Government and Democracy

6 Lesson 1: Government and Democracy 1 Government and Democracy OBJECTIVE Students will learn about the concept of democracy and the different types of government around the world. KEY WORDS government, democracy, dictatorship, representative democracy, theocracy QUESTIONS TO BE EXPLORED DURING THIS LESSON What are different ways a decision can be made? What is the role of government? What types of government exist around the world? How do other forms of government compare to democracy? Why is democracy important? SUPPLEMENTARY TOOLS PowerPoint 1: Government and Democracy Video: Government and Democracy Worksheet 1.1: Survivor Island Worksheet 1.2: Types of Government Worksheet 1.3: Who Should Decide? TEACHING STRATEGIES Hook: 20-25 min 1. Split the class into groups and have them sit together. Explain that each group should 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 all 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. 3. Bring the class back to the big group and discuss each group s answers to the questions from Worksheet 1.1. Emphasize differences between organization (independent versus team work/ self-serving versus helping others), the selection of the leader (democratic process or by virtue or desire) and rules (individual rights versus common good/freedom versus control). Offer alternative options for students to consider if 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? Discussion: 10 min Who decides what happens in the classroom? Imagine what your classroom would be like if your teacher had no rules regarding behaviour, habits or homework. What would happen? What would happen if there were no rules or authority in your community or country? Instruction: 10-15 min Governments are responsible for making decisions and creating rules for people living within its borders (e.g., education/schools, transportation/roads, health care/ hospitals). There are different types of government around the world and they make decisions for their people in different ways. You can compare governments based on how they share power and by the type of rights and freedoms given to their citizens. a) An autocracy or dictatorship is a type of government where one person has full control without the participation or permission of the people. They often force their way to power or become leader because they were associated with or related to the previous leader, and citizens have few rights or freedoms. There is usually a heavy military presence and the media is limited on what it can report on. Examples include Syria, North Korea and Kazakhstan. b) A democracy is a type of government where power is shared by all the people and citizens are meant to participate equally in making decisions. Citizens elect people to represent them in government and make decisions on their behalf. This is called a representative democracy. They also have access to power and can run for office. In democratic countries the people have rights and freedoms such as the freedom of speech and religion, and free and fair elections. Examples include Canada, the United States, Japan and England.

Lesson 1: Government and Democracy 7 Activity: 10-15 min As a class, create a list of benefits (pros) and challenges (cons) for the following: no government (anarchy) dictatorship government democratic government Students can take notes using Worksheet 1.2. Debrief: 10 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). Write about a time you were involved in a democratic decision. Write about a time you were involved in a dictatorial decision or where you had no say in the decision. How did you feel during each decision-making process? Would you prefer to live in an dictatorship or a democracy? Why? What does democracy mean to you? EXTENSION ACTIVITIES A. To further explore the benefits and challenges of decision-making models in various scenarios, assign students Worksheet 1.3. Alternatively, students could form groups and act out one of the scenarios, keeping the decision-making model secret for the rest of the class to guess. Have a follow-up discussion about which type of decision-making model makes the most sense and why. B. Use stories in the media and news to spark discussions about people around the world struggling to participate democratically in their government (e.g., overcoming violence to vote, long waits to vote). Some examples are provided in the External Resources section of this lesson. Do you think democracy is worth fighting for? Why or why not? Do you feel lucky to live in Canada? C. Ask students to write a story about a country without a government. What would happen if there were no leaders to decide on laws or to create programs to help citizens live their lives. BACKGROUND INFORMATION FOR TEACHERS What is government? The people and institutions put in place to run or govern a country, state, province or community. The purpose of government is to serve and protect the people. Government is responsible for providing services and making laws (rules) for the good of all the people. Without government, there would be confusion and conflict, and little would be accomplished. How are governments distinguished? There are different government systems around the world. They are distinguished by how they are formed, the allocation of power, and the types of rights and freedoms afforded to citizens. A dictatorship (or an autocracy): Rule by one. A system of government run by a ruler with total power and authority over all aspects of life. This ruler is called a dictator and often has the support of the military. People living under autocratic rule do not have individual rights and freedoms. An oligarchy: Rule by a few or the privileged. A form of government system in which power rests with a small number of people, generally the people who are rich and powerful (due to bloodlines or wealth). People living under oligarchic rule have some rights and freedoms. A democracy: Rule by many. A system of government in which power is retained by all the people and all citizens are equal under the law. Citizens have access to power and they also have guaranteed rights and freedoms. Since it is not practical to have every citizen contribute to every decision that needs to be made, representatives are usually selected by the people to make decisions on their behalf. This is called a representative democracy. A theocracy: Rule where a god or deity is recognized as the supreme civil ruler. A form of government where policy is determined by religious leaders who are seen to be directly guided by a god or deity. Laws are interpreted by religious authorities, such as bishops or mullahs, and are enforced by religious officials. 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. A constitutional monarchy can be either a democracy or dictatorship. EXTERNAL RESOURCES Government Type, CIA World Factbook www.cia.gov Libya begins election amid violence, Al Jazeera (June 25, 2014) www.aljazeera.com Ukraine votes in presidential poll amid fears of violence, France24 (May 25, 2014) www.france24.com Iraqis vote amid looming threat of violence, Al Jazeera (April 30, 2014) www.aljazeera.com Zimbabwe voters stand in long lines for crucial election, The Associated Press (July 31, 2013) www.ap.org Florida s Long Lines on Election Day Discouraged 49,000 People from Voting: Report, Huffington Post (December 29, 2012) www.huffingtonpost.com

