Introduction. We would like to thank you for accepting the important responsibility of bringing democracy and civic education into your classroom.

Transcription

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

2 STUDENT VOTE RESOURCE Acknowledgements Student Vote is the flagship program of CIVIX. CIVIX is a non-partisan registered charity building the skills and habits of citizenship among young Canadians. CIVIX has partnered with Elections Canada to provide the Student Vote program free to schools across Canada in conjunction with the 2015 federal election. Elections Canada is an independent body set up by Parliament to conduct federal elections, by-elections and referendums, and administer other important aspects of our democratic electoral system. This resource is meant to support teachers in implementing the Student Vote program and to facilitate the engagement of students in the election campaign. Resource Development Team We would like to thank educators Michelle Barrett, Mark Glor, Charlene O Hanley and Pat Orobko for contributing their ideas and feedback to the development of this activity resource. Copyright Notice This resource is copyright of Elections Canada and CIVIX. Pages of this publication may be reproduced freely for non-profit and educational purposes.

3 STUDENT VOTE RESOURCE Table of Contents Suggestions for Wider Engagement How to Use this Resource LESSON 1: Governance and Democracy LESSON 2: Democratic Rights and Responsibilities LESSON 3: Governments in Canada LESSON 4: Political Parties LESSON 5: Local Candidates and Issues LESSON 6: The Role of Media in Elections LESSON 7: Opinion Polling LESSON 8: The Voting Process LESSON 9: Post-Election Analysis Assessment Opportunities Glossary

4 STUDENT VOTE RESOURCE Suggestions for Wider Engagement The Student Vote program can be organized for your class, with several classes or your entire school. The CIVIX team is here to help you, regardless of how you decide to run the program. If you choose to engage more than just your own class, there are great ways to involve your students in the implementation of the program and provide them with an opportunity to develop their leadership skills. By organizing an election team, students will be empowered to take on the roles and responsibilities of coordinating the Student Vote program for their school. You can divide students into groups and assign each group a specific department or responsibility (see examples below). Getting the Word Out/Communications: Responsible for informing students about the Student Vote program and encouraging participation. Develop a plan to advertise the program and election (e.g., goals, methods, activities) Create a calendar for your communications and announcements, including the who, what, when, where and how (e.g., morning announcements, videos, classroom presentations, posters) Develop key messaging (slogans) and create materials Discuss the communications plan and carry out the activities Informing Student Voters: Responsible for educating students about the parties, candidates and election issues. Develop an education plan about what students should know (e.g., federal government responsibilities, national issues of concern, local candidates running for election) Conduct student polls on election issues, discuss the results and share them with students Create literature and activities for distribution to classes throughout the school (e.g., bulletins, newsletters, multi-media presentations, worksheets) Events: Responsible for organizing events during the campaign period in coordination with the other teams. Design a special event to encourage excitement in the election and improve voter turnout (e.g., vote mob, rally) Coordinate the local candidates to visit over lunch or coordinate an all-candidates meeting Invite a guest speaker to discuss the role of government and how elections work (e.g., public servant, journalist) Assign the roles and manage the event(s) Student Vote Day Operations: Responsible for organizing the election. Determine which voting method will work best on Student Vote Day (e.g., voting in the gym or library, voting by class or grade). Refer to the Student Vote Election Manual for options Train election workers for their duties (e.g., deputy returning officers, poll clerks, scrutineers) Compile a voters list and determine ID requirements (if applicable) Decide on options for advance polls for students who may be away on Student Vote Day Conduct an information session, or prepare a poster or skit about how to fill out a ballot Ensure all materials are ready for Student Vote Day (ballot boxes, voting screens, seals or tape, tally sheets, voters list) Media and Community Relations: Responsible for communicating and engaging with local media and the greater community. Write a letter or to invite media to attend your campaign events or Student Vote Day Write an op-ed piece for your local paper about the election and your school s Student Vote activities Interview students and/or take photos of your Student Vote Day to share on your school s website, newsletter or through social media Develop and implement ideas to increase election awareness in the school community 4

