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? The 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 within 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 Kirsten Dyck, Cheri Haberstock and Beverly Fullerton Lewis 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: Government and Democracy LESSON 2: Democratic Rights and Responsibilities LESSON 3: Three Levels of Government LESSON 4: Political Parties LESSON 5: Local Candidates and Issues LESSON 6: Messages in the Media LESSON 7: The Voting Process LESSON 8: 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, important issues of national 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) 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) 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 correctly 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: Government and Democracy OBJECTIVE Students will learn about the concept of democracy and different types of government around the world. KEY WORDS government, anarchy, dictatorship, oligarchy, democracy, constitutional monarchy, representative democracy QUESTIONS TO BE EXPLORED DURING THIS LESSON What are different ways a decision can be made? Why are rules important? What is the role of government? What types of government exist around the world? How do other forms of government compare with democracy? SUPPLEMENTARY TOOLS PowerPoint 1: Government and Democracy Video 1: Government and Democracy Worksheet 1.1: Survivor Island Worksheet 1.2: Let s Eat Worksheet 1.3: Who Should Decide? TEACHING STRATEGIES Hook: min 1. Split the class into groups and have them sit together. Explain that each group will explore the need for leadership, organization and rules within a community through the following scenario. Your class is going on an end-of-year trip across the ocean. Your flight encounters a bad storm, and you become stranded together on a remote island. The teacher and other adults have decided to venture off to find help. It will be several weeks until you are rescued and the class must figure out how everyone will try to live together and survive. 2. Distribute copies of Worksheet 1.1. Each group will answer the questions to figure out how they will work together to survive on the island. 3. Bring the class back to the big group and discuss each group s answers. Emphasize differences between community organization (independent vs. team work/self-serving vs. helping others), the selection of the leader (democratic process vs. virtue or desire) and rules (individual rights vs. common good/freedom vs. control). Offer alternative options for students to consider if the groups do not express different answers. 4. Have a final discussion about the decision-making process involved in the group work. How were decisions made for each question? Did everyone agree with the decisions? Were decisions made quickly? Why or why not? Teacher Note: Alternatively, you could use Extension A as the Hook activity. Discussion: min Imagine what your classroom would be like if your teacher had no rules regarding behaviour, habits or homework. What would happen if there were no rules or authority in your community or country? 6 Imagine what would happen if your classroom or school made rules that were unfair or unnecessarily harsh. What would happen if people in your community or country were under very strict rules (e.g., 6pm nightly curfew for anyone under 18 years of age, no sports or games in the streets)?

7 LESSON 1: Government and Democracy Instruction: min Governments are responsible for making rules and decisions for people living within their borders (e.g., education/schools, transportation/roads, healthcare/ hospitals). There are different types of governments around the world and they make decisions and rules for their citizens in different ways. You can compare governments 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 system where political opposition is forbidden. Dictatorships generally restrict individual rights. There is usually a heavy military presence with no independent media. 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. 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. Activity: min Play a game of running dictation using some or all of the key terms in the lesson (e.g., democracy, dictatorship, oligarchy, anarchy). Using the glossary or your own definitions, prepare large print definitions of each term (one per page, multiple copies if necessary). Instructions: 1. Attach a single term to a wall in the classroom or in the hallway (create numerous locations if helpful). Divide students into pairs with one student acting as the writer and one student acting as the runner. 2. The runner must run to the wall or board where the key term is displayed, read the text, run back to their partner and repeat what they read. 3. The writer s job is to listen to the runner and write down what is said. It will likely take a few trips to and from the posting for the runner to dictate the entire definition to the writer. 4. When most groups are done, the writer can check their work against what is displayed. Roles are then reversed and the next term is used. Debrief: min Have a brief closing discussion about government and democracy. Alternatively, ask students to write a reflection in their election scrapbook or learning log (see Assessment Opportunities). What is the role of government? What are the pros and cons of different types of government? Would you prefer to live in a dictatorship or a democracy? Why? EXTENSION ACTIVITIES A. Divide students into groups and tell them to imagine they are on a field trip and will be eating lunch at a fast-food chain or restaurant (provide a specific name). To save on costs, they are asked to come up with one order that everyone can agree on. They need to ensure they have one main course, one side, one drink and one dessert. Ask students to fill out Worksheet 1.2. Afterwards, have a class discussion and consider the following questions: How was a final decision made for the lunch order? Did everyone agree with the decision? Was the decision made quickly? Why or why not? B. Using Worksheet 1.3, explore the benefits and challenges of decision-making models in various scenarios. Have students form groups and act out one of the scenarios. After each dramatic presentation, discuss which type of decision-making model makes the most sense and why. Alternatively, the groups could act out both decision-making models for a scenario. Debrief as a class afterwards. Which decision-making process was the best for each situation? Why? C. Ask students to imagine what would happen if there was a dictator in their own lives for a day or a week. Students can create a comic strip or short story about what would happen. D. Ask students to write a story about a fictional country without a government. What would happen if there were no leaders to decide on laws or to create programs to support citizens? There would be no traffic laws or police to enforce any rules. Imagine what would happen to schools, hospitals or community centres. What would life be like? E. 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 their designated country and to present their findings to the class. 7