8 Lesson 2: Democratic Rights and Responsibilities 2 Democratic Rights and Responsibilities OBJECTIVE Students will learn about democracy in Canada, the fundamental rights and freedoms that exist, and the associated responsibilities. KEY WORDS democracy, government, representative, 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 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: The Right to Vote TEACHING STRATEGIES Hook: 10-15 min 1. Read students the following fictional story: Last year, there was a lot of bullying among 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 board held meetings at the school 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 you have in the classroom or at school? What responsibilities come along with our rights and freedoms? 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 students can see their responses. Instruction: 20-25 min 1. Citizens (people) who live in a democracy have certain 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 your god (freedom of religion), and the right to gather and discuss with one another, or to protest (freedom of assembly). 2. In 1982, the Canadian government created a document called the Canadian Charter of Rights and Freedoms to protect our rights (Handout 2.1). One section is dedicated to our democratic rights, which includes the right of every Canadian citizen, 18 years of age and older, to participate or vote in government elections. An election is the process of choosing individuals to represent the people and run the government. 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 taking away restrictions against women and individuals of various ethnic backgrounds (Handout 2.2).

Lesson 2: Democratic Rights and Responsibilities 9 Activity: 20 min plus homework 1. Explain to students that fewer and fewer people are voting in government elections. In the 2011 local government elections, less than half of eligible voters cast a ballot. Is the decrease in voter turnout disrespectful to those who had to fight for their right to vote? What are the responsibilities that go along with the right to vote? Teacher Note: You can look up the 2011 voter turnout for your municipality or regional district on the CivicInfo BC website (www.civicinfo.bc.ca). 2. In groups or individually, have students design a campaign poster or PowerPoint presentation to encourage people to cast a ballot on November 15. 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. How important is it that individuals are responsible members of society? Will you vote 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. As a class, review the Canadian Charter of Rights and Freedoms. Together or in pairs, ask students to consider the responsibilities that go along with each right. Write the rights and responsibilities on chart paper and post them around the classroom. B. Divide the class into groups and assign each an interest group that had to fight for the right to vote (e.g., women, native people, religious groups, immigrants). Provide each group with a cue card outlining who they are and why they feel it is important for them to receive the right to vote. Have each group present their case to the class in a debate-style format. Take on the role of the government and argue against the inclusion of these groups. BACKGROUND INFORMATION FOR TEACHERS How does Canada s democracy work? 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 government. Free and fair elections are the cornerstone of a democratic society. Scrutineers and election officials are put in place to make sure the system is run fairly and efficiently. What rights and responsibilities do we have in a democracy? 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 languages of Canada and minority language education rights. Democratic rights include the right for every Canadian citizen, 18 years and 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 these governments 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? The extension of the right to vote to all adult citizens, including the removal of restrictions against women, minorities and property ownership requirements. EXTERNAL RESOURCES Extending the Vote, Canada: A People s History www.cbc.ca How a Privilege Became a Right, CBC Digital Archives Voting in Canada, www.cbc.ca History of the Vote www.civilization.ca C. Ask students to remember 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 experience 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 2.4.