5 STUDENT VOTE RESOURCE How to use this Resource This activity resource was designed by teachers, for teachers. Each lesson has several options available to easily adapt it to your particular classroom. Please use, modify, rearrange and choose from this resource as you see fit. We hope you find it easy to navigate and implement in your classroom. The lessons build upon one another and have an easy flow, but they can also be used as stand-alone lessons depending on the needs of your classroom and schedule. Below you will find a brief description of the different features in each lesson. Objective: Provides a brief summary of what the lesson entails and what knowledge students are expected to have acquired upon completion. Key Words: Important words used in this lesson. These definitions can be found in the Glossary and in the Background Information for Teachers sections. Questions to Explore During this Lesson: Key questions that may be used as an entry point to an opening discussion with students, or as guiding questions to keep you on track during the lesson. Supplementary Tools: A list of handouts, worksheets, PowerPoints and videos developed to aid in the implementation of the lesson. Teaching Strategies: Each lesson has been broken down into smaller teaching strategies to provide flexibility with the delivery of educational content and activities. You are encouraged to use the whole lesson, or pick and choose the items that would work best in your classroom and within your time frames. Hook Suggested opening activity, meant to pique interest in the topic and lesson. Instruction Summary of key information to be delivered through teacher instruction. PowerPoint presentations have been developed to support content delivery and they can be found on the dedicated project site ( Discussion Questions and discussion topics aimed at getting students to think critically about different aspects of the lesson. Activity The main activity offered to help students achieve the key learning objective. Debrief Concluding questions designed to focus and reflect on the content delivered throughout the lesson. These questions can be used for further debate in class or assigned as a written reflection. Extension Activities: Several alternate activities are provided and can be used instead of or in conjunction with the main activity. The hope is that at least one or more of the activity ideas will suit the needs of your classroom. Background Information for Teachers: Important definitions and explanations of various concepts used throughout the lesson. This section has been included to support educators in understanding the subject matter. External Resources: Additional resources and websites you may find useful. Titles are provided so you can find them easily with a search engine. Following each lesson, you will find the corresponding worksheets and handouts. Following all of the lessons, you will find Assessment Opportunities (election scrapbook activity, a political knowledge quiz and rubrics) and the Glossary. 5

6 LESSON 1: Governance and Democracy OBJECTIVE Students will learn about different types of government around the world to better understand the principles of democracy. KEY WORDS government, anarchy, dictatorship, oligarchy, democracy, constitutional monarchy, representative democracy, democratic principle QUESTIONS TO BE EXPLORED DURING THIS LESSON What is the role of government? What types of governments exist around the world? How do other forms of government compare to democracy? What are some key principles of democracy? Why is democracy important? SUPPLEMENTARY TOOLS PowerPoint 1: Governance and Democracy Video 1: Government and Democracy Handout 1.1: Principles of Democracy Worksheet 1.2: What are the Principles of Democracy? Worksheet 1.3: Who Should Decide? TEACHING STRATEGIES Hook: 10 min Rules are statements that guide behaviours and actions, and tell people what they can and cannot do in various situations. Have an opening discussion with your students about rules at home or at school. Guiding questions: What rules or laws affect you? Does your family have rules? What rules do we have at school? Are these rules written down? Who enforces these rules? Are these rules easy to change? What would happen if rules were easy to change? What would life be like without rules? Why do we need rules (and laws)? Instruction: 5-15 min Various types of government exist in the world and they make rules and decisions for their people in different ways. Government types can be distinguished by the number of people who have access to power and by the types of rights and freedoms granted to citizens. Teacher Note: Show Video 1 or PowerPoint 1 to provide examples of the different government types to students. a) A dictatorship is a type of government where one person or a ruling group has complete political power. Dictatorships often come to power through a military takeover. Power is then maintained without the consent of the people through a one-party state where political opposition is forbidden. Dictatorships generally restrict individual rights. There is usually a heavy military presence with no independent media. 6 b) An oligarchy is a type of government in which political power is kept in the hands of a small group of people, usually the rich. Oligarchs exercise power primarily to serve their own interests. An oligarchy can also be a dictatorship.

