Course Profile Civics, Grade 10, Open,
Catholic
Unit 2: The Citizen at the Provincial and National Level
Activity
1 | Activity 2 | Activity
3 | Activity 4
Unit Developers: J. Cecillon, H. Lack, P. Sacco, Durham Catholic and York Catholic District School Boards
In this unit, students examine the structures of the Canadian government, e.g., levels and branches, the processes involved in making laws at the federal, provincial, and community levels, and how elections are conducted in Canada and other democracies around the world. Students employ research, inquiry, analytical, collaboration, conflict-resolution, and decision-making skills. In this unit, students learn to act as responsible citizens who witness Catholic social teaching, by promoting equality, democracy, and solidarity for a just and peaceful society. As a culminating activity, students participate in a debate addressing a current issue at the provincial or national level.
Ontario Catholic School Graduate
Expectations: CGE1d, CGE1e, CGE1h,
CGE1i, CGE1j, CGE2a, CGE2b, CGE2c, CGE2d, CGE3b, CGE3c, CGE3d, CGE3f, CGE4a,
CGE4f, CGE4g, CGE5a, CGE5e, CGE7a, CGE7d, CGE7e, CGE7f, CGE7g, CGE7h.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active
Citizenship
Overall Expectations: ICV.01, ICV.02, ICV.03, ICV.04, PCV.01,
PCV.02, PCV.03, ACV.02, ACV.03.
Specific Expectations: IC4.06, IC5.01, IC5.02, IC5.05, IC5.06,
IC5.07, IC6.05, PC1.02, PC2.01, PC2.03, PC2.04, PC3.02, PC3.05, PC3.06, AC1.01,
AC1.02, AC2.01, AC2.02, AC2.03, AC3.01, AC3.02, AC3.03.
|
Activity 1 |
Government in Canada |
225 minutes |
|
Activity 2 |
Electing Governments |
300 minutes |
|
Activity 3 |
Study of Current Legislation |
75 minutes |
|
Activity 4 |
Recently Passed Legislation: Multiple Perspectives |
225 minutes |
· knowledge of how to participate in a discussion where opposing points of view will be expressed (respect for opinions of others, listening, and taking turns to speak)
· knowledge of the moral duties of Catholics from Activity 3 of Unit 1
· Catholic Graduate Expectations
· Grade 4 Social Studies – The Provinces and Territories
· Grade 5 Social Studies – Aspects of Government in Canada
· Grade 7 History – Conflict and Change
· Grade 7 Geography: Natural Resources
· Grade 8 History – Confederation
· Grade 9 Geography: Geographic Foundations
· Unit 1 content
· Teachers should check the resource list to make sure that they have the necessary materials.
· Teachers should obtain a copy of Canada At The Polls, Elections Kit: Elections Canada: (see Resources for web site and address) and photos of provincial and federal political party leaders. Teacher should be familiar with common techniques used to ‘slant’ information presented (a list of techniques is provided in the lesson or teacher should obtain a copy of Kids Around Town: A Local Government Education Model). For Activity 4, book the Library/Resource Centre and notify the teacher-librarian in advance of topics students will be researching. Ensure that students researching web sites in the library are adequately supervised.
· brainstorming, questioning, discussion, Socratic lesson, co-operative learning, computer-assisted learning, research, debate.
· note-making, computer-assisted learning, research, reflection.
· Informal observation of students in class discussion and small group activities
· Assessment of the list of significant political leaders in Activity 1 – for completeness by means of a checklist
· Civics Writing Portfolio (work in progress)
· Evaluation of student work on Appendix 2.1.1 for completeness
· Evaluation of the proposed law in Activity 2.3 through the use of a problem-solving rubric
· Paper and pencil test at end of unit
· Formal teacher observation of individual and group activities to ensure collaboration and completion
· Rubric to evaluate Report on Recent Passed Legislation
· Appendix 2.4.3: Debate Evaluation Rubric – Unit Culminating Activity
· Appendix 2.4.1: Written report rubric for evaluation
It is suggested the teacher select one of the new texts as a student and teacher resource for this course.
Cruxton and Wilson. Spotlight Canada. Toronto: Oxford University Press, 1998.
Evans, A.S. and I.L. Martinello. Canada’s Century. Toronto: McGraw-Hill Ryerson Ltd., 1988.
Guy, James and John People. Politics & Government. Toronto: Prentice-Hall, 1995.