10 Lesson 3: Three Levels of Government 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 policies and services influence their lives directly. KEY WORDS federal, provincial, municipal, local government, prime minister, premier, mayor, Member of Parliament (MP), Member of the Legislative Assembly (MLA), councillor, electoral area director, House of Commons, British Columbia Legislature, city/town hall QUESTIONS TO EXPLORE DURING THIS LESSON How is your life affected by government? How is government structured in Canada? What roles and responsibilities are associated with each of the three levels of government? SUPPLEMENTARY TOOLS PowerPoint 3: Three Levels of Government Video: Canada s Democracy Video: The Levels of Government Worksheet 3.1: Investigating Government Handout 3.2: Federal, Provincial and Local Government Responsibilities Worksheet 3.3: Government All Around TEACHING STRATEGIES Hook: 5 min Write the following on the board. Ask students to match the two columns. Federal Government A Classroom Teacher Provincial Government B School Principal Municipal Government C School Board Similar to within government, there is a division of responsibility in the school system. Ask students to describe the separation of responsibilities (who does what) at several community places or organizations (e.g., police force, business office, hospital, fire station, library, community swimming pool, grocery store). For example: Police Chief of Police, Sergeants, Constables Business Office President/Executive Director, Manager, Staff Discussion: 2-3 min Who is the current prime minister of Canada, premier of British Columbia, and mayor of your community? Instruction: 15-20 min 1. Canada has three levels of government: federal, provincial/territorial and local. The federal government takes responsibility for the whole country and matters of national and international concern, such as our armed forces, relationships with other countries, money and trade, fisheries and oceans, criminal law and public safety. Provincial and territorial governments are responsible for their own province or territory and regional matters including education, health care delivery, natural resources and transportation/highways. Local governments are responsible for their community, city or town and local matters such as garbage and recycling, libraries, public transit, local parks and recreation. 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). There are 308 MPs across the country, each representing a different area (called a riding or electoral district). In British Columbia, the representative at the provincial level is called a Member of the Legislative Assembly (MLA). There are 85 MLAs across British Columbia. The representative at the local government level is called a councillor (or electoral area director for regional districts). 3. The representatives gather to suggest, debate, amend and approve laws, and to discuss concerns facing the country, province or community, and people living in the geographic areas they represent (also known as a constituency). MPs meet in Ottawa at the House of Commons within the Parliament buildings. MLAs meet at the British Columbia Parliament Buildings in Victoria. Councillors meet at the local city or town hall.

Lesson 3: Three Levels of Governments 11 4. Each level of government has a leader. At the federal and provincial levels, this person is the leader of the political party that has the most representatives in government. At the local level, the leader is selected by the people through a vote. The leader at the federal level is called a prime minister. The leader at the provincial level is called a premier. The leader at the municipal level is called a mayor. (The leader at the regional district level is called a chair and they are selected by the board of directors.) Teacher Note: Have students make notes during the instruction on Worksheet 3.1 or assign it as group work or for homework. Activity: 20 min Distribute copies of Worksheet 3.3 and ask students, individually or in pairs, to label or identify all the government services in the picture. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives. Debrief: 5-10 min Have a brief closing discussion about government. Alternatively, ask students to write a reflection for their election scrapbook. How does government affect your life? Is government important? Why or why not? Why is it important for you to know your elected representative? Which level of government affects your life the most? Why? EXTENSION ACTIVITIES A. Ask students to identify an area of responsibility they care about at the local government 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 local, provincial or federal government by highlighting the key words that reveal this information. Have students answer the following questions and share their findings with the class: What is this news story/article about? What are the arguments or supporting points being made? Who is this story most 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 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. The local representative is called a Member of Parliament (MP) at the federal level and Members of the Legislative Assembly (MLA) at the provincial level in British Columbia. The dominant party in legislature or parliament (usually) determines the leader of the government. At the federal level, the leader of the government is called a prime minister. At the provincial level, the leader of the government is called a premier. As a constitutional monarchy, Canada s head of state is a hereditary sovereign (queen or king), who reigns in accordance with Canada s 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 a lieutenant governor, who are each appointed by the governor general on the advice of the prime minister. Usually, the governor general and lieutenant governors have five-year terms. How are responsibilities divided among the levels of government? Canada has three levels of government: federal, provincial and 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. Some powers may overlap between federal and provincial jurisdictions. This is called concurrency. For example, federal, provincial and 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.