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

8 LESSON 1: Governance and Democracy power. In this system of government, the dictator or ruling group exercises power through control of a mass movement, political party or the military. Dictatorships often come to power through a military takeover (also known as a coup d état). Power is then maintained without the consent of the people through a one-party state where political opposition is forbidden. Dictatorships generally restrict individual civil and political rights. There is usually a heavy military presence with no independent media. The term authoritarianism is sometimes used to describe dictatorships. Authoritarian governments exercise forceful control over the population, with no particular concern for their preferences or for public opinion. Similarly, an autocracy is a type of government where political power is concentrated in the hands of one person who rules without restriction. An autocracy can be a dictatorship or an absolute monarchy. An oligarchy is a type of government in which political power is concentrated in the hands of a small group of people, usually the rich. Oligarchs exercise power primarily to serve their own interests. An oligarchy can also be a dictatorship. A democracy is a type of government where a majority of the population is included in political decision-making. The word democracy is derived from two ancient Greek words: demos ( the people ) and kratos ( strength or power ). Many different political systems describe themselves as democratic. The most common form of democracy is representative democracy, where citizens elect politicians to represent them in assemblies and make decisions on their behalf. Citizens are also free to run for political office. In democratic countries, citizens have protected civil and political rights such as freedom of speech and religion, freedom of association, and the right to participate in free and fair elections. separates the head of state s ceremonial and official duties from partisan politics. What is a principle? What are the principles of democracy? A principle is a fundamental belief or rule of action. There are several principles that act as the foundation of a democracy. Most democratic countries exhibit some or all of these principles, including equality and human rights, economic freedom, a bill of rights, the rule of law, control of the abuse of power, free and fair elections, multi party systems, citizen participation, accountability and transparency, an independent judiciary, political tolerance and accepting the results of elections. EXTERNAL RESOURCES Our Country, Our Parliament, The Library of Parliament Government Type, CIA World Factbook Libya begins election amid violence, Al Jazeera (June 25, 2014) Ukraine votes in presidential poll amid fears of violence, France24 (May 25, 2014) Iraqis vote amid looming threat of violence, Al Jazeera (April 30, 2014) Zimbabwe voters stand in long lines for crucial election, The Associated Press (July 31, 2013) Florida s Long Lines On Election Day Discouraged 49,000 People From Voting: Report, Huffington Post (December 29, 2012) What type of government do we have in Canada? Canada is a parliamentary democracy, which is a type of representative democracy. It is also a constitutional monarchy; the Queen, our head of state, holds symbolic power. Every act of government is done in the name of the Queen, but the authority for every act comes from the Canadian people through the Constitution. Most of the powers and responsibilities of the Queen are now exercised by her representative, the Governor General, except when the Queen is in Canada. The monarch s powers in Canada are limited by the Constitution and the ability to make and pass legislation belongs to an elected parliament. As a system of government, a constitutional monarchy 8

9 LESSON 1: Governance and Democracy Principles of Democracy Equality and Human Rights All individuals are valued equally, have equal opportunities, and may not be discriminated against because of their race, religion, ethnicity, language, gender or sexual orientation. The human rights of all citizens are protected. For example: Everyone has the right to freedom of movement and residence within their own country, and everyone has the right to leave and return to their own country. Everyone has the right to freedom of thought, conscience and religion. Everyone has the right to freedom of opinion and expression. Everyone has the right to organize and take part in peaceful meetings. Handout 1.1 Economic Freedom The government allows some private ownership of property and businesses. People are allowed to choose their own work and join labour unions. It is generally accepted that a free market should exist in a democracy and the government should not control the economy. Bill of Rights A list of citizens rights and freedoms. This document limits the power of government, explains the freedoms that are guaranteed to all people and protects people from a government that might abuse its powers. Canada s Bill of Rights, the Canadian Charter of Rights and Freedoms, is entrenched in the Constitution of Canada and can be enforced by the courts. The Rule of Law All are equal before the law and are entitled to equal protection of the law without discrimination. No one is above the law this includes elected officials, the police and members of the military. Laws are enforced equally, fairly and consistently. Control of the Abuse of Power Corruption occurs when government officials use public funds for their own benefit or they exercise power in an illegal way. To protect against these abuses of power, democratic governments are often structured to limit the powers of government offices and those who work for them. Free and Fair Elections Elected officials are chosen by the people in a free and fair manner. Elections are held regularly, usually every few years. Most adult citizens have the right to vote and run for office regardless of race, gender, ethnicity and economic status. There should be no obstacles to voting and no intimidation, corruption, or threats to citizens before or during an election. 9

10 LESSON 1: Governance and Democracy Handout 1.1 Multi-Party Systems More than one political party participates in elections and plays a role in government. Multiple-party systems provide the government with different viewpoints on issues and provide voters with a choice of candidates, parties and policies. Countries with only one party are usually dictatorships/autocracies. Citizen Participation Citizen participation in government is more than just a right it is a responsibility. Participation can take the form of running for office, voting in elections, becoming an informed citizen, debating issues, attending community meetings, paying taxes, serving on a jury and protesting. Citizen participation builds a stronger democracy. Accountability and Transparency Elected and appointed officials are responsible for their actions and are accountable to the people. Officials must make decisions and perform their duties according to the wishes of those they represent, not for themselves. For government to be accountable, the people must be aware of the actions their government is taking. A transparent government holds public meetings and allows citizens to attend. The press and people are kept informed regarding decisions being made. Independent Judiciary Courts and the judicial system are impartial. Judges and the judicial branch are free to act without influence or control from the executive and legislative branches of government. They should also not be corrupt or influenced by other individuals, businesses or political groups. Political Tolerance Society is comprised of people with different cultural backgrounds, who practice different religions, represent different races, have different gender identities or have different sexual orientations. These, and people who belong to different socioeconomic and ethnic groups, all hold unique and valued political views. Democratic societies strive to be politically tolerant, and the rights of minorities and other groups are protected. Those who are not in power must be allowed to organize and share their opinions. Accepting the Results of Elections Free and fair elections have both winners and losers. The losers and their supporters must accept that they have lost an election as democracy depends on the peaceful transfer of power from one party to the next. Adapted from: Deliberating in a Democracy in the Americas (2011). Originally excerpted and adapted from Democracy for All (Street Law, Inc. 1994). 10

