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Home , Autocracy, Oligarchy

RULES AND

Governance is the system of practices and processes that can be compared by their governance a community or group uses to organize themselves and model, the number of who have access to power, make decisions. Governance models determine who has the rights and freedoms granted to citizens, and the authority or a voice in making decisions, how decisions existence of (the principle that all people and are made and who is accountable for them. There are institutions are subject to and accountable to law that several different governance or styles, such as is fairly applied and enforced). There are three basic autocratic, democratic and laissez-faire. government types: , and .

Autocratic governance, also known as authoritarian An autocracy is a type of government where political leadership, is characterized by one person having power is concentrated in the hands of one person who complete control over all decisions with minimal input rules without restriction. There is no rule of law and from other group members. Democratic governance citizens are not consulted on the decisions and affairs involves collective decision-making and the sharing of the country. An autocracy can be a or an of tasks and responsibilities, and leadership changes absolute . regularly with participation from many group members. Laissez-faire is the absence of an organized leadership In a dictatorship, the or ruling group exercises ; there is no authority and group members are power through control of a mass movement, a political responsible for all community goals and decisions. party or the (e.g., , Sudan). often come to power through a military A government is made up of the people, institutions takeover (also known as a coup d’état). Power is then and practices put in place to manage the land, resources maintained without the consent of the people through a and people living within its borders. Various types of one-party where political opposition is forbidden. government exist in the world. Dictatorships generally restrict individual civil and political rights and there is no independent media.

6 STUDENT VOTE PEI ACTIVITY RESOURCE LESSON 1: Rules and Government

The term is sometimes used to describe party with the most elected representatives, usually forms dictatorships. Authoritarian governments exercise forceful government. The British , Queen Elizabeth II, is control over the population with no particular concern for our head of state, represented by the Governor General at their preferences or for public opinion. the federal level. Every act of government is done in the name of the Queen, but the authority for every act comes An oligarchy is a type of government where power rests from the Canadian people through the Constitution. within a small number of people, generally individuals The Constitution of Canada is the highest legal ruling who are rich and powerful, often due to family lines, in the country and includes laws, decisions by judges, or prominent political or military connections agreements between federal and provincial governments, (e.g., , Venezuela). People living under oligarchic traditions and our civil and political rights (the Canadian rule usually have some rights and freedoms. Similarly, an Charter of Rights and Freedoms). is a form of governance where administration or power is in the hands of a special class of people. A uses a consensus decisionmaking Aristocrats are connected to royal families through blood model while developing legislation and aims to be more or ennoblement, whereas an oligarchy is not. collaborative and inclusive by taking into account a broad range of opinions, as opposed to decisions made by A democracy is a type of government where a majority majority rule. The Northwest Territories and Nunavut both of the people are included in political decision-making. have consensus governments where a group of individuals In a , citizens themselves vote for or without any affiliation share political power. against specific proposals or laws (e.g., Switzerland). In an indirect or citizens elect political representatives to make decisions on their behalf (e.g., GUIDING QUESTIONS Canada, of America). In democratic countries, citizens have protected civil and political rights such as Why do we need government? Why do we need rules or freedom of speech and , , laws? and the right to participate in free and fair , and run for political office. There are many different types of representative around the world. PURPOSE A monarchy is a form of government where a monarch A government is made up of the people, institutions and ( or queen) or holds political power that practices put in place to manage the land, resources and is inherited and usually lasts until death (e.g., , people living within its borders. United Kingdom). The power of ruling monarchs can vary; in an , a monarch (or dictator) retains In this lesson, students reflect on rules and laws in their full political power over a state and its people (e.g., United community. Students review different decision-making Arab ), whereas in a , the models and explore their strengths and limitations role of the monarchy is more symbolic (e.g., Canada). In through dramatic presentations. Students discuss the a constitutional monarchy, the authority of the monarch purpose of government and review basic government is severely limited by a constitution, which includes the types. Afterwards, students reflect on why we need principles and laws of a nation or state, defines the powers government and what it means for them as citizens. and duties of the government and guarantees certain rights to the people living within it. A constitutional monarchy has a democratically elected government with a government LEARNING OUTCOMES leader, and a monarch who remains the head of state and performs ceremonial duties. Below are some sample success criteria you can use or build upon with your students. A is a sovereign state, country or government without a monarch where all members of government By the end of the lesson, I can… are elected (including the head of state), and the • describe the rules I follow at home and in my democratically elected government holds all political power community and explain why they are important; (e.g., United States, France). Similar to a constitutional • describe different ways that governments or groups monarchy, the government in a republic exercises power make decisions, and their consequences; according to the rule of law and often has a constitution. • explain the type of government system we have in Canada and what it means to me; Canada’s system of government is a parliamentary • participate in teams by establishing positive and democracy and a constitutional monarchy. We elect respectful relationships, and acting cooperatively; members to represent us in our federal and • analyze the interconnectedness of government, and our provincial and territorial legislatures, and the political how it affects individuals and societies.