Globe
and Mail
www.globeandmail.com
The National Post
www.nationalpost.com
The Toronto Star
www.thestar.com
Maclean’s
Magazine
www.macleans.ca
Summary of Choosing a Government,
Ontario Conference of Catholic Bishops, 1998. (OCCB@OCCB.on.ca) (416 923-1423)
www.OCCB.on.ca)
The Canadian Jewish News
www.cjnews.com
Elections Ontario (416-326-6155)
www.electionsontario.on.ca/English/voter_list.htm
Canada At the Polls, Elections
Canada (613-993-2975)
www.elections.ca
Canadian Elections on the
Internet
www.library.ubc.ca/poli/cpwebe.html
www.artsci.lsu.edu/poli/research.html
www.lsu.edu/guests/poli/public_html
Study Web: Government &
Politics: World Government and Canadian Government
www.studyweb.com/links907.htm
Elections and Electoral Systems
by Country
www.psr.keele.ac.uk/election/htm
For a list of federal/provincial
legislation, teachers can access:
Department of Justice: Law canada.justice.gc.ca/Loireg/index_en.html
Sources of Canadian Federal and
Provincial Legislation: LIS2133: Legal Literature
www.fis.utoronto.ca/courses/LIS/2133/legisour.htm
Local or national newspapers,
magazines
Indexes, Databases and Full Text Periodicals at BCIT Libraries
www.lib.bcit.bc.ca/le.htm
Newspapers, Magazines, and Editorials
http://www.webwombat.com.au/intercom/newsrs/index.htm
http://www.fact.com/eof.htm
Teacher-librarian
Local, provincial, and national newspapers
Kids Around Town: A Local Government Education Model. Section V (http://www.pa.lwv.org/pa/kat) or (717) 234-1576
Time: 225 minutes
During this activity students examine the levels and branches that are part of government in Canada. They discover the names of significant political leaders in Canada and they compare how laws are made at different levels of government. This activity also includes an exercise in which students draft a law based on their own positions on an issue and in light of Catholic moral teaching.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1i - integrates faith with life.
An Effective Communicator who
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
A Self-Directed, Responsible, Life
Long Learner who
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5e - respects the rights, responsibilities and contributions of self and others.
A Responsible Citizen who
CGE7a - acts morally and legally as a person formed in Catholic traditions;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7h - exercises the rights and responsibilities of Canadian citizenship.
Strand(s): Informed
Citizenship, Active Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial, and federal governments in Canada and explain how these features work;
ICV.04 - explain the legal rights and responsibilities associated with Canadian citizenship;
ACV.01 - demonstrate an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV. 03 - demonstrate an ability to collaborate effectively when participating in group enquiries and community activities.
Specific Expectations
IC4.06 - identify significant political leaders in today’s Canada;
IC5.01 - explain the main features and functions of the different levels of government in Canada (e.g., federal, provincial, municipal);
IC5.02 - compare how laws, regulations, public policies, and decisions are made and enforced at the local, provincial, and federal levels;
AC1.01 - demonstrate an ability to formulate questions: locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials;
AC1.02 - demonstrate an ability to organize information effectively (e.g., using summaries, notes, timelines, visual organizers, maps, comparison organizers);
AC2.01 - analyse approaches to decision making and conflict-resolution that can affect their own lives;
AC2.02 - analyse important historical and contemporary cases that involve democratic principles in the public process of conflict-resolution and decision making;
AC2.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate;
AC3.02 - communicate their own beliefs, points of view, and informed judgements, and effectively use appropriate discussion skills (e.g., persuasion, negotiation);
AC3.03 - demonstrate an ability to work collaboratively and productively with others when researching civic topics in their community.
· Obtain a picture that contains different activities showing activities that involve government activities (such as Canada’s Century, 2nd Edition, p. 9).
· Obtain a list of responsibilities of the various levels of government in Canada.
· Obtain a chart showing the procedure for the passing of laws at the Federal, Provincial, and Local levels of government.
· Create a list of situations that involve different levels of government.
· Create a list of the positions and names of significant political leaders in today's Canada.
· Create a checklist to evaluate the students’ list of significant political leaders.
· Create a rubric to evaluate the students’ proposed law in Activity 3.
· Knowledge of how to participate in a discussion where opposing points of view will be expressed (respect for opinions of others, listening and taking turns to speak).
· Knowledge of the moral duties of Catholics from Activity 3 of Unit 1.
· Catholic Graduate Expectations
· Grade 5, Aspects of Government in Canada: Components of Federal Government
· Grade 4, The Provinces and Territories: Branches of Provincial Government
1. a) The teacher will discuss with the students different activities that governments do. A picture (see resource list) could be used in which government activity is involved to help stimulate the discussion. The answers will be put on the board (six or seven answers would be sufficient). The students will be asked to copy this list in their notes. The teacher will then ask students to divide the list according to level of government that would handle them. To do this the teacher, using a Socratic approach, elicits responses from the students to create a brief guideline of what would be local, provincial, and national responsibilities. The teacher will then review the answers with students and will explain what level of government they come under and why.
b) The teacher will give students a list of government activities and then have them classify these under their appropriate level. The teacher will then review the correct answers with the class.
c) The teacher will give students an example of a law, e.g., speed limits, murder, and ask the students what must be done from a practical point of view for this law to work. The teacher will brainstorm with students all the things that must happen, i.e., deciding what the law will be, enforcement, punishment. From this the teacher will introduce the concepts of branches of government (Executive, Legislative, Judicial). The teacher will then give students a definition of each.
d) Students will be given four or five situations, e.g., a man is charged with arson, and will work in small groups (two or three) to classify what branch of government will have jurisdiction over each. The teacher and students will then review this together.
2. a) The teacher will give students Appendix 2.1.1. Students will be asked to fill the definitions for each level and branch of government. Students will then work in small groups (two or three) to fill in the rest of the chart with the information provided on the bottom of the sheet.
b) As a homework assignment, students will be asked to complete a list of significant political leaders in Canada today. Students will be told to try to find out the information for this from family members, newspapers, magazines, or any other sources they can access. This list should include the following: Governor General, Lieutenant Governor, Prime Minister, Premier, Mayor/Reeve, local MP, local MPP, local Counsellor. Depending on the current events going on in Canada at the time, other significant political leaders may be included. This will be collected at the following class and discussed.
c) As part of the discussion in taking up the homework from 2b) the teacher should discuss what the career backgrounds of some of these political leaders are and how they came to get involved in politics.
