Elementary/Intermediate Resource
Dear Educator,
We would like to thank you for accepting this important responsibility of bringing democracy and citizenship education into your classroom. By introducing your students to the habits of citizenship, you are making an extremely worthwhile contribution to our democracy. Your enthusiasm toward special initiatives such as the Student Vote program provides an example to students (and their families) that caring about their democracy is an important and worthwhile effort. What is the purpose of the Student Vote program? The Student Vote program provides young Canadians with an opportunity to experience the democratic process firsthand and practice the habits of informed and engaged citizenship. The Student Vote program applies the concept of the ‘teachable moment’ using the official election as a backdrop to the parallel election. By matching real life events with school life, this exercise can motivate your students into becoming informed and active citizens. Our hope is that through your instruction students will enter as citizens into the community with knowledge, understanding and a sense of empowerment. Through the campaign activities and resulting vote, we look forward to inspiring a conversation about civic responsibility in your class and at home. Why is it important to encourage family discussion? Based on feedback from past programs, we know that students are eager to share their knowledge with family and friends, engaging them in conversation about the election. This family exchange allows students to explore different points of view and further develop habits of informed citizenship. Discuss ideas with your students that may encourage ‘democracy at the dinner table’ as take home assignments. What is Student Vote Day? On designated Student Vote days, which are held in advance of the official election, hundreds of thousands of students from across Canada will be voting using the ballots and ballot boxes provided. Students will take over the roles of Deputy Returning Officers and Poll Clerks to conduct an election for themselves and their peers – a very empowering process! The Student Vote results will be shared with media partners for broadcast and publication following the official election. For this reason, the more students you can engage in your school, the more empowering the process will be for schools and students across Canada. It is an honour for Student Vote to be working with you and we look forward to hearing the story of your students’ engagement. As always, Student Vote is here to support you and your students. Please feel free to contact us through email at [email protected] or toll free at 1.866.488.8775 for any assistance.
Sincerely, The Student Vote Team
1 Elementary/Intermediate Resource
How To Use This Resource
This resource has been designed for use by educators at the elementary and intermediate school levels.
Big Idea The activities have been divided into ten lessons and each lesson is guided by a big idea, which is intended to act as an anchor for both the teacher and student. Hook Each lesson begins with a hook that relates to the overall theme and subject matter. Use this short exercise or idea to introduce the topic and trigger student engagement at the beginning of the lesson. School-Wide Ideas Remember that the Student Vote program is intended to engage as many students as possible in the election. Even though some students may not be studying Canadian government this term, it is important that they are involved in some manner. Look for interesting ways to engage the entire student body throughout the campaign within these sections. Keywords In each lesson you will find a list of keywords that relate to the various activities. Make sure you are familiar with these words and their definitions. A glossary is posted online at www.studentvote.ca. Activity Options The development of this resource was guided by the understanding that different students require different styles of instruction and ways of learning, and that educators are constantly adjusting lessons to meet the specific learning requirements of their students. Rather than a step-by-step set of instructions for directing students towards a particular skill or understanding, each lesson and big idea provide a wide variety of activity options to choose from. These options are categorized according to the orders of thinking proposed by Benjamin Bloom (2001): Know, Understand, Apply, Analyze, Create and Evaluate. Teachers have the opportunity to select activities most appropriate to the knowledge and ability of their unique group of students. Key Activities While educators should choose activities based on the requirements and abilities of their students, key activities have been highlighted in each lesson to help teachers plan their instruction. These particular activities are emphasized both because they focus on essential knowledge and understandings and because teachers and students in past elections have favoured these activities. Teaching Strategies To offer even more flexibility and creativity, an assortment of teaching strategies have been proposed after each activity’s description with the intention of providing students with a variety of ways to demonstrate understanding and mastery. For one particular activity, you might see several possible learning strategies, such as: Think-Pair-Share, Class Discussion, Writing Assignment and Worksheet. Teachers are encouraged to choose from any combination of these strategies to achieve the learning outcomes. For a refresher on these strategies, please visit www.studentvote.ca. Online Resource Library Please note that all lesson plans, worksheets, handouts and a list of supplementary resources can be found in the online Resource Library at www.studentvote.ca. The worksheets and handouts are editable for your convenience.
2 How To Use This Resource Elementary/Intermediate Resource
Lessons & Big Ideas
1. Our Rights & Responsibilities...... 7 The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner. The act of voting is a fundamental responsibility stemming from every Canadian’s democratic right.
2. The Canadian Electoral Process ...... 13 The Canadian electoral system guides the process in which votes are translated into seats in the House of Commons. The political party that wins the most seats (normally) forms the government. A thoughtful election administration strategy is essential for ensuring a fair, transparent and inclusive election.
3. The Levels of Government...... 19 Government is made up of the people we choose to make decisions about our community. They make decisions about things that matter to us all. Canada has three levels of government and each has its own elected representatives and areas of responsibility. An understanding of the structure and function of each level of government allows citizens to efficiently present concerns to the appropriate body and hold the government to account.
4. Youth Participation...... 24 Participation in democratic processes such as elections and a personal connection with public affairs are essential for young voters to influence government institutions.
5. The Political Party...... 27 Differences of opinion should be respected and accepted, and like-minded individuals are permitted to organize in a democracy. Political parties bring together people with similar political ideals and goals who are seeking to effect change by being elected.
6. Understanding the Issues ...... 32 To be active and informed citizens, it is essential to consume news and information critically, evaluate different points of view and identify political biases in order to understand national issues, local issues and what different parties and candidates will do if elected.
7. The Leaders’ Debate ...... 38 The leaders’ debate allows citizens to assess the qualities, substance and image of national leaders and also to compare and contrast their positions on major election issues, key priorities and visions for Canada.
8. Going Local ...... 44 Electors across the country vote for different local candidates and may be influenced by different issues. It is important to evaluate local candidates’ approaches to important local issues.
9. Preparing to Vote...... 50 Consider personal priorities and critically analyze information from a broad range of sources before making an informed and purposeful electoral decision.
10. Post-Election Analysis ...... 53 Post-election analysis allows voters to reflect on the election outcome and predict how the new Parliament will impact Canadians.
Lessons & Big Ideas 3 Elementary/Intermediate Resource
Sample Pathways The following pathways have been designed as suggested options for implementing the Student Vote curriculum and to help narrow down the choices presented in this resource. Feel free to adapt the recommendations based on time and your students’ needs.
10 Days Allotted to Student Vote Curriculum
Period Lesson Activity Strategy
1 1 - Our Rights & Hook 15 min Responsibilities Know 10 min Class Discussion Understand 1 20 min Think-Pair-Share Analyze 1 20 min Simulation Create or Reflect 5 min Journal
2 2 - The Canadian Hook 15 min Electoral Process Know 1 25 min Class Discussion Apply 30 min Group Work
3 3 - The Levels of Know 1 15 min Worksheet 3.1 Government Know 2 15 min Worksheet 3.2 Apply 15 min Rapid Writing Understand 1 25 min Bulletin Board
4 4 - Youth Participation Hook 5 min Understand 1 15 min Think-Pair-Share Create 1 or 2 40 min + homework Audio, Visual or Oral Presentation Apply 2 10 min / homework Competition
5 5 - The Political Party Know 15 min Class Discussion Apply 50 min + visits Audio, Visual or Oral Presentation; Classroom Visits Reflect 5 min Journal
6 2 - The Canadian Apply 70 min Experiential Learning; Electoral Process Planning and Preparation
7 6 - Understanding Hook 10 min Interactive White Board the Issues Understand 20 min Worksheet 6.2
7 - The Leaders’ Debate Apply 2 Triangle Debate or 40 min Evaluate Rubric; Drawing Conclusions While Reading
8 8 - Going Local Hook 10 min Know 1 & 30 min Class Discussion; Placemat Understand 1 Evaluate 30 min Writing an Explanation
9 9 - Preparing to Vote Hook 5 min Apply 3 65+ min, depending on Simulation arrangement of vote Apply 2 homework Worksheet 9.1; Family Discussion
10 10 - Post-Election Hook 5 min Analysis Know & 35 min Worksheet 10.1; Class Discussion Understand 1 Analyze 1 or 2 20 min Writing a Letter; Writing an Explanation Reflect 10 min Journal
4 Sample Pathways Elementary/Intermediate Resource
Sample Pathways: Continued
5 Days Allotted to Student Vote Curriculum (Excluding Student Vote Day)
Period Lesson Activity Strategy
1 1 - Our Rights & Know 10 min Class Discussion; Worksheet 1.1 Responsibilities Understand 1 20 min Think-Pair-Share Analyze 1 20 min Simulation Reflect 5 min/homework Journal 4 - Youth Participation Understand 1 15 min Class Discussion
2 2 - The Canadian Hook 10 min Electoral Process Know 1 25 min Class Discussion
3 - The Levels of Know 1 15 min Worksheet 3.1 Government Know 2 15 min Worksheet 3.2 Reflect 5 min/homework Journal
3 2 - The Canadian Apply 70 min Experiential Learning; Electoral Process Planning and Preparation
4 5 - The Political Party Know 1 15 min Class Discussion Apply 45 min Group Work; Audio, Visual or Oral Presentation 8 - Going Local Hook 10 min Class Discussion
9 - Preparing to Vote Apply 2 homework Family Discussion; Worksheet 9.1 Evaluate homework Rapid Writing; Journal
5 10 - Post-Election Hook 5 min Analysis Know & 35 min Map Labelling Understand 1 Analyze 1 or 2 20 min Mind Mapping; Write a Letter Reflect 10 min Journal
Sample Pathways 5 Elementary/Intermediate Resource
Acknowledgements
Student Vote and Elections Canada have partnered to provide this resource and parallel election project. Student Vote is a non-profit, non-partisan organization that aims to build the capacity and commitment of young Canadians to participate in their democracy. Elections Canada is the independent, non-partisan agency responsible for conducting federal elections and referendums. Resource Development Team We would like to thank the lead writer, Jeremy Sandor, for developing this activity resource. We would also like to thank Shari Kulik, Stacey Barron, Neeta Kumar-Britten, Lela Lilko and John Thompson for contributing their ideas and feedback to the development of this resource.