11 LESSON 1: Governance and Democracy What are the Principles of Democracy? Take notes as you learn about the guiding principles of democracy. Equality and Human Rights Worksheet 1.2 Economic Freedom Bill of Rights The Rule of Law Control of the Abuse of Power Free and Fair Elections 11

12 LESSON 1: Governance and Democracy Worksheet 1.2 Multi-Party Systems Citizen Participation Accountability and Transparency Independent Judiciary Political Tolerance Accepting the Results of Elections 12

13 LESSON 1: Governance and Democracy Who Should Decide? Which of these two decision-making models would work best in the following scenarios? DICTATORSHIP: one person decides for the group Worksheet 1.3 OR DEMOCRACY: everyone has an equal voice in the decision a) You have been put in a team to complete a group science project. The group must build a bridge out of popsicle sticks. There are six people in the group and each person must contribute. b) You are babysitting your siblings. It is bedtime, but no one wants to go to bed. Your parents will be home shortly. c) You and your friends decide to throw a surprise party for another friend who will arrive soon. Time is running out and the decorating is only partly done. Some people are playing games instead of decorating. d) The basketball game is tied at 46 with time running out in the fourth quarter. The team only has seconds to decide the next play. e) Your family is going to the movie theatre on Sunday and needs to figure out what to watch. Luckily, there are many good choices. f) It is Saturday afternoon and you and your friends just finished playing ultimate frisbee. Everyone is going back to your house to order pizza. Before the order is placed, toppings need to be selected. g) Your school is going to have a dance and you need to pick the best DJ to hire. 13

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

15 LESSON 2: Democratic Rights and Responsibilities 4. With all rights come responsibilities. A responsibility is a duty or obligation. It is something you should do in order to respect certain rights. Teacher Note: Assign Worksheet 2.3 for homework. Discussion: 5-10 min What is a responsibility? What responsibilities come along with our rights and freedoms? Make a list of rights and corresponding responsibilities on the board. Some examples include: Right The right to vote The right for any person to not be discriminated against Freedom of expression Responsibility The responsibility to cast a ballot and make an informed decision To demonstrate tolerance and respect for diversity of background, gender, ethnicity, race and religion The responsibility not to slander someone or to spread hate propaganda Activity: min 1. Using Handout 2.4, examine voter turnout rates by age group at the federal level and initiate a class discussion. Which age group had the highest voter turnout? Which group had the lowest? Discuss the impact of voter turnout among different age groups. How does it influence the results of an election? Which age groups would politicians want to speak to more? Consider possible reasons for these differences. What does it say about different age groups? What does it say about our election process? 2. Watch Rick s Rant March 29, 2011 ( The Rick Mercer Report ) with your class for a humourous but insightful look at voting in Canada and youth participation. 3. Ask students to imagine they are part of a marketing firm hired by Elections Canada to attract young voters to participate in the 2015 federal election. In small groups or independently, students should design an advertising campaign that will encourage youth participation in the election by incorporating social media, digital, print and/or audio visual elements. Post advertisements around the school or play the videos in the lead-up to Student Vote Day. Submit your productions to CIVIX by or share them through Twitter, YouTube or Facebook. Debrief: 5 min Have a brief closing discussion about the right and responsibility to vote. Alternatively, ask students to write a reflection for their election scrapbook (see Assessment Opportunities). Is the decline in voter turnout disrespectful to those who had to fight for their right to vote? Why or why not? Is it ever a legitimate choice not to vote? What are some reasons for not voting? Should voting be mandatory? Why or why not? Will you vote when you become eligible? Why or why not? EXTENSION ACTIVITIES A. In groups or individually, have students promote various aspects of the Canadian Charter of Rights and Freedoms. Students can create a short speech, comic strip, dramatic presentation, essay, news article, poster or multi-media presentation. B. Divide the class into five groups and provide each with a section from Handout 2.2. Ask students to create a dramatic or multi-media presentation to inform the rest of the class about the pathway to universal suffrage and improved accessibility. History of the Vote ( may also be used for reference. C. Using Handout 2.2 and additional research, have students design a chronological timeline of events depicting the history of voting rights in Canada and the contributions by various individuals, agencies and non-governmental agencies. D. Australia has a governmental system similar to Canada s, but non-voters are fined $20 by the Australian Electoral Commission if they do not have a valid reason for not voting. As a class or in small groups, evaluate the advantages and disadvantages of such a system. Ask the following discussion questions: Would this make you more or less likely to vote? If Canada adopted this system, do you think it would enhance or decrease the value Canadians put on voting? BACKGROUND INFORMATION FOR TEACHERS What is a representative democracy? Canadians elect representatives to speak on their behalf and to pass laws. An election is the process of choosing politicians from among a group of candidates who will run a government. What rights and responsibilities do we have in Canada? A right is a freedom that is protected. The rights and freedoms of citizens are vital to a democratic government. 15