12 Lesson 3: Three Levels of Government Local governments are responsible for zoning, garbage disposal, and sewage and water treatment. What is the role of elected representatives? When elected representatives gather together they are responsible for proposing, studying, debating and voting on bills (potential laws and by-laws), and raising issues that matter to their constituents. They also spend their time meeting with their constituents to discuss their concerns and to provide guidance and advice relating to government services. EXTERNAL RESOURCES How Canadians Govern Themselves www.parl.gc.ca Discover Canada www.cic.gc.ca Government of Canada www.gc.ca Legislative Assembly of British Columbia www.leg.bc.ca Union of British Columbia Municipalities www.ubcm.ca CivicInfo BC www.civicinfo.bc.ca

Lesson 4: Your Local Government 13 4 Your Local Government OBJECTIVE Students will gain an understanding of the role of local governments and how they are organized, with a focus on their own area. KEY WORDS municipality, regional district, improvement district, islands trust, local government, candidate, incumbent, mayor, councillor, municipal director, electoral area director, council, at-large system, tax, property tax QUESTIONS TO BE EXPLORED DURING THIS LESSON How does the local government system work in British Columbia? How are municipalities, regional districts, improvement districts and the Islands Trust governed? What is the role of local governments? What is the history of my municipality or regional district and what services does it provide? What is unique to my municipality or community? SUPPLEMENTARY TOOLS PowerPoint 4: Local Governments Video: Local Governments in British Columbia Worksheet 4.1: My Community Fact Sheet Worksheet 4.2: My Community Score Card TEACHING STRATEGIES Hook: 10-15 min In pairs or small groups, have students make a list of the five best things and five worst things about their community. Have students share their answers and discuss as a class. Instruction: 10 min 1. The local government system in British Columbia is made up of municipalities, regional districts and improvement districts. 2. A municipality is a legal structure created by the province. It has a local government which allows a community to manage itself and to provide local services. Based on population, there are four classes of municipalities: village, town, district and city. Each municipality has a council, which is elected by the people living in the community. They have a head of council called a mayor and several councillors (ranging from five to nine members depending on the population). With the exception of one municipality in British Columbia (Lake Country), councillors and mayors are elected at-large or by all eligible voters in the municipality. Basically everyone decides who sits on council. Lake Country is divided into smaller representative areas called wards. 3. Municipalities, along with non-municipal areas (known as electoral areas) make up the regional district system. There are 27 regional districts and together they cover most of the province. Regional districts coordinate larger services and projects for several municipalities, and act as the local government for those places that do not have a formal municipalities. Each regional district is governed by a board of directors, which is made up of municipal directors, who are municipal councillors or mayors usually appointed by their local municipal councils, as well as electoral area directors, who are directly elected by voters in electoral areas (places where do not have a municipal government). 4. Improvement districts are local authorities responsible for providing services for the residents of unincorporated communities (not governed by a municipality). There are more than 200 improvement districts throughout the province. Improvement districts only provide very specific services that the community desires, such as water, fire protection, street lighting, drainage, garbage collection and parks, but are not in charge of general governance or land use planning. They are governed by a board of trustees. 5. The Islands Trust covers the islands and waters between the British Columbia mainland and southern Vancouver Island, and is governed by a 26-member elected Islands Trust council. It is divided into twelve groups of islands, called Local Trust Areas, as well as Bowen Island. Each elect two local trustees to the Island Trust council. They are also covered by regional districts. 6. Local governments are responsible for the planning, growth and safety of the community.