6 Acknowledgements Elementary/Intermediate Resource
Lesson 1 Our Rights & Responsibilities
Big Idea The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner. The act of voting is a fundamental responsibility stemming from every Canadian’s democratic right. Background The inherent rights and responsibilities of citizens are key to a democratic government. A right is an abstract idea of something that is due to a person or governmental body by law or tradition or nature. An example of a right we all have in Canada is the right to an education. The Canadian Charter of Rights and Freedoms 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, 18 years of age or older, to vote in an election and be a candidate, as well as the requirement that governments hold elections at least every five years and that these governments meet at least every year. With every right comes a responsibility. A responsibility is the social force that binds you to your obligations and the courses of action demanded by that force. If we have the right to an education, then the responsibil- ity we have is to work hard and respect others’ right to learn. School-Wide Idea Establish a word wall or an election campaign showcase in a well-trafficked area of the school where keywords and election news can be displayed and updated. Keywords Right – Responsibility – Eligible Voter – Government – Dictatorship – Democracy Representative Democracy – Direct Democracy Activity Options Hook “Use it or lose it.” You have five minutes to accomplish three goals: 1. Find a partner. 2. Draw detailed portraits of one another using at least five different colours. 3. Accumulate as many writing utensils as possible. You must start out with three different coloured writing utensils in front of you. You may only draw with one writing utensil at a time and whenever another student asks for a writing utensil that you are not using, you must give it up. After the five minutes have ended, identify how many of your classmates were able to accomplish each of the goals. Why was it difficult to accomplish all three goals? How would you feel if something you own was taken away from you every time you were not using it? What personal belongings would you miss after they were gone? Do some of your answers or the answers of your peers surprise you? Consider your answers to these questions and reflect upon how you would feel if your right to have a voice or make decisions (in class, at home, in your social group) was temporarily revoked or taken away if you decided not to participate in a decision-making process. Know As a class, in small groups or independently, define and give examples of what the following words mean to you: government, democracy, dictatorship, right and responsibility. Compare your definitions and examples with other students and with definitions from the glossary, dictionary or encyclopedia, and decide upon a class definition for each of these words. Class Discussion | Think-Pair-Share | Placemat | Rapid Writing | Worksheet 1.1
Lesson 1 – Our Rights & Responsibilities 7 Elementary/Intermediate Resource
Understand 1. As a class or in small groups, list the rights that you feel you are entitled to at school, at home and within your group of peers. List a pro and con each right that you list as well as a responsibility associated with that right. Think-Pair-Share | Worksheet 1.1 2. Invite a veteran into your class to speak about her or his experiences and the importance of protecting our rights and freedoms. Follow up this interview by composing a news report about the presentation/interview and how it relates to exercising our rights. Speaker | Class Discussion | News Report Apply 1. As a class, in small groups or independently, find and read newspaper articles about rights denied to Canadian citizens and people around the world. Internet | Think-Pair-Share | Class Discussion 2. Interview your parent or guardian about his or her first time voting or the last time they voted. What advice do they have for you? Interview a new voter, either a young person or a new Canadian, and ask them about their first voting experience. Family Discussion | Interview | Journal Response | Incomplete Note Analyze 1. Your teacher has invited you to plan a special class activity for the end of the week. As a class, list a variety of activities that you would enjoy. Then, brainstorm the most efficient and fairest way to make a decision about the special activity to choose. After that discussion, try using each of the decision-making models below to select a single activity. Model A – Dictatorship: The tallest or oldest person will make the decision regarding the special class activity. Model B – Democratic (Limited): All the males in the classroom will vote to make the decision regarding the special class activity. The activity with the most votes will be selected. Model C – Democratic (Universal): Everyone in the classroom will vote to make the decision regarding the special class activity. The activity with the most votes will be selected. Debrief this exercise by considering some or all of the following questions as a class: How do you feel about each model? Is your opinion heard? Are you happy with the decision that has been made? How do you feel when you are a part of a group that is not allowed to vote? How do you think you might be perceived by voters? How do you feel when you are part of a select group that is allowed to vote? How do you think you might be perceived by non-voters? Is it fair when only certain people have a say in decisions that affect everybody? What are the pros and cons of each model? Use your reactions to each model to draw conclusions about how communities living in a dictatorship, limited democracy or universal democracy might feel about that system of decision-making. Afterwards, review the history of voting rights in Canada. Talk about whether or not these rights exist in other places around the world. Simulation | Class Discussion | Four Corners Debate | Rapid Writing Supporting the Main Idea | Writing an Explanation | Draw a Cartoon | Handout 1.2
8 Lesson 1 – Our Rights & Responsibilities Elementary/Intermediate Resource
2. The role of government is to make decisions that will affect people living in a country, province/ territory or municipality. Have a discussion about different types of governments around the world and define the terms democracy and dictatorship. Considering the definitions, how will each type of government impact a person’s right to vote under that type of rule? Talk about the merits of having elected vs. unelected, educated vs. non-educated, or aware vs. unaware people making decisions that will impact a large group. Class Discussion | Think-Pair-Share | Mind Mapping Create 1. Using Handout 1.2, review the key points of the history of the vote in Canada. Imagine that you are a member of one of the groups that was granted the right to vote and write about your feelings in a diary. Your diary should include three entries: before being granted the right to vote, after being granted the right to vote and one after your first time voting. Journal Response | Drawing Conclusions From Reading | Writing an Explanation 2. Create a poem, song or rant about your rights and responsibilities as a citizen of Canada. Poem | Audio, Visual or Oral Presentation | Rant | Song Evaluate Using Handout 1.3, determine which right is most important to you and develop an exposition to support your opinion. Journal Response | Writing an Explanation | Rapid Writing Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about your right and responsibility to vote? 8 In your own words, what is a “right” and a “responsibility”? 8 Should voters lose the right to vote after deciding not to cast a ballot? 8 What would you want to know before making a decision at the ballot box? 8 What are the consequences of every eligible voter participating in an election? 8 What are the consequences of only a small percentage of eligible voters participating in an election? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Printable Resources 1.1 Know/Understand Worksheet: Definitions 1.2 Analyze/Create Handout: History of Voting Rights in Canada 1.3 Evaluate Handout: Canadian Charter of Rights and Freedoms
Lesson 1 – Our Rights & Responsibilities 9 Elementary/Intermediate Resource
1.1 Know/Understand Worksheet: Definitions
a) Write a definition for each of the terms. Right:
Responsibility:
b) In the column provided on the left, write a list of rights you are entitled to at school, home or with your peers. For each, include a pro and con you associate with the right, and a responsibility that comes with exercising that right.
Right Pro Con Responsibility
10 Lesson 1 – Our Rights & Responsibilities Elementary/Intermediate Resource
1.2 Analyze/Create Handout: 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) In the colonies that would later form Canada, voting was restricted to a small part of the population: wealthy men. Voting eligibility was generally based on property ownership—an individual had to own property or other assets of a specified value. However, paying a certain amount in annual taxes or rent could also qualify an elector. Women and various religious and ethnic groups were excluded the right to vote. In the case of women, the exclusion was a matter of convention rather than law. Extending the Right to Vote (1867–1919) After Confederation, convention became law and women were disqualified from voting. As early as the 1870s, Canadian women began to organize to acquire the right to vote. Women’s suffrage was a long and laborious process that started to gain strength in the early 1900s. Women campaigned persistently with petitions, lectures and various demonstrations. Undeterred by hostile public opinion and politicians, they engaged the help of influential organizations and managed to have bills introduced in provincial legislatures to extend voting rights to women. When the bills were defeated, they had them reintro- duced over and over until they were successful. In 1916, Manitoba was the first province to extend the vote to women and shortly after many provinces followed. By 1918, women had the same right as men to vote in federal elections. Making the Vote Universal (1920–1960) The modern era in the history of the vote in Canada began with the adoption of the 1920 Dominion Elections Act. In principle, the right to vote became universal, but discrimination was present due to significant loopholes in the electoral law. As a result, Native people and people of “Oriental” origin were unable to vote. In particular, Canadian citizens of Japanese origin were at one time denied the right to vote even if they had served in the Canadian army during the war. Various religious groups were also affected. Native people could vote since Confederation, but only if they gave up their treaty rights and registered Indian status. The last of these limitations were lifted in 1960 only 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 station on Election Day. Over time, several methods have been introduced to ensure that all voters can exercise their franchise. a) Employers were legislated to provide their staff with sufficient time off to vote if schedules did not permit time to vote otherwise. b) Voting hours were extended. c) Advance polling and voting by postal ballot (special ballot) were introduced, at first on a limited basis but ultimately made available to any voter unable to go to a polling station on Election Day. d) Level access for people in wheelchairs was provided at polling stations. e) Mobile polls began visiting various institutions to collect the vote. f) Voter information was systematically made available in both official languages and in some Native and ancestral languages.
Source: History of The Vote
Lesson 1 – Our Rights & Responsibilities 11 Elementary/Intermediate Resource
1.3 Evaluate Handout: Canadian Charter of Rights and Freedoms
Fundamental Rights Included here are the freedom of conscience and religion1; freedom of thought, belief, opinion and expression including the freedom of the press and other media2; freedom of peaceful assembly3; and freedom of association4.
Democratic Rights Democratic rights include the right for every Canadian, 18 years of age or older, to vote in an election, to be a candidate in an election and the require- ment that governments hold elections at least every five years and that these governments meet at least every year to pass laws.
Mobility Rights Mobility rights mean that all Canadians can choose to live and work in any province or territory in Canada. Linked to this is Canadians’ right to live in, leave or re-enter Canada whenever they choose.
Legal Rights Legal rights guarantee that Canadians, when arrested, must be told their right to see a lawyer and must be tried within a reasonable amount of time. Canadians are also guaranteed the right to be presumed innocent until proven guilty.
Equality Rights It is against the law in Canada to discriminate against any Canadian on the basis of race, national or ethnic origin, colour, religion, sex, age, or mental or physical ability.
Official Languages All Canadians have the right to use either English or French in of Canada communications with Canada’s federal government and some of Canada’s provincial governments.
Minority Language This right guarantees that French and English minorities in every province Education Rights and territory have the right to be educated in their own language.
1 This means that Canadians are free to worship the religion of their choice or not to worship at all. 2 This means that unless the media report something that is untrue, the media cannot be prevented from reporting anything that happens inside Canada. 3 This means that Canadians can meet as a group in private or public provided that the meeting is non-violent and peaceful. 4 This means that Canadians have the right to associate or befriend anyone they choose and the government does not have the right to limit these associations.