STUDENT VOTE PEI ACTIVITY RESOURCE 7 LESSON 1: Rules and Government

INTRODUCTION 3. Review the three decision-making models on Activity 1.1 Alien Encounter (autocratic, democratic, consensus). To explore the strengths 1. Ask students to imagine they are aliens visiting planet and limitations of the different decision-making models, Earth for the first time. They are trying to make sense of how divide students into groups and have each group prepare society functions by observing the community surroundings, a skit for one of the scenarios on the worksheet. At the the behaviour of people, their interactions with one another, end of each skit, have the rest of the class choose the best and society’s general order and organization. It might decision‑making model for the scenario and provide a reason. seem strange that cars drive on the right side of the road (traffic laws), children go into a building each day to Alternatively, students could fill out the activity sheet and work without pay (school) and adults exchange coloured discuss the answers as a class afterwards. paper for food (money). Explain to students that, without understanding the process and reasons for decisions, our 4. Discuss the concept of government and the need for society may seem confusing or unfair. rules and laws in society (Slide Deck 1). Guiding questions: • What types of rules and decisions are needed for 2. As a class, make a list of rules or behaviours in your people living in a community (e.g., /schools, community that students think might seem strange to an roads and traffic laws, health care/hospitals)? outsider (alien). • Who is responsible for making decisions in the community? Questions to prompt discussion: • What would happen if there was no government • How would you explain our society to someone new? responsible for creating laws and providing support to • How or why do you think these rules and behaviours citizens? came to be? • Who makes these rules and decisions in our 5. Using the ‘Government and Democracy’ video or Slide community? Deck 1, review some basic government types and how • Upon reflection, are there any laws or traditions that they can be compared (e.g., democracy, dictatorship, seem outdated, old-fashioned or inappropriate? monarchy). Connect the government types to three decision-making terms: autocratic, democratic, consensus. 3. ‘Elbow Partner’ activity:Be an Alien. Have one student take on the role of the alien, the other the . The human explains a rule on the class list to the alien. The alien can ask questions and make suggestions to improve CONCLUSION the rule. Then have students swap roles and repeat. Have a brief closing discussion about different government types or decision-making models, or ask students to write a reflection on one or more of the ACTIVITIES following questions. • Why do we need government? 1. Ask students to consider decision-making processes at • What are the strengths and limitations of different the school. Are students involved in making decisions? forms of government? If so, how? Do you have a leadership group or student • Why is it important to you that Canada have a certain council? How are they chosen? What decisions do they type of government? make? (e.g., planning of a spring/winter carnival, dance, • What would your life look like if Canada had a graduation). different type of government? (Students from other countries could share their experiences). 2. Pose any of the following questions and lead a class • Make a list of situations when you would use each of discussion. Use a graphic organizer (Venn diagram, T-chart, the decision-making types. KWL) to chart the responses. • How do people make decisions in a group? • What are different types of decision-making? • How can making decisions be challenging, especially TIPS FOR TEACHERS with many people? (e.g., ordering a pizza with Lessons are not necessarily meant to be covered entirely toppings and ingredients that will meet both the in one period. Please use the activities and combine them preferences and dietary restrictions of all students). in a way that is appropriate for your class. • What factors contribute to a positive decision-making process? • What factors contribute to a negative decision-making process? ASSESSMENT FOR STUDENT LEARNING Ask students to fill out the reflection card (Activity 1.2). Use this to structure future discussions. 8 STUDENT VOTE PEI ACTIVITY RESOURCE