16 LESSON 2: Democratic Rights and Responsibilities In Canada, citizens rights and freedoms are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official languages of Canada and minority language education rights. Democratic rights include the right for every Canadian citizen, 18 years of age or older, to vote in an election and to be a candidate, as well as the requirement that governments hold elections at least every five years and that the elected representatives comprising them meet at least every year. With all rights come responsibilities. A responsibility is a duty or obligation. It is something you should do in order to respect certain rights or rules. The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner. What is universal suffrage? Universal suffrage is the extension of the right to vote to all adult citizens, including the removal of restrictions against women, various ethnic and religious groups and property ownership requirements. EXTERNAL RESOURCES Voting in Canada: How a Privilege Became a Right, CBC Digital Archives Women s Right to Vote, Telling Times Documentary Extending the Vote, Canada: A People s History A History of Voting Rights, New York Times A History of the Vote in Canada, Elections Canada The Evolution of the Franchise, Elections Canada The Electoral System of Canada, Elections Canada Rick s Rant March 29, 2011 ( The Rick Mercer Report ) 16

17 LESSON 2: Democratic Rights and Responsibilities Highlights from the Canadian Charter of Rights and Freedoms Fundamental Rights Highlights Fundamental rights include the freedom of conscience and religion*; freedom of thought, belief, opinion and expression including freedom of the press and other media**; freedom of peaceful assembly***; and freedom of association****. Examples You cannot be punished for your religious beliefs. Handout 2.1 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 requirement that governments hold elections at least every five years and that the elected representatives comprising them meet at least once per year. You can run for political office and vote when you turn 18. Mobility Rights Mobility rights include the right of every Canadian to choose to live and work in any province or territory in Canada. Canadians also have the right to live in, leave, or re-enter Canada whenever they choose. You can visit another country and come back when you choose. Legal Rights Legal rights include the guarantee that Canadians, when arrested, must be told of 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. You will receive a fair trial if you are accused of a crime. Equality Rights Equality rights include the right of any Canadian not to be discriminated against on the basis of race, national or ethnic origin, colour, religion, sex, age, or mental or physical ability. You cannot be excluded from an activity because of a disability. Official Languages of Canada This includes the right of all Canadians to use either English or French in communications with Canada s federal government and some of Canada s provincial governments. You can send a letter to your Member of Parliament in English or French. Minority Language Education Rights This includes the right of French or English minorities in every province and territory to be educated in their own language. You can attend an English or French school based on your language anywhere in the country (with some exceptions, depending on the province or territory). * Canadians are free to worship in the religion of their choice or to not worship at all. ** Unless the media report something that is untrue, the media cannot be prevented from reporting anything that happens inside Canada. *** Canadians can meet as a group in private or public provided that the meeting is non-violent and peaceful. **** Canadians have the right to associate or befriend anyone they choose and the government does not have the right to limit these associations. 17

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

19 LESSON 2: Democratic Rights and Responsibilities The Right to Vote Answer the following questions based on research on the pathway to universal suffrage in Canada. Suggested resources: Handout 2.2: A History of Voting Rights in Canada A History of the Vote in Canada and Exploring Canada s Electoral System ( Worksheet What is universal suffrage? 2. Before 1900, who was allowed to vote in Canadian elections? Who was not allowed to vote? 3. Summarize the story of women s suffrage. When were women allowed to vote in Canada? When were women allowed to vote in your province or territory? 4. How has voting been made more accessible and convenient for voters? 5. Do you believe it is important to vote? Why or why not? 19

20 LESSON 2: Democratic Rights and Responsibilities Voter Turnout by Age Group Handout 2.4 The following graph and table display voter turnout by age group in the 2004, 2006, 2008 and 2011 federal elections. Year yrs yrs yrs yrs yrs yrs 75+ yrs % 44.0% 54.5% 66.0% 72.9% 75.5% 63.9% % 49.8% 61.6% 70.0% 75.4% 77.5% 61.6% % 48.0% 53.9% 59.7% 65.6% 68.4% 67.3% % 45.1% 54.5% 64.5% 71.5% 75.1% 60.3% Source: Elections Canada 20