12 Lesson 1 – Our Rights & Responsibilities Elementary/Intermediate Resource
Lesson 2 The Canadian Electoral Process
Big Idea The Canadian electoral system guides the process in which votes are translated into seats in the House of Commons. The political party that wins the most seats (normally) forms the government. A thoughtful election administration strategy is essential for ensuring a fair, transparent and inclusive election. Background Canada’s federal electoral system is referred to as Single-Member Plurality or First-Past-the-Post. In each of Canada’s 308 electoral districts (also known as ridings), the candidate with the most votes wins a seat in the House of Commons and takes on the role of Member of Parliament (MP) for their electoral district. The political party that wins the most seats is normally invited to form the government. An elections office is the non-partisan body chiefly responsible for ensuring that the process in which these representatives are selected is fair and transparent. Elections Canada is the agency responsible for all federal elections, by-elections and referenda. Elections Canada is also responsible for monitoring compliance with Canada’s Elections Act, enforcing electoral legislation, administering political financing provisions, conducting voter education and information programs, and providing support to the independent boundaries commissions in charge of adjusting the boundaries of federal electoral districts. School-Wide Idea Invite every class in the school to make a contribution to the Student Vote election campaign (e.g., art classes make posters, math classes organize opinion polls, drama classes make morning announcements). Keywords Chief Electoral Officer – Returning Officer – Deputy Returning Officer – Poll Clerk – Scrutineer Polling Station – Ballot – Ballot Box – Voting Screen – Voter Turnout – Riding – Electoral District Voter Apathy – Single-Member Plurality – First-Past-The-Post – Elections Canada – Non-Partisan Activity Options Hook 1. As a class, examine the Canadian and/or provincial electoral district maps provided in the Student Vote package. 8 Can you find your electoral district? 8 What differences do you notice between the electoral districts? Propose some reasons for these differences. 2. Use the Elections Canada website to print a map of your school’s electoral district. 8 What villages and/or towns lie within your electoral district? What streets act as the boundaries? 8 What landmarks demarcate your electoral district? Know 1. Canada’s electoral system is called First-Past-the-Post or Single-Member Plurality. Outline the lifecycle of a single vote from a citizen to the election of a candidate in an electoral district and to the formation of a governing party and appointment of a Prime Minister. Class Discussion | Think-Pair-Share | Rapid Writing 2. Collect the following information for each province and territory across Canada: population, number of electoral districts and number of voters per electoral district (the latter can be found on the Elections Canada website – www.elections.ca). What differences do you notice between the provinces? Finding Keywords While Reading | Worksheet 2.1 | Think-Pair-Share
Lesson 2 – The Canadian Electoral Process 13 Elementary/Intermediate Resource
3. Define the roles of the following participants in an election and identify relationships between each of the participants by using information from the Elections Canada website: Chief Electoral Officer, Returning Officer, Deputy Returning Officer, Poll Clerk and Scrutineer. Finding Keywords While Reading | Mind Mapping | Poster Bulletin Board | Incomplete Note | Worksheet 2.2 Understand 1. Using results from past federal elections, summarize the inner workings of a First-Past-the- Post system (Single-Member Plurality) by interpreting the data. In each year, which party formed the government and why? Class Discussion | Think-Pair-Share | Handout 2.3 2. Interview the Returning Officer (or other elections official) for your electoral district to learn how an election is smoothly administered and how the media is involved in an election. The list of Returning Offices can be found at www.elections.ca. Guest Speaker | Interview | Class Discussion Apply As a class, take on the roles of an elections office in order to administer the election for your school’s Student Vote Day. Establish and clarify each term within the acronym SMART (Specific, Measureable, Attainable, Realistic, Time-Oriented) goals for voter turnout and organize the following election task forces: Communications: How can you inform students and teachers about Student Vote Day? What methods of communication are available? How can you develop interest in the campaign? How can you advertise the vote? Voter Education: How can you inform students about the issues? Are there activities that you can organize to help educate the rest of the school? Is there literature that you can create and distribute to students or classrooms? Events: What types of events can you organize to develop interest in the campaign and inform students about the issues (e.g., all-candidates meeting, informative presentations, watching the leaders’ debate)? Operations: How should you organize Student Vote Day at your school? Should you incorporate advance voting? Who will take on the roles of elections officials? Refer to the Operations Manual for Student Vote Day administration. Media Relations: How can you engage local media in the school campaign? In your task force, come up with a group plan by explaining and following the IDEAL problem-solving strategy (Identify problems and opportunities, Define goals, Explore possible strategies, Anticipate and act on the chosen idea, Look back and learn). Put your group plan into action by posting activities and deadlines on a class calendar and working regularly on activities throughout the election campaign. Experiential Learning | Group Work | Mind Mapping | Prioritizing Ideas and Information Create 1. In small groups, create an entertaining presentation about Canada’s electoral process to help educate other students in your school before Student Vote Day. Use simulations or metaphors to help improve their understanding. Poster | Audio, Video or Oral Presentation | Classroom Presentations 2. Design a set of pictograms to explain what an individual does when they arrive at a polling station and to explain how an individual correctly marks their ballot by interpreting the instructions in the Student Vote Operations Manual. The Elections Canada book I Can Vote is a helpful resource. Mind Mapping | Finding Signal Words | Create an Explanation | Poster Audio, Video or Oral Presentation | Publish Your Work
14 Lesson 2 – The Canadian Electoral Process Elementary/Intermediate Resource
Evaluate Compare the results of the 2008 federal election among students and eligible voters. Student Vote 2008 results can be downloaded from www.studentvote.ca and official results are listed in Handout 2.3 (2006 & 2008 Federal Election Results). What differences do you notice about the results? Do you forecast any trends for future election results? Write an Explanation | Prioritizing Information and Ideas | Drawing Conclusions From Reading Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about our electoral system? 8 What questions do you still have about the roles in an election? 8 Why is it necessary to have an elections office? 8 Why is it necessary to have poll officials? Journal | Rapid Writing | Ticket Out of Class
Addition Materials for Teachers Printable Resources 2.1 Know Worksheet: Electoral District Analysis Across Canada 2.2 Know Worksheet: Election Office Terms 2.3 Understand/Evaluate Handout: 2006 & 2008 Federal Election Results
Lesson 2 – The Canadian Electoral Process 15 Elementary/Intermediate Resource
2.1 Know Worksheet: Electoral District Analysis Across Canada
Collect the following information and answer the question below.
Province Population Number of Average Population Electoral Districts Per Electoral District British Columbia
Alberta
Saskatchewan
Manitoba
Ontario
Quebec
New Brunswick
Nova Scotia
Prince Edward Island
Newfoundland & Labrador
Nunavut
Northwest Territories
Yukon
Canada
Question: Can you identify the differences in electoral distribution between the provinces?
16 Lesson 2 – The Canadian Electoral Process Elementary/Intermediate Resource
2.2 Know Worksheet: Elections Office Terms
In the table below, write a definition for each of the terms.
Term Definition
Chief Electoral Officer
Returning Officer
Deputy Returning Officer
Poll Clerk
Scrutineer
On the reverse, create a diagram to illustrate the relationships between each of these roles.