8 LESSON 1: Government and 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 decisions and rules 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. A dictatorship is a type of government where one person or a ruling group has complete political 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. 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 separates the head of state s ceremonial and official duties from partisan politics. EXTERNAL RESOURCES Our Country, Our Parliament, The Library of Parliament Government Type, CIA World Factbook 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 decisionmaking. 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. 8

9 LESSON 1: Government and Democracy Survivor Island Your class is heading on an end-of-year trip across the ocean. Your flight encounters a bad storm, and you become stranded together on a remote island. It will be several weeks until you are rescued. Your teacher and the other adults have decided to travel to the nearest island for help. The class must figure out how everyone will try to live together and survive. With your group, figure out how you will live together and survive by answering the following questions. Worksheet Will everyone find their own food and shelter, or will the class work together as a team or in small groups? Explain the reasoning behind your choice. 2. If you decide to work as a team or in groups, how will tasks be divided among the students? 3. Will you need a leader? If so, how will they be selected? What is their role and what powers will they receive? 4. How will important decisions be made? 5. Are rules necessary? If so, which rules are needed? 6. How will you punish those who break the rules or do not contribute their fair share? 9

10 LESSON 1: Government and Democracy Worksheet 1.2 Let s Eat! Our class gets to enjoy a meal out at on our next field trip. The group needs to decide on a meal that everyone can agree on in the next five minutes. The restaurant will give the class a discount, but only if everyone orders the same thing. You must decide on a main course, one side order, one dessert and one drink. With your group, decide on a final order for the class. Everyone must agree to eat what has been ordered. Your Group s Final Choice (main course, side order, dessert and drink) What would have been your own personal choices? Are you satisfied with the group s choice? Explain why or why not? Describe how the decision was made in your group. Give examples. What are the benefits of this decision-making process? What are the disadvantages of this decision-making process? 10

11 LESSON 1: Government and Democracy Who Should Decide? Which of these two decision-making models would work best in the following scenarios? DICTATORSHIP: one person decides for group Worksheet 1.3 OR DEMOCRACY: everyone has an equal voice in the decision a) You have been asked to complete a group project. Your group must build a tower out of uncooked pasta. There are six people in the group and each person must contribute. b) It is afternoon recess and you and your friends are trying to decide whether to play soccer or tag. c) The basketball game is tied with time running out. Your team only has seconds to decide the next play. d) Your family is going to the movie theatre on Sunday and needs to figure out what to watch. Luckily, there are many good movies to choose from. e) Your teacher is away from the classroom and one of your classmates falls and hits her head. She is unconscious and needs help. f) You are buying poster board for group work at school. The store has two colours to choose from and a decision must be made quickly there is not enough time to contact all the classmates in your group. g) Your school is going to have a dance and you need to pick the best DJ to hire. h) Skateboards and longboards are being ridden on the sidewalk in your neighbourhood. Last week, a parent with their baby in a stroller was hit by some kids on their boards. Some people want the boards banned from the sidewalk and have contacted the mayor to make a decision. 11