21 LESSON 3: Governments in Canada OBJECTIVE Students will learn about the roles and responsibilities associated with the three levels of government and understand how government policy and services directly influence their lives. KEY WORDS federal, provincial, territorial, municipal, local, Member of Parliament (MP), legislative assembly, parliament, House of Commons, prime minister, premier, subsidiarity, concurrency QUESTIONS TO EXPLORE DURING THIS LESSON How is government structured in Canada? What roles and responsibilities are associated with the three levels of government? How are responsibilities divided among the levels of government? How is your life affected by government? SUPPLEMENTARY TOOLS PowerPoint 3: Government in Canada Video 3: The Levels of Government Worksheet 3.1: Government in Canada Handout 3.2: Government Responsibilities Worksheet 3.3: Investigating Government Worksheet 3.4: Government All Around Political Trivia Jeopardy! (available online) TEACHING STRATEGIES Hook: min 1. Have an opening conversation: How does government impact you or your life? Create a list for all students to see on the board, overhead or SmartBoard. 2. Invite students to share all of the activities they do on a daily or weekly basis. Try to refine the list so that activities can be easily connected to government policy or services (e.g., make breakfast, listen to music, ride the bus, go to school, drive a car, go clothes shopping, go to the park/skate park, buy groceries, take out the garbage). 3. Ask students to consider how government affects the following activities through funding or legislation. Examples include: Food farming/agriculture, use of electricity Music the content of television and radio broadcasts, copyright laws/ downloading music Buses and local transportation public transit, roads School curriculum outcomes, teachers, school boards Driving a car driver s license, traffic laws, speed limits Shopping sales taxes Parks and playgrounds development and maintenance Festivals tourism, celebrations 4. Considering the list of government services mentioned, ask students how they would go about organizing one of the items if there was no government involvement. How would this change their relationship with government? Instruction: min 1. Canada is a federal state with three levels of government (federal, provincial/ territorial and municipal/local). The division of responsibilities is based on the principle of subsidiarity (whoever is closest to the matter governs it). 21

22 LESSON 3: Governments in Canada 2. Canada is a parliamentary democracy. We elect members to represent us in our federal parliament and provincial/territorial legislatures. Members are responsible for proposing, studying, debating and voting on bills. The dominant political party in the parliament or legislature usually determines the leader of the government. The prime minister or premier selects a cabinet (made up of ministers) and is responsible for the operations and policy at their level of government. Teacher Note: Consensus government is used in the Northwest Territories and Nunavut. There are no parties, and the territorial legislature selects the speaker, premier, and cabinet members from amongst its members. 3. Canada is a constitutional monarchy. Canada s head of state is a hereditary sovereign (queen or king). The sovereign is represented by the governor general (GG) at the federal level and the lieutenant governor (LG) at the provincial level. The GG and LG have similar roles and are responsible for ensuring there is a leader and a functioning government. They summon, dissolve and prorogue parliament, call elections, give assent to acts of parliament and read the Speech from the Throne. Teacher Note: Use PowerPoint 3 to assist with the delivery of key concepts and terms. Ask students to fill out Worksheet 3.1 as you review the terms and concepts or for homework. Copies of Handout 3.2 could also be distributed. Activity: min 1. Watch Video 3 with your class to quickly review the roles and responsibilities at each level of government. 2. As a class or in groups play a game of political trivia (e.g., What is the title given to the leader of our country? Who holds this position? Which party do they represent?). You can use or modify the Political Trivia Jeopardy! game available online or create your own list of questions and answers. Worksheets 3.1 and 3.3 could also be used for reference. Debrief: 5-10 min Have a brief closing discussion about government in Canada. Alternatively, ask students to write a reflection for their election scrapbook (see Assessment Opportunities). What have you learned about government in Canada? Why is it important to know your elected representative? How involved should governments be in the lives of their citizens? Would you rather pay taxes to have public services provided, or be responsible for them yourself? EXTENSION ACTIVITIES A. Using online resources, ask students to fill out Worksheet 3.3. This could be completed in a computer lab or assigned for homework. Use the following links as a starting point: The Governor General of Canada The Library of Parliament (Canada) Elections Canada B. Distribute copies of Worksheet 3.4 and ask students, individually or in pairs, to label the various government services in the picture and identify the level of government if possible. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives. C. Have students research and choose a political hero from the past a local, provincial/territorial, or federal political figure who made a significant mark in the community, province/territory or nation. Have them write a short summary of their hero s impact and what it means to them, and have them present it to the class. D. Create questions as a class or individually and ask students to contact one of their local elected representatives. Sample questions: What is an example of a recently passed law or by-law? Why was it passed? What are three pressing issues on the table right now? What issue are you most passionate about? How do your political decisions and efforts affect me? Alternatively, you could invite a former politician into the class for a Q&A about their experiences. Sample questions: Why did you want to get involved in politics? Which accomplishments are you most proud of while you were in office? What was the most challenging aspect of your job? E. Visit the Learn page on the Student Budget Consultation website ( and watch Videos 2, 3 and 4 to learn more about Canada s revenues and expenditures. Discussion questions: Are you surprised by the breakdown of revenues and/or expenditures? Where do you think the federal government should spend more or less? Should the federal government increase or decrease any of its revenue sources? BACKGROUND INFORMATION FOR TEACHERS How is government structured in Canada? Canada is a federal state, parliamentary democracy and constitutional monarchy. 22