3. a) The teacher will ask students, “What is a Law?” and, “How are Laws different from Rules you have at home or rules in the classroom?”. The teacher will then ask students, “Are the Ten Commandments rules, laws, or something else?” A brief discussion of the differences between rules, laws, and moral teachings will follow. The teacher will also explain how a regulation is different from a law. The teacher will give students a short definition for each.
b) The teacher will ask students a series of questions on their opinions of various issues involving law, e.g., At what age should people be allowed to get their permanent driver’s license? At what time should a curfew for teenagers be set for?, What should be the minimum age for being charged with a criminal offence?. These questions should be of interest to students and should involve different levels of government. Teachers may wish to use recent newspaper articles to help generate discussion. Students will record their answers in their notes. Students will then be divided into groups (three or four) to write a new law based on their opinion. Each group should be focussed on one law and should be made up of people with similar opinions. At least two groups should be doing each law. (The teacher should try to create the groups in such a way that the groups working on the same issue will come up with, at least, slightly opposing law proposals.) The teacher will instruct students to write a law, which covers the entire issue and not just their answer to the earlier question. The teacher may have students do a reflection piece regarding the new law they have written, what problems they encountered in coming to an agreement on this law and how this law will affect their community and them personally.
c) The teacher will provide the students with a brief summary of how laws are passed at the Federal, Provincial, and Local levels. (This could be in the form of a handout containing flowcharts for each.) The teacher will also direct students to look back at their list of government powers from Strategy 1b). Students, working in the same groups as Strategy 3a), will use this information to decide what level of government would be responsible for passing the law they have written. The teacher will instruct each group to write a short paragraph to explain how this law would be passed. The teacher will tell each group to pick a spokesperson for their group.
d) The teacher will then have the two groups who have written up their proposed law explain what level would handle it, what the process would be to pass it, and what their position on the issue is. The teacher will then direct a class discussion on the reasons for the viewpoints expressed by the two groups. The teacher will also remind the students to keep in mind their moral duties as Catholic Citizens when they write this law (See Unit 1, Activity 3). This will be repeated for each issue. The teacher will remind students of the proper behaviour for engaging in a discussion of issues where there are conflicting points of view.
e) The teacher will conduct a short Socratic lesson on the differences in the way laws are passed at the various levels of government, the advantages and disadvantages of each, and the possible reasons for the differences.
· Informal observation of students in class discussion and small group activities
· Assessment of the list of significant political leaders for completeness by means of a checklist
· Evaluation of student work on Appendix 2.1.1 for completeness
· Evaluation of the proposed law in Learning Strategy 3 through the use of a problem-solving rubric
· Civics Writing Portfolio (work in progress)
· Appoint peer scribes for students who may have difficulty taking notes in Strategies 1a, 1b, 1c, 3a, and 3e.
· Place students who may have difficulty with completing the assigned group exercises in 1d), 2a), and 3 with students who will be able to do the work.
· Shorten or revise the list of significant political leaders in Strategy 2b) for students who do not have the ability to do the standard exercise.
· Make the list of significant political leaders in Strategy 2b) a group exercise for students who do not have the necessary resources (i.e., access to newspapers or Internet) to complete it on their own.
Appendix 1.6.1
Evans, A.S., and I.L. Martinello. Canada’s Century. Toronto: McGraw-Hill Ryerson Ltd., 1988.
Recent newspapers
Appendix 2.1.1 – The Structure of the Canadian Government
|
|
Federal |
Provincial |
Local |
|
Executive |
|
|
|
|
Legislative |
|
|
|
|
Judicial |
|
|
|
1. Fill in definitions for Executive, Legislative, and Judicial Branches of Government in the boxes where these words appear.
2. Fill in definitions for Federal, Provincial, and Local Levels of Government in the boxes where these words appear.
3. Using the above definitions and the information below as a guide fill in the following highlighted terms on the chart:
a) Queen/Governor General - official head of state for Canada
b) Prime Minister - elected head of Federal government
c) Federal Cabinet - runs the various parts of the Federal Government
d) Federal Civil Service - carries out the orders of Cabinet
e) Lieutenant Governor - official head of a province
f) Premier – elected head of a Provincial Government
f) Provincial Cabinet - runs the various parts of the provincial cabinet
g) Provincial Civil Service - carries out the orders of the provincial cabinet
h) Mayor - official and elected head of city/town government
i) Counsellors in Charge of City Council Departments - run the various parts of a city/town government
j) Municipal Employees - carry out the orders of city council committees
k) Parliament - House of Commons and Senate - make the laws for Canada
l) Members of Parliament (MPs) - elected representatives who vote in House of Commons
m) Senators - appointed to vote on laws in the Senate
n) Provincial Legislature - makes the laws for a particular province
o) Members of Provincial Parliament (MPPs) - elected representatives who vote in the Provincial Legislature
p) City Council - make the by-laws for a particular city/town
q) Supreme Court of Canada - highest court in Canada - they take appeals from lower courts
r) Federal Court of Canada - handles cases involving the federal government
s) Ontario Supreme Court - handles major cases in a particular province but are paid for and organized by the federal government
t) Provincial Court - handles minor cases in a particular province - are paid for and organized by the provincial government
Time: 300 minutes
Students investigate the electoral process and the selection of governments in Canada, as well as examining the methods of electing governments in other countries. Students examine the role of elected representatives, political parties, and interest groups in the political process.