12 LESSON 2: Democratic Rights and Responsibilities OBJECTIVE Students will learn about the fundamental rights and freedoms that exist in a democracy and the associated responsibilities. KEY WORDS democracy, representative democracy, right, freedom, responsibility, election, universal suffrage QUESTIONS TO BE EXPLORED DURING THIS LESSON What does it mean to live in a democracy? What is a right? What rights and freedoms do we have in Canada? What responsibilities come along with our rights? How is voting both a right and a responsibility? 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: Presentation Planning Sheet Worksheet 2.4: Our Rights and Responsibilities Worksheet 2.5: Voting Rights in Canada Worksheet 2.6: The Right to Vote TEACHING STRATEGIES Hook: min 1. Read the following fictional story to your students: Last year, there was a lot of bullying amongst the students at Harrison Public School. Students were not treating each other with respect. There was fighting, teasing and tears almost every day and it was very disruptive to the school community. Over the summer, parents, teachers, the principal and members of the school community held meetings to find a solution. After lots of discussion, it was decided that students would not be allowed to choose their own friends anymore. Instead, parents would make those decisions and teachers would enforce them. 2. Have a follow-up class discussion: Why did the students lose the right to choose their own friends? How would you feel if you lost the right to choose your own friends? Would a better solution have been reached if students had been involved in the decision-making process? How important is it that we are allowed to make our own decisions? How important is it that we do so in a responsible manner? Discussion: 10 min What is a right? What is a responsibility? What are some of the rights we have in the classroom or at school? What responsibilities come with these rights? For example, every child has the right to learn, but every child has the responsibility to arrive at school on time and complete their homework. The right to a safe classroom comes with the responsibility to follow the rules. Teacher Note: Record the examples on a blackboard, chart paper or Smartboard so that students can see their responses. 12

13 LESSON 2: Democratic Rights and Responsibilities Instruction: min 1. All citizens living in a democracy have guaranteed rights and freedoms. Some of these basic rights include the ability to form your own opinion and express it freely (freedom of thought and expression), the choice to worship in your own way (freedom of religion), and the right to gather and meet with one another, or to protest (freedom of assembly). 2. In 1982, the Canadian government created the Canadian Charter of Rights and Freedoms to protect our rights (Handout 2.1). One section is dedicated to our democratic rights, which include the right of every Canadian citizen, 18 years of age and older, to participate or vote in government elections. Elections are the method of how our elected representatives and government are chosen. 3. The right to vote in Canada has changed over time. In the early days, only wealthy men who owned property/land could vote. At that time, women and people of various ethnic backgrounds could not vote. Universal suffrage is the granting of the right to vote to all adult citizens, including the removal of restrictions against women and restrictions against people of various ethnic and religious backgrounds. See Handout 2.2 and other suggestions listed in the External Resources section. Activity: min 1. Explain to students that fewer and fewer people are voting in government elections. Questions to discuss: Is the decrease in voting disrespectful to those who had to fight for their right to vote? What are the responsibilities that go along with the right to vote? 2. In groups or individually, have students design a campaign poster or PowerPoint presentation to encourage people to cast a ballot in the federal election. Students should use images and words to describe why it is important to vote. Worksheet 2.3 can be used as a planning tool. Afterwards, display the posters around the school or ask students to share their work with their families. Debrief: 5 min Have a brief closing discussion about rights and responsibilities. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities). What does living in a democracy mean to you? How important is it that individuals are responsible members of society? Will you vote in elections when you turn 18 years old? Why or why not? Should voters lose their right to vote if they choose to skip an election? EXTENSION ACTIVITIES A. Using Handout 2.1, review the Canadian Charter of Rights and Freedoms as a class. Individually or in pairs, ask students to consider the responsibilities that go along with each right using Worksheet 2.4. B. Using Handout 2.2 and other sources, have students review and interpret the history of voting rights in Canada. Using Worksheet 2.5, have students record the date when a particular group received the right to vote and how or why it was granted to them. Afterwards, ask students to create a visual timeline showing when various groups received the right to vote or when access was improved. C. Ask students to recall a time when they finally received a privilege (e.g., the right to walk to school on their own, have a sleepover, extend their bedtime). Now ask students to imagine they are a member of one of the groups that was granted the right to vote and ask them to write about their feelings and experiences in a diary. Students should write two diary entries: one before being granted the right to vote and one after receiving the right to vote. Use Worksheet 2.6. D. Investigate countries around the world that are currently fighting for the right to vote. Have students write a summary or article based on their research, including the who, what, where, when and how. 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 individuals 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. 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 language rights 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. They also require governments to hold elections at least every five years and that the elected representatives comprising them meet at least every year. 13