14 Lesson 4: Your Local Government Local government officials are responsible for responding to the concerns and ideas of their constituents (people living in their community), attending meetings and creating, discussing and voting on bills (bylaws) they believe will improve the community. Discussion: 5-10 min Do you know anyone that works for your local government? What do they do? Have you met any council members? Where and how? Activity: 50-75 min (Over two classes would be ideal) Divide students into groups and ask each group to research a different set of information about their local government. Use resources from your municipality or regional district website, or CivicInfo BC. Suggested themes: Background Information: History of our municipality or regional district, slogan, geographic boundaries and population. Who are we and what are we about? How has our community changed or grown over the last 10 years? Services: Describe the services provided by the municipality/regional district or available to people living in our community. Give examples of specific programs. How does the government try to help or support its citizens? Tourism/Activities: Name the major features, attractions and activities offered in your community. What is unique to our area? What can we do for fun? Why do people visit? Council: Number of council members or board directors, recent announcements, by-laws and major decisions. Who sits on our local council or board of directors? What have they been working on recently? Budget: What are the annual revenues and expenses of our municipality or regional district? What are the largest expenses? Where do the revenues come from? What is our property tax rate? How does it compare to other local governments? Have each group prepare and deliver a presentation to the rest of the class. Students should be creative and use different ways to deliver information (e.g., drama, posters, charts). During the presentations have students make notes using Worksheet 4.1. Teacher Note: Alternatively, you could use a jigsaw method or book a computer lab and ask students to conduct research independently before discussing as a group. Debrief: 5 min Have a brief closing discussion about local government with your class. Alternatively, students could be asked to write a reflection for their election scrapbook or learning log. What did you learn about your local government? Do you like living in your municipality or community? Do you now think differently about where you live? If you became mayor of your municipal council or an electoral area director, what would be your main goal over the next four years? How would you improve your community? EXTENSION ACTIVITIES A. Create a new logo, slogan and poster to advertise your municipality or regional district to tourists or to encourage people to move into your community. What would be your key message? What would you highlight about your community? Students can create a poster or use other multi-media tools to advertise their municipality or regional district. B. Research a few interesting by-laws recently passed by your municipal council or regional district board. Have students analyze their pros and cons and think about members of the community impacted by the by-law. This can be completed in groups, individually or as a class. C. Invite a public servant that works for the local government into your class to discuss their role and the services they provide to the public (e.g., What do you do? How did you get this job? Do you like it? Why?). This could be someone that works at the city or town hall, or a fire fighter or police officer.

Lesson 4: Your Local Government 15 D. Ask students to evaluate aspects of their community using Worksheet 4.2 (e.g., roads and sidewalks, parks and recreation, libraries, safety, cleanliness). Discuss the answers as a class and select the top three issues that matter most to your students for the election. BACKGROUND INFORMATION FOR TEACHERS How does the local government system work in British Columbia? The local government system in British Columbia is comprised municipalities, regional districts and improvement districts. There are 162 municipalities in British Columbia. Municipalities range in population size from small villages of fewer than 250 persons to large cities approaching 600,000 in population. Based on population, there are four classes of municipalities: village, town, district and city. Every municipality is part of an area called regional district. Each regional district encompasses several municipalities, as well as lands that are unincorporated (i.e., do not have a municipal structure). There are 27 regional districts and together they cover most of the province. What is the role of local governments? Local governments are responsible for the planning, growth and safety of the community. Local government officials are responsible for responding to the concerns and ideas of their constituents (people living in their community), attending meetings and creating, discussing and voting on bills (bylaws) they believe will improve the community. Municipalities have flexibility in how and what services they provide. Generally they are responsible for water and sewage, roads and sidewalks, waste removal, fire protection, parks and recreation. Municipalities must generate revenue to finance their operations. This is done primarily through the property tax system but includes the ability to charge fees for services. EXTERNAL RESOURCES Ministry of Community, Sport and Cultural Development www.gov.bc.ca/cscd Union of British Columbia Municipalities www.ubcm.ca Local Government Management Association of British Columbia www.lgma.ca CivicInfo BC www.civicinfo.bc.ca Statistics Canada www.statcan.gc.ca How are municipalities, regional districts, improvement districts and the Islands Trust governed? Municipal councils are democratically elected bodies and are accountable to their electorate. They are comprised of a head of council called a mayor and several councillors. Council size varies from five to nine members depending on the population. With the exception of one municipality in British Columbia (Lake Country), councillors and mayors are elected at-large; all eligible voters in the municipality get to vote for each position. Each regional district is governed by a board of directors, which is made up of municipal directors, who are municipal councillors or mayors usually appointed by their local municipal councils, as well as electoral area directors, who are directly elected by voters in unincorporated parts of the province (electoral areas). The head of a regional district board of directors is called the chair. The chair is chosen by a vote of the members of the regional district board of directors. Improvement districts is governed by a board of trustees (elected by area property owners at the annual general meeting), one of whom acts as the chair. The Islands Trust is governed by a 26-member elected Islands Trust Council. It is divided into twelve groups of islands, called Local Trust Areas, as well as Bowen Island. Each elect two local trustees to the Island Trust council.