Lesson 2 – The Canadian Electoral Process 17 Elementary/Intermediate Resource
2.3 Understand / Evaluate Handout: 2006 & 2008 Federal Election Results
Political Party Distribution of Seats Number of Valid Votes
2006 2008 2006 2008
Animal Alliance Environment 0 0 72 527 Voters Party of Canada
Bloc Québécois 51 49 1 553 201 1 379 991
Canadian Action Party 0 0 6 102 3 455
Christian Heritage Party 0 0 28 152 26 475 of Canada
Communist Party of Canada 0 0 3 022 3 572
Conservative Party of 124 143 5 374 071 5 209 069 Canada First Peoples National Party 0 0 1 201 1 611 of Canada
Green Party of Canada 0 0 664 068 937 613
Liberal Party of Canada 103 77 4 479 415 3 633 185
Libertarian Party of Canada 0 0 3 002 7 300
Marijuana Party 0 0 9 171 2 298
Marxist-Leninist Party 0 0 8 980 8 565 of Canada
neorhino.ca 0 0 - 2 122
New Democratic Party 29 37 2 589 597 2 515 288
Newfoundland and Labrador 0 0 - 1 713 First Party People’s Political Power 0 0 - 186 Party of Canada
Progressive Canadian Party 0 0 14 151 5 860
Western Block Party 0 0 1 094 195
Work Less Party 0 0 - 425
Independent 1 2 76 696 89 387
No Affiliation 0 0 5 164 5 457
18 Lesson 2 – The Canadian Electoral Process Elementary/Intermediate Resource
Lesson 3 The Levels of Government
Big Idea Government is made up of the people we choose to make decisions about our community. They make decisions about things that matter to us all. Canada has three levels of government and each has its own elected representatives and areas of responsibility. An understanding of the structure and function of each level of government allows citizens to efficiently present concerns to the appropriate body and hold the government to account. Background In choosing a federal form of government, the Fathers of Confederation assigned particular responsibilities to the different levels of government. However, public servants at all levels of government were charged with the responsibility to reflect the desires of Canadian citizens. The division of powers is found in Sections 91–95 of the Constitution Act. The constitutional division of powers is based on the principle of subsidiary, in which the government closest to the issue governs it. Some powers may overlap between federal and provincial jurisdictions. This is called concurrency. At the federal level, elected representatives are called Members of Parliament (MPs). When the House is sitting, MPs are responsible for studying, debating and voting on bills (proposed laws) and raising issues that concern their constituents. When the House is not sitting, MPs spend their time meeting with constituents to discuss their concerns and to provide guidance and advice relating to government services. School-Wide Idea Post a large illustration listing the responsibilities of the federal government in a public space within your school. Keywords Federal Government – Provincial Government – Municipal Government – Parliament Legislative Assembly – Council – House of Commons – Legislature – City/Town Hall Member of Parliament (MP) – Member of the Legislative Assembly (MLA) Member of Provincial Parliament (MPP) – Member of the National Assembly (MNA) – Councillor – Prime Minister – Premier – Mayor – Federalism – Ministry/Department – Minister of the Crown – Mandate Activity Options Hook As a class, have a discussion about the role of government. Do you think the government impacts your life? Know 1. Review the concept of government and identify the three levels of government in Canada. As a class, in small groups or independently, identify the following for each level of government: 8 Name of the government building (e.g., House of Commons, Provincial Legislature) and where it is located 8 Official title of the leader 8 Official title of the representative and abbreviation 8 Two or more government responsibilities 8 Next election date Placemat | Think-Pair-Share | Incomplete Note | Jeopardy | Finding Keywords While Reading Bulletin Board | Internet Research | Poster | Graphic Design | Worksheet 3.1
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2. As a class, in small groups or independently, categorize government responsibilities according to the level of government in control of that responsibility (e.g., foreign affairs is a federal responsibil- ity, education is a provincial responsibility, waste disposal is a municipal responsibility). Sections 91-93 of the Canada Constitution Act, 1867 will also be a useful resource for categorizing government responsibilities. Class Discussion | Placemat | Internet Research | Jeopardy | Handout 3.2 Understand 1. Independently or in pairs, find a story related to government in your local newspaper. Identify whether this story concerns the municipal, provincial or federal government. Highlight the words that indicate what level of government the story relates to. Afterwards, summarize the story for the class without identifying the level of government involved. See if other students can identify the level of government from the people, places or issues in the story. Database | Filing | Bulletin Board | Oral Presentation 2. Invite your local MP, MLA/MPP/MNA or councillor into the classroom for a Q&A. Ask questions about the structure and responsibilities at their level of government, why they wanted to be an elected representative and their biggest accomplishments to date. Guest Speaker | Interview | Class Discussion Apply As a class, illustrate how government policy impacts nearly every aspect of Canadians’ lives by tracking activities over the course of one day and relating those activities to a federal, provincial or municipal government responsibility. For example:
7:00 am Eat breakfast Agriculture (Federal) 7:30 am Shower & brush teeth Water & Sewer (Municipal) 8:00 am Go to school Education (Provincial) Mind Mapping | Rapid Writing | Write an Explanation Audio, Video or Oral Presentation | Publish Your Work Analyze As a class, conduct a poll among students in your school to determine the issues that are most important to students at the federal level or at all three levels. Analyze the results and consider sharing them with a local newspaper. Group Work | Survey | Data Analysis Create 1. In pairs or small groups, act out the various responsibilities or services for a specific federal govern- ment department. Ask the class to guess the level of government following each drama act. Group Work | Drama Presentation 2. As a class or in small groups, designate the role of Prime Minister and five cabinet ministers with prominent and easy-to-understand portfolios, such as: Minister of Health – Minister of Veterans Affairs – Minister of National Defence Minister of Public Safety – Minister of Sport Give the Prime Minister four quarters and ask him or her to listen to a pitch or proposal for funding from each minister. Afterwards, the Prime Minister is responsible for deciding who gets money to support their programs. Fishbowl Debate | Drawing Conclusions from Listening | Audio, Video or Oral Presentation
20 Lesson 3 – The Levels of Government Elementary/Intermediate Resource
Evaluate 1. As a class, in small groups or independently, judge whether or not it would be better if Canada had one single government as opposed to three levels of government by listing the pros and cons of a single government structure. Rapid Writing | Placemat | Mind Mapping | Think-Pair-Share | Writing an Explanation Revising and Adding Details While Writing | Audio, Video or Oral Presentation Debate | Publish Your Work 2. (Non-Election Activity) As a class, in small groups or independently, evaluate the effectiveness of different forms of communication with an elected representative. Consider sending communications to your Member of Parliament (or MLA/MPP/MNA) in different formats (e.g., email, letter, social media, phone call) in order to measure response times. Consider the following: 8 Are some forms of communication more influential than others? 8 How does an MP respond when a number of similar messages are received? 8 How are communications from citizens tracked? 8 Use your results to identify the most reliable means of influencing a Member of Parlia- ment to represent your views in Parliament. Guest Speaker | Letter Writing | Making Notes Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about the structure and responsibilities of government in Canada? 8 If you became Prime Minister, what would be your vision for Canada? 8 What body, office or ministry of government interests you the most? Explain. 8 How do Canadians know if a government department is responsibly serving Canadian citizens? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Printable Resources 3.1 Know Worksheet: The Three Levels of Government 3.2 Know Worksheet: Government Responsibilities
Lesson 3 – The Levels of Government 21 Elementary/Intermediate Resource
3.1 Know Worksheet: The Three Levels of Government
In the table below, answer the questions for each level of government.
Question Federal Provincial/ Municipal Territorial
Where does this level of government meet? (Name of building and city)
What is the official title of the leader at this level of government? Who currently holds this position and which party does he or she represent?
What is the official name of the elected members at this level of government? Who currently holds this position for your area?
What are two or more responsibilities at this level of government?
When is the next election?
22 Lesson 3 – The Levels of Government Elementary/Intermediate Resource
3.2 Know Worksheet: Government Responsibilities
Provincial/Territorial Federal Municipal (may differ slightly)
Agriculture and Agri-Food Aboriginal Affairs Building and Health Inspection
Canada Customs and Agriculture Libraries Revenue Agency Attorney General Local By-laws Canadian Heritage Citizenship and Immigration Parks and Recreation Canadian International Development Agency Culture Planning and Zoning
Citizenship and Immigration Community and Social Services Policing and Fire Protection
Environment Consumer and Commercial Relations Solid Waste Management
Finance Development and Mines Transportation
Fisheries and Oceans Economic Development and Trade Water and Sewer
Foreign Affairs and Education International Trade Training, Colleges and Universities Health Environment Human Resources Development Energy Indian and Northern Affairs Development Finance
Industry Canada Health Justice Canada Labour Labour Municipal Affairs National Defence Natural Resources National Revenue Tourism Natural Resources Transportation Public Works and Government Services Canada Rural Affairs
Economic Development Agency
Public Safety Canada
Transport
Treasury Board Secretariat
Veterans Affairs
Lesson 3 – The Levels of Government 23 Elementary/Intermediate Resource
Lesson 4 Youth Participation
Big Idea Participation in democratic processes such as elections and a personal connection with public affairs are essential for young voters to influence government institutions. Background In Canada, voter turnout has been in steady decline since the late 80s, reaching an all-time low of 59 percent in the 2008 federal election. This trend of declining voter turnout can mainly be attributed to the low levels of participation among young citizens. In the 2008 federal election, only 37 percent of citizens aged 18 to 24 cast a ballot. This is remarkably lower than the 65 to 74 age group, which had 67 percent voter turnout. In the past, people voted more often as they got older (once they bought a home or started a family), though this is no longer a given. Recent research suggests that habits of voting and non-voting persist over time and that the best predictor of individual turnout is whether or not a person voted in the previous election—which is why youth participation is so important. School-Wide Activity Provide a workshop (or create a pamphlet) for all students in the school who will be participating in the Student Vote program. Help them to prepare for casting a ballot by sharing information regarding local candidates, information about where to vote and what they need to bring with them. Keywords Voter Turnout Activity Options Hook Explain how the following poem can be related to positive or negative attitudes about voting. Be careful of your thoughts, for your thoughts become your words. Be careful of your words, for your words become your actions. Be careful of your actions, for your actions become your habits. Be careful of your habits, for your habits become your character. Be careful of your character, for your character becomes your destiny. – Uknown Author Know As a class, in small groups or independently, list approaches or methods for convincing friends, strang- ers or authorities to accept an idea or take part in something (e.g., joining an extra-curricular club, convincing the school administration to hold a camp-out on school grounds, making a donation to a charity). Consider the following: 8 Are there effective and ineffective ways of convincing somebody to do or think something? 8 What makes one person’s opinion seem more important or valuable than another person’s opinion? 8 Outline the fundamental ways to have influence in a given situation. Class Discussion | Placemat | Think-Pair-Share Understand 1. Examine the percentage and approximate number of young voters who participated in previous general elections. Compare the participation of young voters to the participation of older voters. Which group of voters do you think elected representatives would listen to more? Why? Research | Graphing | Class Discussion | Think-Pair-Share
