRADE 6 1. Introduce the game. 2. Randomly hand out statement labels to the students (see appendix). • The objective of the game is to pair 3. Ask the class to stick the labels on their shirts so their classmates will up students with matching label have a clear view of each label. statements. 4. When the game is done, ask each pair to take one to two minutes to • Each label statement represents discuss the following: either a past or a current perspective Which label represents the past and which the present? on an issue. Why do you think your labels match? • No talking allowed – if students talk (including students with matching Are you surprised by the statements on your labels? labels) they are immediately 5.
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