16 Lesson 5: Local Candidates and Issues 5 Local Candidates and Issues OBJECTIVE Students will gain an understanding of current issues in their municipality or regional district and will research and get to know the candidates running for election. KEY WORDS political ideology, candidate, campaign, slogan, speech, platform, plank, mayor, councillor QUESTIONS TO EXPLORE DURING THIS LESSON What is a political philosophy or ideology? What is the experience level and qualifications of the candidates running in the upcoming local elections? What are the key local election issues? Where do the candidates stand on these election issues? Does it matter? SUPPLEMENTARY TOOLS PowerPoint 5: Political Ideologies Worksheet 5.1: Where do you stand? Worksheet 5.2: Getting to Know the Candidates Worksheet 5.3: Graphic Organizer Guide 5.4: Suggestions for Organizing an All- Candidates Debate TEACHING STRATEGIES Hook: 15-20 min Play a game of Agree/Disagree with your students. Post two signs in the classroom on either side of the room, one with Agree and one with Disagree. Read out a statement and ask students to vote with their feet by walking to the sign that fits with their opinion. Ask students to explain their choice. Companies that pollute our air and water should suffer consequences. Canada should not welcome any more immigrants. Canada should spend more money on our armed forces. People who make more money should pay more in taxes. Government should focus on earning money, not helping people. Canada should give more money and aid to poorer countries. The government should provide free child care for all families. The size of government should be small with limited services, so that we do not have to pay a lot of taxes. Tradition is a more important thing than change, in our society. Alternatively, you could assign Worksheet 5.1 and discuss the responses as a class. Instruction: 10 min 1. A political philosophy or ideology is a set of ideas and beliefs about how politics and government should work. For example, some people believe that government should play a large role in the lives of its citizens and help people when necessary. Others believe that government should leave people alone and allow them to live their own lives without the government interfering. 2. People with similar ideas, beliefs and interests form groups and they work together to achieve their goals. In politics, these groups are called political parties. Both the provincial and federal system of government is based on political parties. At the municipal level there are usually no political parties, except for in the City of Vancouver. The candidates still have a list of ideas or goals for the community but they work independently. 3. While all the candidates may agree that the community needs improvements, each candidate may have different ideas about how make improvements or which aspect to focus on. This is called a campaign platform. It outlines the candidate s positions on specific issues and is used to attract support from voters. Discussion: 10 min If you were a candidate running for election, what would your platform focus on? What ideas and priorities would you have for improving your community? Activity: 50-60 min 1. Review the list of candidates running for your local elections. Refer to your municipality or regional district website (and Island Trusts website if applicable). 2. Working individually, in pairs or small groups, have students conduct research into one of the candidates. Each student or group should collect campaign literature and articles from the local paper, visit the candidate s website and conduct research into the following: What is the candidate s background,