24 Lesson 4 – Youth Participation Elementary/Intermediate Resource
2. In small groups, illustrate the impact that different levels of individual involvement within a group have on an individual’s ability to influence the group. Select and debrief a group task. For example, build the tallest tower out of mini-marshmallows and dry, uncooked spaghetti in a limited amount of time. Selected members of your group may be assigned special challenges by your teacher (e.g., work blindfolded, cannot use hands for direction or construction purposes, cannot speak during the task, can only communicate using pictures or sign language). When the allotted amount of time has elapsed, identify the overall impact of each of the participants. Consider some or all of the following questions: 8 What do you think worked well in your group? 8 What do you think did not work well in your group? 8 Who took a leadership role within the group? Who had the most influence? In what ways did the leader achieve his or her goals and appeal to the group? 8 What characteristics are important for a leader in order for her or him to have influence over others? 8 What was it like working with the group members who were assigned challenges or who had limited participation? 8 What was it like trying to contribute in spite of a challenge? 8 What would individuals want to change to make a better tower next time? Relate the experience of group members who did not have as much influence to the situation of young voters who do not vote. Suggest how young voters might acquire influence in govern- mental affairs or grab the attention of politicians. Illustrate the impact of different levels of participation on an individual’s ability to influence public policy by discussing a current election issue. Members of your group may be assigned special impediments by your teacher to hinder effective discussion. Afterwards, consider the questions listed above. Simulation | Placemat | Mind Mapping | Class Discussion Apply 1. Establish a strategy to ensure an inclusive election at your school. How can you make sure all students have a voice on Student Vote Day? How can you help them make an informed decision? Class Discussion | Audio, Visual or Oral Presentation | Simulation 2. Independently, find at least one friend or family member between the ages of 18 and 24 and encourage them to vote on Election Day. Help them to find out where and when to vote and accompany them to the polls on Election Day. Consider making a ‘Pledge to Vote’ contest, where the student with the most pledges is awarded a prize. Experiential Learning | Competition Analyze List the differences between political advertisements and advertisements for clothing, games, music or food that you would buy by analyzing examples of both categories of advertisements. Consider focusing on Internet advertisements, video advertisements or print advertisements. Use your analysis to draw conclusions about the impact that political parties’ current advertising campaigns have on youth and propose steps that political parties could take to create an advertising campaign that is more relevant to youth. Collage | Portfolio | Audio, Video or Oral Presentation Writing a Business-Style Presentation | Jigsaw | Publish Your Work
Lesson 4 – Youth Participation 25 Elementary/Intermediate Resource
Create 1. Imagine that you are a marketing advisor hired by Elections Canada. In small groups or independently, design a campaign that will foster greater youth participation in elections by articulating the importance of voting and that incorporates digital, print, audiovisual and/or active elements. Execute your campaign plan in your school or community. Consider inviting representatives from an elections office, a local community member (media or marketing specialist), or the CEO of Student Vote to evaluate your plan. Mind Mapping | Poster | Pamphlet | Audio | Visual | Activism Audio, Video or Oral Presentation | Guest Judges 2. Discuss the purpose and key elements of a Public Service Announcement (PSA). Develop a PSA for Canadian voters that will demonstrate how their vote is their voice in a democracy. Play the video leading up to Student Vote Day or post it on YouTube. Mind Mapping | Writing an Explanation | Poster Audio, Video or Oral Presentation | Publish Your Work Evaluate As a class, in small groups or independently, create a checklist of behaviours and activities that politicians should demonstrate to prove that they are engaging with all members of the community, especially young people. Use this checklist to evaluate local candidates’ outreach efforts. Think-Pair-Share | Placemat | Checklist | Audio, Video or Oral Presentation
Reflect Reflect upon one of the following questions to demonstrate what you learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about the importance of youth participation in politics? 8 Why do some opinions seem more important or valuable than others? 8 How can you most effectively influence decision-makers? 8 What sort of power, influence and voice might the youth of our country have if more youth voted? 8 Predict the influence that Student Vote results could have on political parties. What kind of influence do future voters have? 8 Describe what an effective advertisement targeted at youth looks like. 8 How well are politicians engaging youth in politics? 8 How would you measure youth engagement in the political process? Journal | Rapid Writing | Ticket Out of Class
26 Lesson 4 – Youth Participation Elementary/Intermediate Resource
Lesson 5 The Political Party
Big Idea Differences of opinion should be respected and accepted, and like-minded individuals are permitted to organize in a democracy. Political parties bring together people with similar political ideals and goals who are seeking to effect change by being elected. Background A political party is made up of people who share similar political ideals and have similar political goals. For those goals to become law and for changes to be made in Parliament, the party must achieve power through election to the House of Commons. Policies are put into practice after the elected parties and politicians have met, discussed and voted on proposed policies. Joining a political party—many of which have special youth wings—can be an effective way for you to influence those parties and politicians, as your voice will be heard and taken into account when policies are being formed and reviewed. Since 1974, political parties have had the option of registering with the Chief Electoral Officer of Elections Canada. Registration offers political parties status under the Canada Elections Act and brings with it certain obligations (e.g., reporting of election expenses) and benefits (e.g., being allowed to issue official income tax receipts for contributions, inclusion of the party’s name on the ballot under a candidate). For a current list of political parties, please visit www.elections.ca. School-Wide Idea Operate information booths representing political parties participating in the election in common areas out- side of the classroom where students can visit to ask questions about a particular political party. Make sure that the students representing each party are knowledgeable about the party’s policies and platforms. Keywords Election War Room – Partisan – Political Party – Electoral District – Seat Count – Slogan Activity Options Hook Watch video clips of campaign speeches or rallies by party leaders in the current election. What patterns do you notice in each of the clips? Know As a class, in small groups or independently, list the registered political parties and their leaders partici- pating in the election. Identify the broad political ideals or goals that each party represents. Identify the parties and candidates running in your electoral district. Jigsaw | Placemat | Class Discussion | Finding Keywords While Reading | Poster | Flashcards Understand 1. Consider a time when you worked on a project with others. Did you always agree on the best course of action? Were there benefits to working collectively as opposed to independently? Rapid Writing | Think-Pair-Share | Mind Mapping | Worksheet 5.1
Lesson 5 – The Political Party 27 Elementary/Intermediate Resource
2. In small groups or independently, summarize the history and political viewpoint of a registered political party participating in this election. Consider the following ideas: 8 When and why was the party originally founded? 8 How often has it been in power? 8 Are there any interesting facts about the party (e.g., other names the party has had in the past, party slogans, significant election years)? Use information from Elections Canada, party websites, the Parliament of Canada website and the Library and Archives Canada website to develop your summary. Stations | Jigsaw | Finding Keywords While Reading | Making Notes Audio, Video or Oral Presentation | Worksheet 5.2 Apply In small groups, research a political party that is running a candidate in your school’s electoral district. Use information from party websites and advertisements to create a brief presentation that outlines the party’s main election promises and issues. Craft your presentation so that it can be shared with and easily understood by other students and adults at your school. Cafeteria Presentation | Classroom Visits | Radio | Video | Poster Analyze Interview a past parliamentarian who was part of a political party. Prepare a list of questions before meeting with the parliamentarian (e.g., What benefits does the existence of a political party or membership in a political party confer on everyday voters? What does a political party do? How do they operate? What are the roles of staff and of volunteers? How do they recruit new members? How is party policy developed?). Interview | Mind Mapping | Finding Keywords While Reading | Making Notes Guest Speaker | Audio, Video or Oral Presentation Create In small groups or independently, create a new national party and identify the audience you want to engage. Develop a name, slogan, audio and visual advertisements, vision for Canada, platform, a roster of key supporters and a strategy for acquiring broad support across the country. Mind Mapping | Adding Details When Writing | Writing an Explanation Audio, Video or Oral Presentation | Poster | Website Design Evaluate Identify three election issues that are important to your class or school in the election. In small groups, collect information about how one political party is going to address these issues (assign one political party per group). Collect the information from each group and create a grid of the information. Evaluate the policies and determine which political party you agree with the most. Group Work | Placemat | Jigsaw | Placemat | Think-Pair-Share | Bulletin Board | Write an Explanation Reflect Reflect upon one of the following questions to demonstrate what you learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about political parties? 8 Should electoral candidates declare themselves as members of political parties? 8 How closely should a Member of Parliament be forced to follow a party’s stance on any particular issue? 8 What is the key factor in determining whether you will join a political party? 8 What is the best way for a national political party to acquire popular support across Canada? Journal | Rapid Writing | Ticket Out of Class
28 Lesson 5 – The Political Party Elementary/Intermediate Resource
Additional Materials for Teachers Printable Resources 5.1 Understand Worksheet: The Pros and Cons of Party Affiliation 5.2 Understand Worksheet: Political Party History
Lesson 5 – The Political Party 29 Elementary/Intermediate Resource
5.1 Understand Worksheet: The Pros and Cons of Party Affiliation
Candidates are usually associated with a political party, but occasionally a candidate runs for election as an independent. Think critically about the pros and cons for a candidate to be associated with a political party and fill in the table below.
Pros Cons of being associated with a party of being associated with a party
e.g., Support from party members for issues impor- e.g., Required to support the issues and needs of tant to candidate and his or her electoral district. other party members and their electoral district.
30 Lesson 5 – The Political Party Elementary/Intermediate Resource
5.2 Understand Worksheet: Political Party History
Summarize the history and political standpoint of a registered political party participating in this election. Use information from party websites, the Parliament of Canada website and the Library and Archives Canada website to develop your summary.
Name of the political party:
Name of current party leader:
When and why was the party originally founded?
How often has this party been in power? Which years?
Are there any interesting facts about the party (e.g., other names the party has had in the past, party slogans, significant election years)?