23 LESSON 3: Governments in Canada A federal state brings together a number of different political communities with a central government (federal) for general purposes and matters of national importance, and separate provincial/territorial governments for local purposes. In Canada s parliamentary democracy, the people elect representatives (members) to the federal parliament and to the provincial and territorial legislatures. Representatives at the federal level are called Members of Parliament (MPs). Representatives at the provincial or territorial level are called Members of the Legislative Assembly (MLAs), Members of Provincial Parliament (MPPs), Members of the National Assembly (MNAs) or Members of the House of Assembly (MHAs), depending on the province or territory. The party with the most elected representatives in the legislature or parliament usually determines the leader of the government. At the federal level, the leader of the government is called the prime minister. At the provincial or territorial level, the leader of the government is called the premier. Consensus government is used in the Northwest Territories and Nunavut. There are no parties, and the legislature selects the speaker, premier, and cabinet members from amongst its members. With the exception of a few cities in Canada, there are no political parties at the municipal or local level. The elected local representative is usually called a councillor or alderman. The leader of the municipal government is most often called a mayor, reeve or chairperson. The leader is elected by the people. As a constitutional monarchy, Canada s head of state is a hereditary sovereign (queen or king) who reigns in accordance with the constitution. The sovereign is represented in Canada by the governor general, who is appointed by the sovereign on the advice of the prime minister. In each of the ten provinces, the sovereign is represented by the lieutenant governor, who is appointed by the governor general on the advice of the prime minister. Usually, the governor general and lieutenant governors serve five-year terms. In Canada s three territories, territorial commissioners serve a similar role to a lieutenant governor. Commissioners do not represent the sovereign, however. They are appointed by and represent the federal government. How are responsibilities divided among the levels of government? Canada has three levels of government: federal, provincial/territorial and municipal/local. Each level of government has its own structure of elected and appointed representatives as well as a unique set of responsibilities. The constitutional division of powers is based on the principle of subsidiarity, in which the government closest to the issue governs it. The division of powers is found in Sections of the Constitution Act. The federal government takes responsibility for the whole country and matters of national and international concern, such as our armed forces, relations with other countries, international trade, money and currency, fisheries and oceans, and criminal law and public safety. Provincial and territorial governments are responsible for their own province or territory and regional matters including education, healthcare delivery, natural resources and transportation/ highways. Municipal and local governments take responsibility for their city or town and local matters such as garbage and recycling, libraries, public transit, and local parks and recreation. Municipal and local governments acquire their responsibilities from their province or territory. Some powers may overlap between jurisdictions. This is called concurrency. For example, federal, provincial and municipal/local governments are concurrently responsible for the environment. The federal government enforces the Canadian Environmental Protection Act and regulates waterways used for fishing and shipping. Provincial governments regulate land use, mining, manufacturing and harmful emissions. Municipal/local governments are responsible for zoning, garbage disposal, and sewage and water treatment. How is the federal government structured? What roles exist? The Canadian government is divided into three branches: legislative, executive and judicial. The legislative branch creates laws, rules and regulations under federal jurisdiction. The legislative branch is made up of elected representatives called Members of Parliament. After the next election, there will be 338 Members of Parliament and each will represent a different geographic area (called a riding or electoral district). The executive branch implements and enforces laws, rules and regulations. In the executive branch, the Queen is the head of state and is represented by the governor general. The leader of the federal government is called the prime minister. The prime minister appoints several MPs to head the ministries of the executive council (cabinet). Each minister is in charge of one of the federal departments and acts as an advisor to the prime minister and the legislature in their area of expertise. The judicial branch interprets the law, rules and regulations and punishes those who violate them. 23

24 LESSON 3: Governments in Canada The judicial branch of government is headed by the Supreme Court and nine appointed judges. The Canadian court system is responsible for deciding who has broken the law and for dispensing the appropriate punishment for the crime committed. What do members of the legislative branch do? When the legislature is sitting, MPs are responsible for proposing, studying, debating and voting on bills (potential laws), and raising issues put forward by their constituents. When the legislature is not sitting, MPs meet with their constituents (people living in the ridings they represent) to discuss the constituents concerns and to provide guidance and advice relating to government services. EXTERNAL RESOURCES How Canadians Govern Themselves Discover Canada Library of Parliament (Canada) Government of Canada website Elections Canada 24