Ontario Catholic School Graduate Expectations
CGE2a - listens actively and critically to understand and learn in light of gospel value;
CGE2b - reads, understands, and uses written materials effectively;
CGE2d - writes and speaks fluently one or both of Canada’s official languages;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities and contributions of self and others;
CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society.
Strand(s): Informed
Citizenship
Overall Expectations
ICV.04 - explain the legal rights and responsibilities associated with Canadian citizenship.
Specific Expectations
IC5.05 - investigate the role of political parties in the parliamentary process and examine the selection process for majority, minority and coalition governments, using provincial and federal examples;
IC5.06 - examine and describe the roles played by elected representative and interest groups in the political process;
IC6.05 - examine and describe methods of selecting governments in other countries (e.g., France, Israel, Australia, South Africa, Ireland).
Teachers work with teacher-librarian to create or obtain:
· a questionnaire, which identifies where students fit on the political spectrum (Sample attached in Appendix.);
· photos of provincial and federal political party leaders;
· a copy of Summary of Choosing a Government, Ontario Conference of Catholic Bishops, 1998 (See Resources for e-mail address and web sites.);
· Canada At The Polls, Elections Kit: Elections Canada (See Resources for web site and address.);
· Obtain summaries of, or summarize for students in written form, the different electoral systems used in France, Israel and Australia. (See Resources for references.)
· Grade 5, Canada and the World: Aspects of Government in Canada
· Different forms of government from Unit 1, Activity 2
· Names of major political parties and leaders from Unit 2, Activity 1
1. a) Students will complete a questionnaire that identifies (approximately) where they fit on the political spectrum. (See Appendix 2.2.1.)
b) Class discussion of what is meant by the political spectrum and where different ideas, economic systems, forms of government, and countries fit on the spectrum. (Emphasize that the main difference between the different positions on the political spectrum are beliefs about human nature and the role of the state in society, and that a country’s position on the political spectrum can change as new governments or new policies alter a country’s political culture).
c) Summarize with students the political beliefs of the left, centre, and right in relations to:
· the government’s role in key industries/economy;
· the government’s role in personal lives of citizens;
· the rights of the individual; the pace of change and the need for tradition.
2. a) Circulate photos of political party leaders. (These should include photos of both federal and provincial political party leaders). Have students identify the person in the photo and which political party he/she belongs to.
b) Discuss where the different parties identified in the previous exercise fit in the political spectrum.
c) Discuss the need for political parties in a democratic society. Discuss what is the role and responsibilities of both the party in power and the opposition parties.
d) Distribute to students election results of the last provincial and federal elections. (See Resources for web sites were teachers could access past and contemporary provincial and federal election results.) Have students analyse the results to determine which party formed the government and which party became the official opposition.
e) Distribute provincial or federal election results, which illustrate other possible types of governments that can be formed, i.e., minority government, coalition government. (See Appendix 2.2.2 for 1917 and 1979 election results. Note that web sites for recent provincial and federal election results are in Resources and can also be used.) Discuss with students the mechanics of why these types of government were formed as opposed to majority governments. Discuss with students the vulnerabilities of these types of governments.
f) Review with students their Democratic Rights as guaranteed in the Canadian Charter of Rights and Freedoms and discuss why each one of these rights is important to them. Read Section 3 of the Canadian Charter of Rights and Freedoms to students and discuss with students if Canadians under the age of eighteen should be allowed to vote. Initiate a discussion regarding who in society should be eligible to vote and who should be denied the right to vote. A collaboratively determined criteria for voting (which corresponds to Charter of Rights and Freedoms) should be noted in the students notebooks as this will be evaluated in a paper and pencil unit test.
g) Initiate a discussion as to why it is important to vote and list the reasons on the board (students should list reasons in their notebooks). Distribute the first page of Summary of Choosing a Government and discuss with students why the Catholic Church encourages all voters to exercise their right to vote. (Reasons should be listed on the board next to students’ responses from the previous exercise.)
h) Introduce the mechanics of holding an election by drawing a parallel with the election of students to the Student Council in the school. Emphasis should be placed on who is eligible to run, the positions available, the duties of the students in these positions, and on the steps in the election. At this point, teachers can use the election kit from either Elections Ontario or Elections Canada to complete this activity on holding an election. These kits contain the Election Act, map of electoral districts, teacher’s guide, copy of voter’s guide, ballot box, voting screen, sample ballots, students activity sheets, etc. If time permits a class mock election can be held using the above kits.
3. a) Group students and use a co-operative grouping strategy to complete
the following activity. Distribute to each group a summary of other commonly
used electoral systems, e.g., Run-off ballots (France), Preferential ballot
(Australia), Party-list systems (Israel). (Refer to Resources for web sites and
books where these summaries can be obtained).
In their groups students will read the summaries and
a) briefly describe the steps involved in these electoral processes
b) give the advantages and disadvantages of each electoral process
c) compare each process with the Canadian process and determine which one is more democratic and fair
Each group will present their answers and summary notes will be written on the board by the teacher.