Lesson 5 – The Political Party 31 Elementary/Intermediate Resource
Lesson 6 Understanding the Issues
Big Idea To be active and informed citizens, it is essential to consume news and information critically, evaluate differ- ent points of view and identify political biases in order to understand national issues, local issues and what different parties and candidates will do if elected. Background In an ideal situation, election debate centres on ideas and arguments that will move the nation in a particular direction. It is important to remember that people have their own priorities and issues they care about and they have their own perspectives. In order to better understand the role of media in an election, it is important to become aware of the differ- ent forms of election media. Earned media or free media refers to any type of news story or opinion piece, whereas paid media refers to any type of advertising. School-Wide Activity Conduct an opinion poll among students in your school to identify their top three issues at the federal level. Once the three issues have been identified, collect news and information to improve students’ knowledge of these issues. Keywords Bias – Election Issue – Op-Ed – Opinion Poll – Perspective – Platform – Point of View Political Party – Wedge Issue Activity Options Hook Play a game with class seating to help understand the word ‘perspective’. For a few moments, ask students sitting in the back left of the classroom to sit up in the front on the right side, front seat students in the middle, middle in the front, etc. Shake up the whole seating routine and ask students how the room looks from where they sit, compared to where they normally sit. This helps to defineperspective . Know 1. Identify the differences between a news article, an opinion piece, an editorial cartoon and a press release from a political party. Placemat | Class Discussion | Interactive White Board or PowerPoint Presentation 2. As a class, in small groups or independently, explain and illustrate the meaning of bias by comparing the traditional story of The Three Little Pigs to Scieszka’s The True Story of the Three Little Pigs. Alternatively, seek out two newspaper articles that cover the same story with a different perspective. For either choice, consider the following questions: 8 What differences do you notice between the two stories? 8 From whose point of view is each story told? 8 What is the agenda/perspective of each narrator? 8 From what other point of view might the story be told? 8 How is the reader to decide upon truth in the story? 8 How does this story apply to the analysis of election issues? Comparison Chart | Mind Mapping | Class Discussion | Think-Pair-Share Placemat | Previewing a Text | Making Inferences While Reading | Worksheet 6.1
32 Lesson 6 – Understanding the Issues Elementary/Intermediate Resource
Understand Collect various media samples (newspaper articles, posters, ads, pamphlets). As a class, in small groups or individually, review the samples and initiate a discussion with the following questions: 8 Who is the audience? 8 Who is the sender? 8 Who paid for it? What type of media is it (paid or earned)? 8 Is it a credible source? Why? Class Discussion | Group Work | Making Inferences While Reading | Worksheet 6.2 Apply 1. Identify the different viewpoints that Canadians hold on an election issue of your choice by collecting facts from a variety of news reports, opinion polls and websites. 8 What different viewpoints have been described in the news? 8 What is your opinion on this issue? 8 What are the opinions of people around you on this issue? 8 Use the information that you have gathered to become an expert on the subject and debate the best approach with a knowledgeable classmate. Four Corners Debate | Triangle Debate | Worksheet 6.3
2. Write a letter to your local newspaper about an issue that you feel is important in your community and should be addressed by candidates running for election. Letter Writing | Prioritizing Ideas and Information | Writing an Explanation Analyze As a pre-activity, conduct a poll of students and parents to identify some of the pressing needs to be addressed within your electoral district (e.g., ask them to identify their top two local concerns). What perspectives do they have? Do their past experiences shape their beliefs? The next day, compile the responses and identify the top three issues. Have a class discussion about each issue and consider the following: 8 What different options are available for addressing the problem? 8 What are the implications of a particular course of action? 8 Categorize the needs and possible solutions for your electoral district. Guest Speaker | Field Trip | Taking Notes | Audio, Video or Oral Presentation Poster | Four Corners Debate | Fishbowl Debate | Discussion Panel Open to Community Create In small groups or independently, create an advertising campaign with various elements (e.g., poster, video, brochure, op-ed piece) that aims to raise awareness about an issue that is important to you. What will you say or illustrate in your campaign to attract attention? Mind Mapping | Class Discussion | Think-Pair-Share | Placemat | Audio, Video or Oral Presentation Dramatic Presentation | Publish Your Work Evaluate 1. As a class, conduct a four corners activity with four campaign issues. Select four key issues of the campaign based on earlier activities and media reports. Assign one issue to each corner of the classroom and go to the corner with the issue most important to you. Have a small group discussion about why you identified that particular issue as most important. Afterwards, write individual pieces to explain why you feel the way you do. Four Corners Debate | Fishbowl Debate | Writing an Explanation
Lesson 6 – Understanding the Issues 33 Elementary/Intermediate Resource
2. Find a new story about the results of an opinion poll that has been conducted on campaign issues. Using all or some or questions, conduct a similar poll with students in your school and your parents. Examine the results among three groups—Canadians, parents of the school, students of the school. What similarities or differences do you find among the results? Survey | Electronic Spreadsheets | Class Discussion Journal Response | Publish Your Work Reflect Reflect upon one of the following questions to demonstrate what you learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about political bias? 8 In your opinion, what is the most important election issue in your electoral district? 8 In your opinion, what is the most important election issue nationally? 8 How important is it to have some form of personal experience with a political issue? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Book Scieszka, J. & Smith, L. (1989) The True Story of the 3 Little Pigs. New York, NY: Viking Kestral. (Found in libraries) Website The Wolf’s Side of the Story http://www.shol.com/agita/wolfside.htm Printable Resources 6.1 Know Worksheet: Comparing Two Stories 6.2 Understand Worksheet: Messages in the Media 6.3 Apply Worksheet: Different Viewpoints on an Election Issue
34 Lesson 6 – Understanding the Issues Elementary/Intermediate Resource
6.1 Know Worksheet: Comparing Two Stories
1. What differences do you notice between the two stories?
2. From whose point of view is each story told?
3. What is the agenda of each narrator?
4. From what other points of view might the story be told?
5. How is the reader to decide upon truth in the story?
6. How does this story apply to the analysis of election issues?
Lesson 6 – Understanding the Issues 35 Elementary/Intermediate Resource
6.2 Understand Worksheet: Messages in the Media
For each media piece, answer the following questions in the chart below.
Question 1: 2: 3:
Who is the audience?
Who is the sender?
Who paid for it?
What type of media is it?
Is it credible? Why or why not?
36 Lesson 6 – Understanding the Issues Elementary/Intermediate Resource
6.3 Apply Worksheet: Different Viewpoints on an Election Issue
What election issue is important to you?
What is your opinion on this election issue?
What other opinions have you heard or read about in the news regarding this issue? At home? Online?
Different people have different points of views on election issues. Some will agree with your point of view and others may not. Make a list of arguments in support of your opinion on your issue as well as a list of arguments that people against your point of view might have.
Arguments Supporting My Opinion Arguments Against My Point of View
1. 1.
2. 2.
3. 3.
4. 4.
Lesson 6 – Understanding the Issues 37 Elementary/Intermediate Resource
Lesson 7 The Leaders’ Debate
Big Idea The leaders’ debate allows citizens to assess the qualities, substance and image of national leaders and also to compare and contrast their positions on major election issues, key priorities and visions for Canada. Background The leaders’ debate and subsequent media and public interpretation of the leaders’ performances can act as a turning point in an election campaign or reinforce already existing assumptions among voters. Traditionally, there are two national debates within Federal Election campaigns, one in each official language. Since there are so many political parties, the leaders’ debate is usually restricted to the parties represented in the House of Commons. An exception was made during the 2008 federal election to permit the Green Party Leader to participate due to the amount of popular support for the party across the country. The debate is coordinated by a media consortium and has taken on various forms. Sometimes questions are posed by a special panel made up of prominent members of the media and other times a well-known host has posed questions that have been submitted by the public. The stage set-up has also varied from podium style to round-table discussion. School-Wide Idea On the evening of the debate, make the school auditorium available to students and their families interested in watching the debate on a big screen. Keywords Archive – Closing Statement – Consortium Debate – Constructive Remarks – Media – Moderator Opening Statement – Rebuttal Activity Options Hook Before the leaders’ debate, preview highlights from previous federal debates found in the CBC’s online archives. Predict how the upcoming debate will compare to previous leaders’ debates. Know Watch the leaders’ debate with family and friends. Take notes regarding the names of the leaders, the party each leader represents and the issues that each leader focuses on. Name the individual that you felt proved herself or himself the best candidate for Prime Minister. Finding Keywords While Reading | Prioritizing Ideas and Information Note-Taking | Drawing Conclusions from Listening | Worksheet 7.1 Understand Before the leaders’ debate, as a class or in small groups, compare what you know about the leaders participating in the debate. Whose ideas have been well-received? Who has been catching the most media attention, either positive or negative? What perceptions does each leader need to foster or chal- lenge? On what national issues will each candidate want to focus on during the debate? Debate | Triangle Debate | Four Corners Debate | Class Discussion | Think-Pair-Share | Jigsaw
38 Lesson 7 – The Leaders’ Debate Elementary/Intermediate Resource
Apply 1. Demonstrate your understanding of a party’s national campaign by preparing and delivering a 45-second opening statement that you believe would make a lasting positive impression on viewers if you were one of the participating leaders. How would you pre-emptively address specific criticisms from other party leaders? Would your strategy focus on strengthening your own credibility, undermining your opponents or both? How would you ensure that you come across as genuine and articulate to viewers? On what issues and ideas would you focus? Mind Mapping | Peer Editing | Audio, Video or Oral Presentation | Publish Your Work 2. After the leaders’ debate, conduct a mock debate in class or for a school assembly. Use argu- ments from the leaders’ debate as well as information collected from campaign materials and news reports to debate on behalf of the leaders. Finding Keywords While Reading | Prioritizing Ideas and Information Drawing Conclusions From Reading | Debate | Triangle Debate Fishbowl Discussion | Jigsaw Analyze 1. Before the leaders’ debate, in small groups, suggest qualities of a successful party leader by reviewing one or more of the leaders’ debates from past elections. What issues were discussed in the debate you viewed? What made a leader a strong or weak debater? (e.g., control of debate, good composure, deflecting criticism). Identify any memorable or crucial moments in the debate. Pay particular attention to the candidate who was elected Prime Minister in the election for which the debate took place. Finding Keywords While Reading | Prioritizing Information and Ideas | Note-Taking Drawing Conclusions from Listening | Worksheet 7.2 Jigsaw | Audio, Video (Highlight Reel) or Oral Presentation 2. After the leaders’ debate, identify the key messages put forward by each leader by analyzing a word cloud of each leader’s arguments. From a transcript of the debate, copy and paste each statement by an individual leader in the Wordle online word-cloud generator to create a word cloud. Finding Keywords While Reading | Think-Pair-Share | Writing an Explanation Audio, Video or Oral Presentation | Publish Your Work Create Before or after the leaders’ debate, imagine that you are a consultant for the television consortium responsible for airing the leaders’ debate. You have been tasked with the job of improving viewer ratings for these debates. In small groups, propose a new format for the leaders’ debate that will engage and interest Canadians while continuing to provide an opportunity for the country to evaluate each of the party leaders. What audiences are presently unengaged? Who will be present in the audience? What will the set look like? Model your new debate format as if you and your group’s members were the party leaders. Placemat | Mind Mapping | Writing an Explanation | Dramatic Presentation | Debate Evaluate Before the leaders’ debate, as a class, in small groups or independently, establish criteria and different levels or standards by which candidates can be evaluated. What characteristics do you look for in a leader? How should an ideal leader debate with the other leaders? How will evidence of a leader’s worth be observed and measured? Consider surveying past leaders’ debates in order to help identify some key characteristics of a political leader. Consider acting out how each of these standards might appear during the debate. After the leaders’ debate, evaluate the leaders according to your criteria. Rubric | Placemat | Mind Mapping | Finding Keywords While Reading | Prioritizing Information and Ideas Note-Taking | Drawing Conclusions from Listening | Writing an Explanation
Lesson 7 – The Leaders’ Debate 39 Elementary/Intermediate Resource
Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about the leaders’ debate? 8 Who has the most to lose/gain by participating in the debate? 8 What would you ask the leaders? 8 What characterizes a great leader? 8 Is a great debater necessarily a great leader? Why or why not? 8 What would make the leaders’ debate more meaningful for you? 8 How should a voter evaluate who the best leader is? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Printable Resources 7.1 Know Worksheet: Observing the Leaders 7.2 Analyze Worksheet: Characteristics of a Strong Leader
40 Lesson 7 – The Leaders’ Debate Elementary/Intermediate Resource
7.1 Know Worksheet: Observing the Leaders
Fill in the table below based on the leaders’ debate. If you have less than five leaders, leave spaces blank. If you have more than five leaders, continue on an additional worksheet.
Name of leader Issues leader Personal ranking and party focused on of leaders
Lesson 7 – The Leaders’ Debate 41 Elementary/Intermediate Resource
7.2 Analyze Worksheet: Characteristics of a Strong Leader
Select a previous election debate to review.
Which leader was elected Prime Minister in this election?