14 LESSON 2: Democratic Rights and Responsibilities 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 the Vote in Canada, Elections Canada The Evolution of the Franchise, Elections Canada The Electoral System of Canada, Elections Canada 14

15 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. 15

16 LESSON 2: Democratic Rights and Responsibilities History of Voting Rights in Canada Handout 2.2 The following provides some important events regarding the history of voting rights in Canada. British North America Only Affluent Men May Vote ( ) In the beginning, only wealthy men could vote. To be able to vote, you had to own property or other expensive belongings. You could also vote if you paid a certain amount in yearly taxes or rent. Only a small number of people met these requirements. Women and many 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 ( ) Starting in the 1870s, women campaigned with petitions, speeches and public protests for the right to vote. Even though politicians were uncooperative and many people disagreed, these women received the support of powerful organizations and managed to have bills introduced in provincial legislatures. When the bills were defeated, they persisted and 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 in the coming years. By 1918, women had the same right as men to vote in federal elections. Making the Vote Universal ( ) The right to vote became widespread with the 1920 Dominion Elections Act, but unfairness 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 treated unfairly. The last restrictions were removed in 1960 after much political debate. Accessibility for All ( ) A variety of steps were taken to make voting even more available and easy for all voters, including people with disabilities and those unable to go to their polling place on voting day. 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, 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. Prime Minister John Diefenbaker oversaw the extension of the right to vote to Aboriginal People in 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. About 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 in 2002 ruled 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 16

17 LESSON 2: Democratic Rights and Responsibilities Presentation Planning Sheet Fill out the following questions to prepare for the design of your poster or presentation. What do you want your poster/presentation to say? What is your key message? What kind of pictures do you want to include? Worksheet 2.3 Use the blank poster/slides below to show different ways you could arrange your pictures and words/text for maximum effectiveness. 17

18 LESSON 2: Democratic Rights and Responsibilities Worksheet 2.4 Our Rights and Responsibilities For each of the following rights from the Canadian Charter of Rights and Freedoms, identify the corresponding responsibility. Right I have the right to speak freely Responsibility but I have the responsibility to not say things that would be hurtful or disrespectful to others. I have the right to meet with a public or private group but I have the responsibility to I have the right to worship in the religion of my choice, or not worship at all but I have the responsibility to I have the right to be friends with or associate with whomever I choose but I have the responsibility to I have the right to vote in an election (when I am at least 18 years of age) but I have the responsibility to I have the right to communicate in either French or English when dealing with the federal government but I have the responsibility to I have the right to be treated fairly regardless of my race, national or ethnic origin, colour, religion, gender, age, or mental or physical ability but I have the responsibility to 18

19 LESSON 2: Democratic Rights and Responsibilities Voting Rights in Canada Task 1: For each group, record a summary of changes to their voting rights. Group Year What, why and how this happened Women Worksheet 2.5 Aboriginal People Chinese Canadians People with physical disabilities Judges People with mental disabilities Canadians in prison Task 2: Create a visual timeline showing when each group received the right to vote. Use images to reflect each group. 19

20 LESSON 2: Democratic Rights and Responsibilities Worksheet 2.6 The Right to Vote Imagine that you belonged to one of the groups that was eventually granted the right to vote in elections. Write a diary entry about your feelings and experiences before you were granted the right to vote: Write a diary entry about how you felt after being granted the right to vote: 20