· Formal teacher observation of individual and group activities to ensure collaboration and completion of the tasks.
· Paper and pencil test at end of unit.
· Students with writing difficulties can prepare a collage or poster illustrating the different political parties and leaders and the process of electing governments.
· Pre-select reading materials at the appropriate reading level for Strategy 2h.
· Utilize program support personnel to help IEP students complete tasks in Strategies 2e, 2h, and 3a.
The teacher should consult teacher-librarian to locate materials required for this activity.
The teacher should use local, provincial, and national newspapers and magazines to obtain pictures of provincial and federal politicians.
Globe and Mail
www.globeandmail.com
The National Post
www.nationalpost.com
The Toronto Star
www.thestar.com
Maclean’s
Magazine
www.macleans.ca
Summary of Choosing a
Government, Ontario Conference of Catholic Bishops,
1998.
(OCCB@OCCB.on.ca) (www.OCCB.on.ca) (416 923-1423)
Elections Ontario (416)-326-6155)
www.electionsontario.on.ca/English/voter_list.htm
Canada At the Polls, Elections
Canada (613-993-2975)
www.elections.ca
Canadian Elections on the
Internet
www.library.ubc.ca/poli/cpwebe.html
Research in Political Science
www.artsci.lsu.edu/poli/research.html
www.lsu.edu/guests/poli/public_html
Cruxton and Wilson. Spotlight Canada. Toronto: Oxford University Press, 1998.
Study Web: Government &
Politics: World Government and Canadian Government
www.studyweb.com/links907.htm
Elections and Electoral Systems
by Country
www.psr.keele.ac.uk/election/htm
Guy, James and John People. Politics & Government. Toronto: Prentice-Hall, 1995.
(Pages420-423)
Appendix 2.2.1 – Political Spectrum: Where do you fit in the political spectrum?
Appendix 2.2.2 – 1917 Federal Elections Results
Circle one of
the five responses for each of the following questions. Then add up your score
and place yourself one the political spectrum.
KEY
|
SD |
strongly disagree |
A |
agree |
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D |
disagree |
SA |
strongly agree |
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N |
neutral |
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1. |
The Canadian government should provide day care for every family who wants it. |
SD D N A SA 1 2 3
4 5 |
||||
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2. |
Seatbelt laws should be cancelled because people have the right to decide if they want to use them or not. |
SD D N A SA 1 2 3
4 5 |
||||
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3. |
Smoking should be outlawed because it damages people’s health. |
SD D N A SA 1 2 3
4 5 |
||||
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4. |
There should be capital punishment in Canada. |
SD D N A SA 1 2 3
4 5 |
||||
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5. |
When someone becomes wealthy the government should put very heavy taxes on them because they can afford to pay a lot more taxes than ordinary people. |
SD D N A SA 1 2 3
4 5 |
||||
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6. |
We do not need to help the poor anymore than we already do. They already get free education and welfare payments if they need them. |
SD D N A SA 1 2 3
4 5 |
||||
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7. |
The government should provide free health care for all citizens. |
SD D N A SA 1 2 3
4 5 |
||||
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8. |
The owner of a business takes most of the risks. Therefore they should get all the profits and the workers should be satisfied with what they pay them. |
SD D N A SA 1 2 3
4 5 |
||||
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9. |
Everyone who works deserves a decent standard of living, so the government should make sure that businesses pay their employees enough to live well. |
SD D N A SA 1 2 3
4 5 |
||||
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10. |
Governments should only protect their citizens from other nations and criminals within their own nation. The government should not do more than this. |
SD D N A SA 1 2 3
4 5 |
||||
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11. |
There are too many political parties in Canada. |
SD D N A SA 1 2 3
4 5 |
||||
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12. |
The Canadian government should spend more money on creating a stronger military force. |
SD D N A SA 1 2 3
4 5 |
||||
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13. |
Teachers, artists, musicians, writers, and other intellectuals do not contribute to the overall wealth of a country. |
SD D N A SA 1 2 3
4 5 |
||||
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14. |
Immigrants who commit a serious crime in Canada should be deported to their native country. |
SD D N A SA 1 2 3
4 5 |
||||
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15. |
Only older people should enter politics because they have experience and wisdom. |
SD D N A SA 1 2 3
4 5 |
||||
Position of the political spectrum as
follows:
Left Left of centre Centre or moderate Right of centre Right
(15 – 30) (31-40) (41-50) (51-60) (61 – 75)
N.B. The scale is suggestive, rather than rigid, in its classification.
The following is adapted from Cruxton and Wilson. Spotlight Canada. Toronto: Oxford University Press, 1988.
Number of Seats in the House of Commons
|
Province/Territory |
Liberal |
Union (Conservatives plus some Liberals) |
|
Prince Edward Island |
2 |
2 |
|
Nova Scotia |
4 |
4 |
|
New Brunswick |
4 |
12 |
|
Quebec |
64 |
3 |
|
Ontario |
8 |
74 |
|
Manitoba |
1 |
16 |
|
Saskatchewan |
0 |
16 |
|
Alberta |
1 |
11 |
|
British Columbia |
0 |
13 |
|
Yukon |
82 |
1 |
|
Total seats |
82 |
153 |
1979 Federal Elections Results
|
Government |
Opposition |
|
136
Progressive Conservative MPs |
114 Liberal MPs 24 New Democratic Party MPs 6 Social Credit MPs |
|
Total: 136 MPs |
Total: 146 MPs |
Time: 75 minutes
Students examine a recently passed legislation at the community, provincial or federal level and outline the key points of the legislation. Collaboratively, students identify the key issues surrounding the legislation and analyse the different points of view on these issues. Finally students will explain, in written form, the different points of view on the issues. This activity introduces students to analytical skills that will be reinforced and used in the culminating activity of this course.