Identify strong or weak qualities exhibited by the debaters. (e.g., control of debate, good composure, deflecting criticism)
Name of leader Comment on the leader’s strengths and weaknesses and party
42 Lesson 7 – The Leaders’ Debate Elementary/Intermediate Resource
7.2 Continued
What issues were discussed (and by which leaders)?
Identify any memorable or crucial moments in the debate. Identify a couple of key minutes in the debate that you are examining.
Lesson 7 – The Leaders’ Debate 43 Elementary/Intermediate Resource
Lesson 8 Going Local
Big Idea Electors across the country vote for different candidates and may be influenced by different issues. It is important to evaluate local candidates’ approaches to important local issues. Background Currently, the House of Commons is made up of 308 Members of Parliament from 308 electoral districts. Each Member of Parliament represents the constituents in his or her electoral district and addresses issues at the local level. School-Wide Idea Invite all students to an all-candidates meeting and ask each class in attendance to generate a question for candidates to answer. Keywords Constituency – Debate – Member of Parliament – Riding Association Activity Options Hook Covering or blacking out the names of the candidates, read a brief biography of each candidate running in your electoral district. Examine each candidate’s age, political experience and occupation, and consider whether each candidate has the qualifications that you desire in a Member of Parliament. Know 1. Identify your electoral district and the candidates running for election and their party affiliations. Discuss different ways to interact with the candidates in order to learn about them and their priorities before Student Vote Day. Think-Pair-Share | Class Discussion 2. Prepare for and attend an all-candidates meeting (see the Apply activity for organizing one). Note the name and party of each candidate and their campaign promises. Name and explain who you felt proved herself or himself the best candidate for Member of Parliament in your electoral district. Finding Keywords While Reading | Prioritizing Ideas and Information | Note-Taking Drawing Conclusions from Listening | Worksheet 8.1 | Worksheet 8.2 Understand 1. As a class or in small groups, identify national and local issues about which you are concerned and create questions that you could pose to local candidates. What election issues have you been following most closely? What concerns you about this issue or what solutions do you want to see implemented regarding this issue? What main question and follow-up questions can you pose that will enable you to know more about a candidate’s or party’s position on that issue? Consider various options for communicating these questions to candidates (e.g., letter, email, invite candidates into your class one day at a time). Class Discussion | Mind Mapping | Placemat | Think-Pair-Share | Peer Editing 2. Invite candidates into school during lunch period and have a political party. Give candidates an opportunity to introduce themselves to students and answer any questions that students may have about local issues. To keep things running smoothly, allow each candidate an equal amount of time to speak. Guest Speaker | Class Discussion
44 Lesson 8 – Going Local Elementary/Intermediate Resource
Apply 1. Organize an all-candidates meeting for your class, learning community or school (see Handout 8.3 for more information). Volunteer for one of the following task forces: Logistics – Where and when will you hold the meeting? How will you promote the meet- ing? What local media will be invited and where will reporters and photographers be situ- ated for the meeting? How will the meeting be recorded so that it can be reviewed by your class later on? Meeting Coordination – Who will be responsible for moderating the all-candidates meeting? How will the debate be moderated and candidate responses limited? What will the format of the meeting be (e.g., timed responses to questions or comments, open debate on issues, agreeing with and building on other candidates’ points, identifying strengths of other candidates)? Questions – What questions will be asked during the meeting? How will the questions be determined? Who will ask the questions during the meeting? Will there be an opportunity for questions from the floor? Candidate Services – How will you invite and stay in contact with the candidates? Who will greet and escort the candidates to and from the meeting location when they arrive at and leave the school? What refreshments will be provided to the candidates? In your task force, come up with a group plan by following the IDEAL problem-solving strategy (Identify problems and opportunities, Define goals, Explore possible strategies, Anticipate and act on the chosen idea, Look back and learn). Put your group plan into action by posting activities and deadlines on a class calendar and working regularly on activities leading up to the all-candi- dates meeting. Group Work | Experiential Learning | Guest Speaker 2. In small groups, create a poster or presentation about one of the candidates in your electoral district. Make sure that each candidate is assigned to a group. Use information collected from newspapers and other media sources, campaign websites and literature. Display your poster in a visible place in the school or make a presentation to other classrooms. Audio or Visual Presentation | Dramatic Presentation | Poster
Analyze Find a newspaper article or online media piece that mentions your electoral district. As a class, read the article and highlight the issues discussed and candidates mentioned. Now explain your understanding of the issue being discussed. Which candidates have addressed the issue? Have they taken a position or suggested a solution? If so, what is it? Now that you are familiar with the process, organize a media portfolio, as a class or independently, using the same method for the remainder of the campaign. After you have collected ten or more articles, determine how the issues and candidates are related. What have you learned about your local campaign? Finding Keywords While Reading | Prioritizing Information and Ideas Writing an Explanation | Internet Research Create An all-candidates meeting is one means of creating a dialogue between candidates and voters. In small groups or individually, propose and design a live or online event that would maximize the number of voters each candidate would be able to personally speak with. Think-Pair-Share | Mind Mapping | Audio or Visual Presentation | Dramatic Presentation | Poster
Lesson 8 – Going Local 45 Elementary/Intermediate Resource
Evaluate As a class, in small groups or independently, establish a checklist of criteria to evaluate candidates. Consider the following questions: 8 What characteristics do you look for in a representative for your local electoral district? 8 How will evidence of a candidate’s worth be observed and measured? 8 How well has the candidate responded to concerns from the constituents? 8 How should an ideal candidate interact with voters and other electoral candidates? During the final week of the campaign, evaluate the candidates according to your criteria. Checklist | Placemat | Mind Mapping | Finding Keywords While Reading Prioritizing Information and Ideas | Note-Taking | Drawing Conclusions from Listening Writing an Explanation | Debate | Four Corners Debate Audio, Video or Oral Presentation | Publish Your Work Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about your local electoral district and the candidates? 8 Who has the most to lose/gain by participating in an all-candidates’ debate? 8 What would you ask the candidates? 8 What characterizes a great debater or candidate? 8 What idea or proposal from the all-candidates meeting did you find the most exciting? 8 What idea or proposal from the all-candidates meeting did you find the most concerning? 8 What would make the all-candidates meeting more meaningful for you? 8 How should a voter evaluate who the best candidate is? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Printable Resources 8.1 Know Worksheet: Preparing for the All-Candidates Meeting 8.2 Know Worksheet: At the All-Candidates Meeting 8.3 Apply Handout: A Framework for Planning an All-Candidates Meeting
46 Lesson 8 – Going Local Elementary/Intermediate Resource
8.1 Know Worksheet: Preparing for the All-Candidates Meeting
To prepare for your all-candidates meeting, answer the following questions about your electoral district. 1. Describe your electoral district boundaries.
2. List a few of the responsibilities of the federal government.
3. What are some of the election issues in your electoral district?
Now that you have considered what the purpose of the all-candidates meeting in your electoral district will be, answer these questions about the format of the meeting.
4. What do you think the format of this meeting will be?
5. What is the structure of participation of the candidates and voters in an all-candidates meeting?
6. Name the candidates and their parties that will be at this meeting.
Lesson 8 – Going Local 47 Elementary/Intermediate Resource
8.2 Know Worksheet: At the All-Candidates Meeting
Fill in the table below based on the all-candidates meeting. If you have more than five candidates, continue on additional worksheets.
Name of candidate Issues candidate Personal ranking and party focused on of candidates
48 Lesson 8 – Going Local Elementary/Intermediate Resource
8.3 Apply Handout: A Framework for Planning an All-Candidates Meeting
Preparation: 8 Consult with your administration regarding the event and review any related board policies. 8 Decide on a time, date and location of the meeting (remain flexible to accommodate candidates). 8 In larger communities, consider organizing the event with another participating school or videotaping/ podcasting/live-streaming the event to share with other schools in your electoral district. 8 Work with the school staff to set up microphones for the candidates and questions from the audience. Invitations/Awareness: 8 Schools should invite the candidates of all political parties and all independent candidates to participate in the meeting/debate. 8 Inform school staff of the meeting and encourage their students’ participation. 8 Contact local media to publicize and cover the debate. 8 Invite school and community representatives to view the event—but not to participate. 8 Post notices and information around the school to build excitement and interest. Format/Questions: 8 Choose a moderator and establish an agenda and guidelines for the meeting. Invite a local community leader/journalist to host the debate. 8 Develop a format for the event and determine the length. a) Introduction – Moderator introduces candidates and indicates meeting format. b) Opening Statements – Candidates are given time to outline their party platform. c) Format – Decide on the type of questions and response length for each type, and decide how many pre-determined questions there will be and when you will open the floor to the audience. d) Questions – Decide which issues will be covered and who will ask the questions. e) Closing Statements – Candidates will make concluding statements. f ) Thank You – Arrange for students to thank the candidates for coming. 8 Inform candidates and press about the details, format and duration (but not the specific questions). 8 Have students prepare some written questions ahead of time to ask candidates. Encourage other classes to submit questions and have your class pick the top ten questions. Suggestions for the Debate: 8 Include some personal questions – Why did you decide to run? What makes you qualified for the job? What are you passionate about? 8 Ensure a respectful, non-partisan environment. Let students know expectations for their behaviour and participation. 8 If a candidate cancels or does not show up, respect their campaign schedule and ensure that students are aware that the candidate is running, but is unable to attend. 8 Invite parents or members from the community to the event. Note: This event is for students. Non-student audience members should NOT ask questions. 8 If possible, provide time for students to talk with the candidates after the meeting. 8 Students can take notes during the debate to review in class.