25 LESSON 3: Governments in Canada Government in Canada Fill in the blanks as you learn about the different levels of government in Canada. 1. There are three levels of government in Canada:, and. Worksheet The government is responsible for foreign affairs, fisheries and oceans, national defence and public safety. 3. The government is responsible for education, healthcare delivery, natural resources and transportation. 4. The government is responsible for waste disposal, libraries, water and sewage, and parks and recreation. 5. Canadians are electing Members of Parliament (MPs) to the House of Commons (number). 6. My provincial or territorial legislature has elected representatives (number). 7. The leader of the political party in the House of Commons with the most seats is called the. 8. The leader of my provincial or territorial government is called the. 9. The is Canada s head of state. 10. The sovereign is represented by the at the federal level and the at the provincial level. 25

26 LESSON 3: Governments in Canada Worksheet 3.1 TEACHER COPY: Government in Canada 1. There are three levels of government in Canada: federal, provincial/territorial and municipal/local. 2. The federal government is responsible for foreign affairs, fisheries and oceans, national defence and public safety. 3. The provincial or territorial government is responsible for education, healthcare delivery, natural resources and transportation. 4. The municipal or local government is responsible for waste disposal, libraries, water and sewage, and parks and recreation. 5. Canadians are electing 338 Members of Parliament (MPs) to the House of Commons. 6. My provincial or territorial legislature has (answers may vary) elected representatives. 7. The leader of the political party in the House of Commons with the most seats is called the prime minister. 8. The leader of my provincial or territorial government is called the premier. 9. The Queen is Canada s head of state. 10. The sovereign is represented by the governor general at the federal level and the lieutenant governor at the provincial level. 26

27 LESSON 3: Governments in Canada Government Responsibilities The table below lists federal, provincial/territorial and municipal/local government areas of responsibility. Some responsibilities (e.g., transportation, healthcare and environment) are shared between the different levels of government. Federal Government Responsibilities Provincial/Territorial Government Responsibilities Municipal/Local Government Responsibilities Handout 3.2 Aboriginal affairs Agriculture Citizenship and immigration Currency Environment Fisheries and oceans Foreign affairs, international trade and development Heritage Employment and social development Health Industry Infrastructure Federal law and courts National defence Natural resources Official languages Public safety Transportation Veterans affairs Regional development and diversification Aboriginal affairs Agriculture Provincial law and courts Citizenship and immigration Culture Community and social services Consumer and commercial relations Energy Economic development and trade Education Environment Healthcare delivery Labour Municipal affairs Natural resources Rural affairs Tourism Transportation Training, college and universities Road maintenance Water and sewer service Recreation and community facilities Family and community services Libraries Public properties and administration buildings Land use planning Roads and sidewalks Public lighting Police protection services Ambulance services Fire protection Public transportation Animal control Local parks Waste management Water supply and treatment Tourism 27

28 LESSON 3: Governments in Canada Worksheet 3.3 Investigating Government In the table below, answer the questions for each level of government. Question Federal Provincial/Territorial Municipal/Local What is the name of the role represented by the sovereign at this level? Who currently holds this position? What is the official title of the leader at this level of government? Who currently holds this position and which party do they represent? What is the official title of the elected members at this level of government? How many members are there? Who currently holds this position for your geographic area? Where does this level of government meet? (Include the name of the building and city) What are three or more responsibilities at this level of government? 28

29 LESSON 3: Governments in Canada TEACHER COPY: Investigating Government Question Federal Provincial/Territorial Municipal/Local What is the name of the role represented by the sovereign at this level? Who currently holds this position? Governor General David Johnston Lieutenant Governor Answers will vary n/a Worksheet 3.3 *Does not apply to territories What is the official title of the leader at this level of government? Prime Minister Premier Answers will vary Who currently holds this position and which party do they represent? Stephen Harper Conservative Party of Canada Answers will vary Answers will vary Answers will vary What is the official title of the elected members at this level of government? Member of Parliament (MP) Answers will vary Answers will vary How many members are there? Answers will vary Answers will vary Answers will vary Who currently holds this position for your geographic area? Answers will vary Answers will vary Answers will vary Where does this level of government meet? (Include the name of the building and city) Parliament Hill Ottawa Answers will vary Answers will vary Answers will vary What are three or more responsibilities at this level of government? Justice, citizenship and immigration, national defence, currency, public safety, fisheries and oceans Education, healthcare delivery, environment, energy Road maintenance, water and sewer service, recreation and community facilities, libraries, police protection services 29

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