Ontario Catholic School Graduate Expectations
CGE1h - respects faith traditions, world religions, and the life-journeys of all people of good will;
CGE2b - reads, understands, and uses written materials effectively;
CGE2d - writes and speaks fluently one or both of Canada’s official languages;
CGE3b - creates, adapts, evaluates new ideas in light of the common good;
CGE3d - makes decisions in light of gospel values with an informed conscience;
CGE5a - works effectively as an independent team member;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Informed Citizenship, Active Citizenship
Overall Expectations
ICV.01 - demonstrate an understanding of the reasons for democratic decision making;
ICV.02 - compare contrasting views of what it means to be a citizen;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group enquiries and community activities.
Specific Expectations
IC5.07 - research recently passed legislation at the community, provincial, or federal level to resolve public conflict (e.g., smoking and health regulations, drinking and driving laws, gun laws), and then produce a report analysing the key issues and different points of view on the issue;
AC2.03 - demonstrate any ability to apply conflict-resolution and decision-making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate);
AC3.02 - communicate their own beliefs, points of view, and informed judgments and effectively use appropriate discussion skills (e.g., persuasion, negotiation).
· Teachers should select a current legislation that would appeal to teenagers. (See Resources for appropriate web site.)
· Teachers need to obtain excerpts from newspapers, magazines, etc. that present different points of view on the legislation. (See Resources for web sites.)
· The teacher should work with the teacher-librarian to obtain the required materials.
· The teacher should be familiar with common techniques used to slant information presented (a list of techniques is provided in the lesson or teacher should obtain a copy of Kids Around Town: A Local Government Education Model which outlines these different techniques and gives suggestions for introducing these concepts; this resource package will also be used in the culminating activity at the end of this course).
· Unit content thus far
· Grade 7, Conflict and Change: Conflict-resolution
· Grade 8, Confederation: Analyse, Synthesize, and Evaluate Information
1. Distribute summary or copy of a recently passed legislation and help students determine the main points of the legislation. (The teacher should select a piece of legislation that will appeal to this age group i.e., The Young Offenders Act, the Tobacco Control Act: Bill C-71. Refer to Resources for web sites where legislation can be accessed). Each point will be written on the board and the teacher will initiate a brief discussion as to whether students agree on the intent of the legislation.
2. The teacher should make students aware that often information given can be slanted according to the preference of the source. Students should be able to recognize common techniques used, such as:
· propaganda techniques, e.g., bandwagon technique, popular personality technique
· opinions given as facts (distinguishing facts from opinion)
· emotional appeals and scare tactics
· the use of ambiguous words
· using repetition rather than reason
These concepts can be introduced by using print articles or advertisements or television advertisements of a current issue that display some of the above techniques.
3. Group students and use a co-operative learning strategy to complete the following activity.
The teacher will distribute group news articles or editorials that present different points of view on the legislation to each. Each group will:
· read different points of view on the recently passed legislation and summarize these different points of view;
· determine which groups would hold the perspectives being presented and why these groups would have this particular view point on the legislation;
· discuss the validity of the different points of view (are any of the techniques described in Activity 2 used in the articles?)
· discuss which viewpoint the different group members agree with and summarize
· reasons for agreeing with a particular point of view.
(Each group member should be taking notes while completing the above activity).
4 The teacher will review the Appendix 2.3.1 – Writing Rubric with students. In this performance task students will individually write a one- to two-page report on the legislation and the different points of view using the following format:
· one to two paragraphs summarizing the main points of the legislation
· one to two paragraphs summarizing each of the different points of view on the legislation, and explaining why the different groups have different perspectives on the issue
· one to two paragraphs summarizing the student’s personal opinion of the legislation
Students will submit their written work for evaluation. Students may include this assessment piece in their Civics Writing Portfolio.
· Formal teacher observation of individual and group activities to ensure collaboration and completion.
· Summative: Report on Recent Passed Legislation Assessment Matrix
· Check IEP for accommodations required when special needs students are placed in groups in Strategy 3.
· Utilize program support personnel to help IEP students complete tasks in Strategies 3 and 4.
· Pre-select excerpts at the appropriate reading level of students in Strategy 3.
· Appoint peer to scribe the required notes for special needs students in Strategies 3 and 4.
· Expectations of written report should be tailored to the class’ ability and especially to the ability of special needs students for Strategy 4.