21 LESSON 3: Three Levels of Government 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 QUESTIONS TO EXPLORE DURING THIS LESSON How is government structured in Canada? What roles and responsibilities are associated with each of the three levels of government? How is your life affected by government? SUPPLEMENTARY TOOLS PowerPoint 3: Three Levels of Government Video 3: The Levels of Government Worksheet 3.1: Government All Around Worksheet 3.2: Investigating Government Handout 3.3: Government Responsibilities Worksheet 3.4: In the News TEACHING STRATEGIES Hook: 5-10 min 1. Ask students to consider the roles of the following individuals in education: teacher, principal and superintendent/director of education. What is the area or border of their responsibilities (e.g., classroom, school, school board)? Whose responsibilities are the broadest? 2. Similar to the education system, there is a division of responsibility among governments in Canada. Write the words below on the board. Ask students to match the two columns. Federal Government A Classroom Teacher Provincial Government B School Principal Municipal Government C School Division Superintendent 3. Ask students to describe the separation of responsibilities (who does what) at several community places or organizations (e.g., police force, business, hospital, fire department, grocery store). For example: Police Chief of Police, Sergeants, Constables Fire Department Fire Chief, Captain, Firefighters Business President/Executive Director, Regional Directors, Local Manager, Local Staff Discussion: 2-3 min Who is the current prime minister, premier and mayor/reeve/chairperson of your community? Instruction: min 1. Canada is a federal state with three levels of government: federal, provincial/ territorial and municipal/local. Each level has its own set of responsibilities. Sometimes, more than one level works together on a particular issue but there is still a division of roles. The federal government takes responsibility for matters of national and international concern, provincial/territorial governments are responsible for their own province and territory, and municipal/local governments manage their community. 21

22 LESSON 3: Three Levels of Government 2. In Canada, we vote for people to represent us at each level of government. The representative at the federal level is called a Member of Parliament (MP). Canada will elect 338 MPs in the current election, each representing a specific area or riding (also known as an electoral district or constituency). At the provincial/territorial level, representatives are called Members of the Legislative Assembly (MLA), Members of Provincial Parliament (MPP), Members of the National Assembly (MNA) or Members of the House of Assembly (MHA), depending on the province or territory. The representative at the municipal/local level is often called a councillor or alderman. 3. The representatives gather together to propose, debate and approve laws, discuss concerns facing the country, province or community, and represent people living in their riding. MPs meet at the House of Commons within the Parliament buildings in Ottawa. Provincial/territorial representatives meet at the legislature in the capital of their province or territory. Councillors/aldermen meet at the local city or town hall in their community. 4. Each level of government has a leader. At the federal and provincial levels, this person is usually the leader of the political party that has the most members in the legislature or parliament. At the municipal/local level, the leader is usually selected by the people through a vote. The leader at the federal level is called a prime minister. The leader at the provincial/territorial level is called a premier. The leader at the municipal/local level is called a mayor, reeve or chairperson. 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. Activity: min and homework 1. Distribute copies of Worksheet 3.1 and ask students, individually or in pairs, to label or identify all the government services in the picture. 2. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives. 3. Assign Worksheet 3.2 for homework. Provide the following links to support research. The Governor General of Canada Parliament of Canada Elections Canada Debrief: 5-10 min Have a brief closing discussion about government in Canada. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities). What have you learned about the levels of government in Canada? How does government affect your life? Is government important? Why or why not? If you became the prime minister, what would your top three goals be over the next few years? EXTENSION ACTIVITIES A. Review Handout 3.3 and ask students to identify an area of responsibility they care about at the federal level. In pairs, groups, or individually, ask students to prepare a creative presentation about why it is important. Students can use any form of presentation they choose it could be a speech, poster, skit, song or rap. B. Have students find a story related to government in the local newspaper. Ask them to identify whether the story concerns the municipal/local, provincial/territorial or federal government by highlighting the key words that reveal this information. Using Worksheet 3.4, have students answer the following questions and share their findings with the class: What is this news story/article about? What is the issue being discussed? Which level of government does it involve? What are the arguments or supporting points being made? Who is this story important to? C. Have students draw a community picture or map and label five government services (e.g., school, park, hospital, roads, cars, police officer). The label should include the level of government and the responsibility. D. Invite an elected representative, past politician or public servant (at any level) to visit the school or class to discuss their role and the responsibilities of their level of government. BACKGROUND INFORMATION FOR TEACHERS How is government structured in Canada? Canada is a federal state, parliamentary democracy and constitutional monarchy. 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 22

23 LESSON 3: Three Levels of Government 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, 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 at the federal level. 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. 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. 23

24 LESSON 3: Three Levels of Government EXTERNAL RESOURCES How Canadians Govern Themselves Discover Canada Parliament of Canada Government of Canada website Elections Canada 24

25 LESSON 3: Three Levels of Government Worksheet 3.1 Government All Around Label as many government services in the picture below as you can. 25