Lesson 8 – Going Local 49 Elementary/Intermediate Resource
Lesson 9 Preparing to Vote
Big Idea Consider personal priorities and critically analyze information from a broad range of sources before making an informed and purposeful electoral decision. Background Electors may excuse themselves from voting so as not to make a “wrong decision” at the ballot box. Many leave the responsibility to those they believe “know what they’re doing”. But why should anyone allow some- one else to make a decision for them? Informed voters need to consider, who or what they are supporting when they cast their ballot—the election of a Prime Minister, political party, local candidate, a specific issue, an entire platform, or some or all of the above? School-Wide Idea Implement a formal registration system for Student Vote Day that includes voter registration cards Keywords Advance Poll – First-Past-The-Post – Information Card – Registered Voter – Special Voting Rules Activity Options Hook Have a class discussion and consider the following questions: After participating in these campaign activities, do you think you know more about the election than your parents? Do you think the Student Vote results will be different than the official election results? Why or why not? Know 1. Discuss the concept of a secret ballot (first introduced in 1874). Have a discussion regarding why this is important. How would people vote differently if they had to make their vote public? Class Discussions | Think-Pair-Share 2. As a class or in small groups, make a list of the things a voter should know in preparation for Election Day. Activity Stations | Jigsaw | Finding Keywords While Reading | Writing a Procedure Understand 1. Explain how you have acquired the characteristics of an informed voter and what your respon- sibilities are as a Canadian citizen. Rapid Writing | Audio, Video or Oral Presentation | Portfolio | Journal 2. As a class, in small groups or independently, describe an experience in which your contribution was part of a larger project or decision and compare this experience to the act of voting. How significant was your contribution? Did the outcome of the project or decision meet your expectations? How did you feel about the outcome of the project or decision? Rapid Writing | Class Discussion | Think-Pair-Share | Placemat
50 Lesson 9 – Preparing to Vote Elementary/Intermediate Resource
Apply 1. Your actions and words can be a means of voting. When you buy a certain chocolate bar, shop at a particular store, or choose one option from a selection of many, you are identifying that thing, place or concept as more worthy than other options. As a class, in small groups or in- dependently, choose and act upon a way to express support for a particular candidate or party using your words or actions (e.g., initiating political discussions, political donations, lawn signs, rallies or marches, volunteering with a political campaign). Think-Pair-Share | Field Trip | Experiential Learning 2. Help an eligible voter acquire the knowledge they need before casting an informed ballot on Election Day, and assist them in finding information about where and when they can vote. Afterwards, accompany them to the polls on Election Day! Family Discussion | Interview | Mentoring | Internet Research | Worksheet 9.1 3. Make your decision and cast your vote at the ballot box. Report your school’s results to Student Vote and keep them confidential until the close of the official polls. Experiential Learning | Simulation Create 1. In small groups or individually, create a morning announcement for the final seven days of the campaign or before your Student Vote Day. The goal of these announcements should be to prepare students to cast their ballot and boost enthusiasm. Radio | Audio Presentation | Dramatic Presentation 2. Create a presentation to inform students about the electoral process and the mechanics of how to vote. Demonstrate how to correctly mark a ballot. This information can be delivered in a dramatic presentation or multimedia presentation. Audio Presentation | Dramatic Presentation | Multi-Media Evaluate Evaluate the importance that class activities, your own values, election issues and developments in the election campaign have had on your decision to vote for a particular party or candidate. Reflect upon why your decision changed or remained the same over the course of the election. Portfolio | Writing an Explanation | Audio or Oral Presentation | Rant Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What questions do you still have about how to vote? 8 Describe your voting experience. 8 Do you prefer your decision to be private? Explain. 8 Should the election be discussed by every student? Explain. 8 What single moment in the election campaign has had the biggest impact upon your decision? Journal | Rapid Writing | Ticket Out of Class
Additional Materials for Teachers Printable Resources 9.1 Apply Worksheet: Voter Readiness Form
Lesson 9 – Preparing to Vote 51 Elementary/Intermediate Resource
9.1 Apply Worksheet: Voter Readiness Form
In preparation for Election Day, answer the questions below.
Use Elections Canada’s website, www.elections.ca, and the Voter Information Cards mailed to households to assist you.
1. What is your electoral district?
2. Where is your polling station?
3. How many days do you have to vote?
4. What day will you be voting?
5. What identification do you need to vote?
6. What identification will you be bringing to the polls?
7. Which candidates are running for election in your electoral district and do they have a party affiliation?
52 Lesson 9 – Preparing to Vote Elementary/Intermediate Resource
Lesson 10 Post-Election Analysis
Big Idea Post-election analysis allows voters to reflect on the election outcome and to predict how the new Parliament will impact Canadians. Background Now that ballots have been cast and counted, it is time for the outcome of the vote. The composition of the newly elected Parliament may affect the new government’s ability to realize promises made during the elec- tion campaign. The informed voter needs to understand how the power to govern has been assigned and the implications that election results will have on how Canada will be governed. School-Wide Idea Announce the winner of the Student Vote election in your school and electoral district. Keywords Electoral Reform – Popular Vote – Proportional Representation – Seat Count – Vote Count – Voter Turnout Activity Options Hook Share the results of Student Vote Day in your school. Please remember to wait until the day following the official election. Know Compare the results of the Student Vote election and the general election. Identify the newly elected governing party, opposition parties, Prime Minister and Official Leader of the Opposition, as well as the Member of Parliament for your local electoral district and the surrounding electoral districts in your region. Complete this step both for the national Student Vote election results, as well as the general election results. Class Discussion | Map Labelling | Poster | Worksheet 10.1 Understand 1. Interpret the Student Vote election results visually in order to explain the differences between the Student Vote election and general election. Consider illustrating the Student Vote results from your school, from all of the participating schools in your electoral district, and from your province or territory. Complete this step for both the national Student Vote election results and the general election results. Graphing | Electronic Spreadsheets | Map Labelling | Poster Worksheet 10.2 | PowerPoint or Interactive White Board Presentation 2. As a class, in small groups or individually, compare the seat count, vote count and popular vote percentage of this general election to the corresponding results from the previous general election. Did certain parties gain or lose seats? Did certain provinces or territories gain or lose support more dramatically than others? Graphing | Map Labelling PowerPoint or Interactive White Board Presentation | Worksheet 10.3 Apply 1. Predict how the newly elected government or opposition expects to interact with the party opposite them in the House of Commons. Consider a time when you won or lost a competition and then had to interact with your opponents later on. How did you feel immediately after the
Lesson 10 – Post-Election Analysis 53 Elementary/Intermediate Resource
competition ended? How do you think your opponents felt? How did you and your opponents treat one another in the time following the competition? Were you and your opponents happy with how you treated one another? Consider writing from the perspective of your local Member of Parliament. Rapid Writing | Mind Mapping | Dramatic Performance Audio, Video or Oral Presentation | Writing an Explanation 2. Recognize a local candidate in your electoral district who received a significant proportion of the votes in the Student Vote election in your school or electoral district but perhaps did not win a seat in the general election by inviting the candidate into the class for an interview. Con- sider debriefing the campaign with the candidate and finding out the candidate’s future plans. Class Discussion | Guest Speaker | Preparing Interview Questions Analyze 1. Once an electoral candidate is elected to Parliament, she or he often has to make decisions about which issues to pursue first on behalf of her or his constituency. Write to your new Member of Parliament and identify the issue that you believe should be considered a priority based on party promises and your personal interests. Members of Parliament’s contact information can be found on the Parliamentary website, www.parl.gc.ca. Mind Mapping | Reorganizing Ideas | Asking Questions to Refine Writing | Writing a Letter 2. Reflect on the campaign period and analyze the most important announcements or events that determined the outcome of the election. This could be completed on a national or local level. Consider inviting a local journalist or newspaper editor to offer his or her insight, or review newspaper articles about the outcome of the election. Afterwards, write up your own analysis based on this research. Class Discussion | Internet Research | Guest Speaker Mind Mapping | Portfolio | Writing an Explanation Create Imagine that you are the newly elected Prime Minister preparing the Throne Speech. Prioritize the issues and legislation that the government should address in order to quickly take advantage of a mandate to lead the country and to win over Canadians who continue to support other political parties. Consider holding a Cabinet meeting in your class in order to determine a schedule of legislation to pursue. Class Discussion | Mind Mapping | Simulation | Audio, Video or Oral Presentation Debate | Writing an Explanation | Make a List Evaluate As a class, in small groups or independently, recommend effective methods to influence the new gov- ernment (e.g., letter writing, protesting, lobbying with an organization, consulting). What interests do you share with the new government that could be pressed or would be warmly received? Mind Mapping | Writing a Letter | Activism | Audio, Video or Oral Presentation | Publish Your Results Reflect Reflect upon one of the following questions to demonstrate what you have learned from this lesson. 8 What is the most important idea that you learned today? 8 What questions do you still have about the analysis of the election? 8 Who were the biggest winners and losers in this election? 8 What events were turning points in the campaign? 8 What should the new government’s top priorities be? 8 How will you continue to make yourself heard by the new government? 8 What are different ways you can stay informed and active between elections? Journal | Rapid Writing | Ticket Out of Class
54 Lesson 10 – Post-Election Analysis Elementary/Intermediate Resource
Additional Materials for Teachers Printable Resources 10.1 Know Worksheet: Comparing Election Results 10.2 Understand Worksheet: Comparing General and Student Vote Elections 10.3 Understand Worksheet: Comparing the 40th and 41st General Elections
Lesson 10 – Post-Election Analysis 55 Elementary/Intermediate Resource
10.1 Know Worksheet: Comparing Election Results
Answer the following questions with a name and/or party based on the results for both the general election and Student Vote election.
General Election Results Student Vote Results
Who was elected as the governing party?
Who was elected as the opposition party (or parties)?
Who was elected to be Prime Minister?
Who was elected to be Official Leader of the Opposition?
Who was elected as the Member of Parliament in your electoral district?
Who was elected as Member of Parliament in ______?*
Who was elected as Member of Parliament in ______?*
*Write in the names of two neighbouring electoral districts for the bottom two rows.
56 Lesson 10 – Post-Election Analysis Elementary/Intermediate Resource
10.2 Understand Worksheet: Comparing General and Student Vote Elections
Visually compare the results of the general election to those of the Student Vote election.
Fill in the House of Commons seating chart and the blank pie chart below to represent the distribution of seats among the parties in the general election.
Fill in the House of Commons seating chart and the blank pie chart below to represent the distribution of seats among the parties in the Student Vote election.
Lesson 10 – Post-Election Analysis 57 Elementary/Intermediate Resource
10.3 Understand Worksheet: Comparing the 40th and 41st General Elections
Visually compare the results of the 40th and 41st general election.
Fill in the House of Commons seating chart and the blank pie chart below to represent the distribution of seats among the parties in the 40th general election.
Fill in the House of Commons seating chart and the blank pie chart below to represent the distribution of seats among the parties in the 41st general election.
58 Lesson 10 – Post-Election Analysis