For a list of federal/provincial legislation, teachers can access:
Department of Justice: Law
canada.justice.gc.ca/Loireg/index_en.html
Sources of Canadian Federal and
Provincial Legislation: LIS2133: Legal Literature
www.fis.utoronto.ca/courses/LIS/2133/legisour.htm
Local or national newspapers, magazines
Indexes, Databases & Full
Text Periodicals at BCIT Libraries
www.lib.bcit.bc.ca/le.htm
Newspapers and Magazines and
Editorials
http://www.webwombat.com.au/intercom/newsrs/index.htm
http://www.fact.com/eof.htm
The Toronto Star
www.thestar.com
The Globe and Mail
www.GLOBEANDMAIL.com
The National Post
www.nationalpost.com
Kids Around Town: A Local Government
Education Model, Section V
http://www.pa.lwv.org/pa/kat or (717) 234-1576
Appendix 2.3.1 – Writing Rubric
|
Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and Understanding Knowledge of key points/parts of a legislation (accuracy of textual evidence) |
- demonstrates limited knowledge of key points/parts of the legislation |
- demonstrates some knowledge of key points/parts of the legislation |
- demonstrates considerable knowledge of key points/parts of the legislation |
- demonstrates thorough knowledge of key points/parts of the legislation |
|
Thinking and Inquiry Interpreting different points of view |
- summarizes with limited effectiveness the different points of view |
- summarizes with some effectiveness the different points of view |
- summarizes with considerable effectiveness the different points of view |
- summarizes thoroughly and effectively the different points of view |
|
Thinking and Inquiry Analysing different perspectives on the legislation (how group characteristics affect attitudes) |
- shows limited awareness how group characteristics may affect perspectives on the issue (gives an example of how group characteristics affect attitudes towards legislation) |
- shows some awareness of how group characteristics may affect perspectives on the issue (gives two examples of how group characteristics affect attitudes towards the legislation) |
- shows much awareness of how group characteristics may affect perspectives on the issue (gives three examples of how group characteristics affect attitudes towards the legislation) |
- shows considerable awareness of how group characteristics may affect perspectives on the issue (gives many examples of how group characteristics may affect attitudes towards legislation |
|
Application Transfers and applies information and concepts to formulate personal point of view |
- transfers and applies information and concepts to formulate personal point of view with limited effectiveness |
- transfers and applies information and concepts to formulate personal point of view with moderate effectiveness |
- transfers and applies information and concepts to formulate personal point of view with considerable effectiveness |
- transfers and applies information and concepts to formulate personal point of view with high degree of effectiveness |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 225 minutes
In this activity, students examine important civic questions touching the province of Ontario and our country as a whole, e.g., drinking age, Quebec sovereignty. They analyse how conflicting values and differing perspectives are worked out in our provincial and national societies. Students develop attitudes and values founded on Catholic teachings, i.e., papal encyclicals on social teaching, and the Beatitudes. Students also assess conflicting sides of a current public issue, evaluate the divergent positions, and formulate an opinion in preparation for a debate. This debate and the subsequent report serve as the culminating activity for this unit.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);
CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;
CGE1j - recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith).
An Effective Communicator who
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience;
CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;
CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor who
CGE5a - works effectively as an interdependent team member.
A Responsible Citizen who
CGE7d - promotes the sacredness of life;
CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.
Strand(s): Purposeful Citizenship
Overall Expectations
PCV.01 - examine beliefs and values underlying democratic citizenship and explain how these beliefs and values guide citizens’ actions;
PCV.02 - articulate clearly their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist.
Specific Expectations
PC1.02 - explain, based on an analysis of cases in local, provincial, national, and global contexts, how democratic beliefs and values are reflected in citizen actions;
PC2.01 - compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest (e.g., privacy, reducing voting age, freedom of information, compulsory military service, Native self-government, Quebec sovereignty);
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC2.04 - describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation;
PC3.02 - describe, compare, and analyse Canadian cases in which contrasting value systems, multiple perspectives, and civic purposes coexist (e.g., constitutional debates, Quebec sovereignty question, Native self-governance);
PC3.05 - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement;
PC3.06 - demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgement in dealing with issues of civic concern.
· Book the Library/Resource Centre and notify the teacher-librarian in advance of topics students will be researching. To maximize time, the librarian could pull relevant materials from the shelves to make them available to the students.
· Pre-test to assess students’ level of knowledge prior to paper and pencil test at end of unit.
· Ensure that students researching web sites in Library/Resource Centre are adequately supervised.
· Ensure that students can access local library resources.
· Unit 1 content
· Grade 7 Geography: Natural Resources
· Grade 9 Geography: Geographic Foundations
1. a) The teacher asks students what an issue is? The teacher highlights how issues often touch many different domains (social, political, cultural and environmental). Students must also come to understand that issues usually involve conflict.
b) The teacher gives students an issue (resource extraction, global warming, over fishing, nuclear energy). Students develop a Web Chart on this question: How does this issue affect different aspects of our society? Write an issue at the centre of the board. Write out the words representing the different domains (social, political, etc.) with lines connecting them to the issue. Write specific examples of these domains on the board and link the domains together as well, e.g., overfishing: economic, social- unemployment. Using the information from the Web Chart students will write a reflection and explain the impact of the issue on the social, political, economic, cultural, environmental, technological, intellectual, religious, and artistic aspects of our society. Students share their answers with the class.
c) Students receive article regarding the UN ruling on the appeal of the Jewish Congress of Ontario regarding the extension of public funding to Jewish schools. Students are asked to write a one page reflection paper explaining whether Canadian citizens should support or reject this type of funding. Students also explain their views on what position Catholic citizens should take on this particular issue by retelling, relating and reflecting upon it.
2. a) The teacher divides students up into groups of four. Each group is to research a
separate topic. The group will later be divided into two groups of two to debate the issue. (Ensure that students research both sides of the issue). Students should use the research steps as outlined in the previous activity.
b) Students are to analyse a current Canadian issue that involves conflicting values and beliefs, describing and evaluating the conflicting positions. Some possible issues worth researching are: the Nisga land dispute, Quebec sovereignty, Ontario full funding for religious education, minority rights and education, and abortion. (See Appendix 2.4.2.)
c) Students are to do Library/Resource Centre and Internet research and demonstrate an awareness of the position of the Catholic church on each of these issues and the rationale behind the church’s stand. Teacher circulates and assists students in arriving at an understanding of the opposing viewpoints on the research issue.
3. a) The teacher assigns students the position they are to take on the issue in the debate and review with students Appendix 2.4.3 – Debate Evaluation.
b) Students are given ten minutes to prepare for the brief debate (opening statements).
c) Students present their positions in the debate while other students assess their performance. Each debate lasts approximately 10-15 minutes.
d) The teacher evaluates each teams performance using Appendix 2.4.3 – Debate Evaluation.
e) Students are to write a one-page report outlining their actual views on the issue they debated. (See Appendix 2.4.4.)
f) Students may wish to write a reflection piece to be included in their portfolio on the debate(s) that other students in the class did. This may be used as a submission for their Civics Writing Portfolio.
· Debate Evaluation (Appendix 2.4.3)
· Written report rubric (Appendix 2.4.1) for evaluation
· Civics Writing Portfolio – reflection from Activity may be included
· For students with oral language difficulties, do not ask the student to respond to questions without forewarning in Strategies 1a, 1b, and 2a..
· For students with concentration and attention difficulties, arrange appropriate physical placement in the classroom during the debates.
· Pair students with a peer-helper to understand issues involved and to gather evidence in Strategy 2a and 2b.
· Written tasks can be modified/accommodated according to student’s IEP for 3e.
· Web chart can be done on chart paper using a flowchart format to depict issues in conflict or through the use of an audio recorder.
· For students with oral language difficulties students can submit a written report or create a visual representation of the issue rather than participate in the debate.
National Post. Editorial, Friday November 5, 1999. www.nationalpost.com
National Post. Ontario’s Catholic School Funding Violates Rights: UN, Saturday
November 6, 1999.
www.nationalpost.com
The Canadian Jewish News. Ontario Snubs UN Ruling on School Funding at www.cjnews.com
Appendix 2.4.1
Appendix 2.4.2 – Debate Research Assignment
Appendix 2.4.3 – Debate Evaluation
Appendix 2.4.4
Have students use the 3 Rs to recount their views.
Retell: tell about the issue using your own words (summarize).
I notice…
I especially liked…
Relate: make connections and share feelings.
This reminds me….
This makes me think of….
I feel…
I remember…(comparison)
Reflect: wonder and questioning, predicting
I wonder if…
Maybe…
I think…
I now understand that….
As a group you are asked to evaluate one of the following issues: the Nisga land dispute, Quebec sovereignty, minority language rights and education, abortion, or extension of full funding for religious schooling in Ontario.
As a team
member you must work with your partners collaboratively to find the following
information:
1. Find the resources on this issue (books, encyclopedia or journal articles, Internet info).
2. Research the information.
3. Examine the various viewpoints on this issue. Why do some people take these positions? What actions did these people take to express their opinions? What arguments do they make to support their opinions.
4. What values lead people to this opinion?
5. List at least six points of evidence (reasons) to support each of the opposing viewpoints.
6. What are your beliefs on this issue?
7. What values led you to this belief?
8. Knowing what you do now about this issue, what steps could you take to get involved in the real dispute?
Group members should be well aware of both sides of this debate. Members must also be aware that they may be expected to defend a point of view that they do not personally share. This is why debating can sometimes be unpredictable. It is also why debating can also be interesting. Remember as well, when debating your opponents, be prepared, and, expect the unexpected.
You have only this class time and your own time to prepare yourself. Members are encouraged to share all of their information for reasons of efficiency. Besides, you will not know who you are debating with until just before the debate. Good luck!
This research will be used for a written report
following the debate.
List the data
you have compiled under the appropriate heading
Issue:
|
Question |
Pros |
Cons |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Criteria |
Yes |
No |
|
Preparation and timing |
|
|
|
Presentation and defense of stance |
|
|
|
Organization |
|
|
|
Total |
|
|
|
Criteria |
Yes |
No |
|
Well prepared intelligent questions |
|
|
|
Well rounded team participation |
|
|
|
Intelligent responses and rebuttals |
|
|
|
Polite disposition-listens, speaks when acknowledged |
|
|
|
Proper understanding of team stance |
|
|
|
Total |
|
|
|
Criteria |
Yes |
No |
|
Preparation and timing |
|
|
|
Presentation |
|
|
|
Organization |
|
|
|
Total |
|
|
Now that you have
completed your debate on this difficult issue, the time has come to put your
personal thoughts on paper.
· What are your personal beliefs on this issue?
· What values led you to this belief?
· How does your position compare to the Catholic Graduate expectations? Explain.
(This reflection piece may be added to your Civics Writing Portfolio.)