Lesson 5: Local Candidates and Issues 17 qualifications and experience? What do the candidates advertisements focus on and what is their slogan? How do they want to improve the community? What ideas do they have? What promises are they making? 3. Each student or group will prepare a short biography and presentation about their candidate. The presentation could be a role play, an oral presentation or incorporate an audio-visual component. Students should include pictures of their candidate as well as the promises they make and their position on local issues (e.g., taxes, land use planning, transportation systems, community and social services). 4. Have each student or group present their candidate to the rest of the class and have students make notes using Worksheet 5.2. Afterwards have students vote on the candidate they like best excluding their own candidate. Also discuss what characteristics drew them to the candidate they voted for. Debrief: 5 min Have a closing discussion about your local election candidates with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log. What did you learn about the candidates running for election? Did you notice anything common among the candidates or were they all different? What advantages or disadvantages might there be for a politician at the local level considering a lack of affiliation with a political party (in most cases)? Would you ever run for local office? Why or why not? EXTENSION ACTIVITIES A. As a class, generate a list of the most important issues that impact your community. Create a list of three to five questions you could ask your local election candidates. Email the questions to each of the candidates and give them a few days to respond. Compare the responses received and ask students to decide which candidate they agree with the most. Alternatively, you could invite each of the candidates nto your class or school for a visit in the lead up to Student Vote Day. B. For the duration or remainder of the campaign, organize an ongoing media activity focused on the local election candidates and issues. Create a schedule for one or more students to bring in an article about the local elections every day. Ask students to cover the basics in terms of who, what, where, when, why, and how (Worksheet 5.3). Subsequently, encourage students to share their opinions about the issue and candidate(s). The articles can be posted on an election wall in your classroom. C. An all-candidates debate is an opportunity for the candidates to share their ideas, criticize their opponents ideas and perform in front of voters. Coordinate your own candidates debate (Handout 5.4) or watch a video of a debate organized locally. Afterwards, have students evaluate the performance of each candidate. Which candidate had the best responses? Which candidate looked most like a leader? BACKGROUND INFORMATION FOR TEACHERS What is a political ideology? A political ideology is a set of ideas or beliefs about how society and government should function. Common ideologies include liberalism, conservatism and socialism. Other examples are communism and fascism. What is a political party? Are there political parties at the local level? A political party is a group of like-minded individuals with a shared vision and similar political ideas who want to win elections, form the government and achieve their goals. Both the provincial and federal systems of government are based on political parties. However, at the local level in British Columbia there are usually no political parties (with the exception of the City of Vancouver). The council candidates still have a list of ideas or goals for the community but they work independently. What is the political spectrum? The political spectrum is a means of characterizing beliefs, values and priorities, and provides a conceptual framework in which to view and evaluate political parties, candidates and policies. A linear spectrum is represented as a horizontal line, with parties or candidates on the left embracing change and parties or candidates on the right favouring tradition. What is acclamation? A candidate is elected by acclamation if he or she has no opponents. No vote is held for that race and the candidate becomes the representative. What are the most important issues facing my community? Each person s political views are highly subjective. Just as personalities are unique and influenced by personal feelings, tastes and opinions, so are political views. Therefore, each person is responsible for forming his or her own opinions. Sometimes those opinions can be formed by listening to other people whose opinions you respect, researching information through media, and sometimes it simply takes a period of reflection to come to your own conclusions. No one can tell you how to vote, although this is the primary objective of all candidates. It is up to you, the voter, to decide what is most important, who you should listen to and, ultimately, who you will support.

18 Lesson 5: Local Candidates and Issues How can I learn about my candidates and the issues they support? There are many ways to gather information about the candidates. Community groups hold town hall meetings where constituents are invited to listen to candidates speak on issues they support. Information can also be found on radio and television, and in newspapers and magazines. Individuals may also visit campaign offices, attend campaign events or have a chance to talk to the candidate when he or she visits homes during door-to-door canvassing. The internet is also a very accessible source of information. Information is easily found online through candidate websites, media websites and social media platforms.

Lesson 6: The Voting Process 19 6 The Voting Process OBJECTIVE Students will learn about the voting process while continuing to evaluate the candidates in preparation for Student Vote Day. KEY WORDS elector, candidate, issue, constituent, ballot, secret ballot, accepted ballot, rejected ballot, spoiled ballot, voter s list, voting place, advance voting opportunities QUESTIONS TO BE EXPLORED DURING THIS LESSON Why is voting by secret ballot important? Who can vote in the local elections in British Columbia? How does the voting process work? How do I mark my ballot? How do I make my decision about who to vote for? SUPPLEMENTARY TOOLS PowerPoint 6: The Voting Process Worksheet 6.1: Preparing to Vote Worksheet 6.2: A Trip to the Voting Place TEACHING STRATEGIES Hook: 10 min 1. Ask students to write down answers to the following questions, or choose questions that will work for your class. Consider questions that may not always elicit truthful answers. a) Do you like One Direction? b) What is your favourite song? 2. Ask students the same questions again, but this time instead of writing answers on paper, students must stand up and share their answers aloud in front of the class. 3. Have a follow-up discussion and introduce the concept of a secret ballot. Discussion questions: Did anyone answer differently in the two votes? What are the benefits of voting in private? 4. Discuss the importance of voting by secret ballot in government elections. Emphasize the lack of opportunity for violence and intimidation. Instruction: 15 min 1. To be eligible to vote in the local elections in British Columbia, you must: Be a Canadian citizen, Be at least 18 years of age on voting day. Be 18 years of age or more on general voting day; Have lived in BC for at least six months before you register to vote; and Have lived or owned property in the municipality, regional district or school district where you wish to vote for 30 days or more before you register to vote. 2. Your name must be on the voter s list in order for you to cast a ballot. If you need to be added to the voter s list or update your information, you will need to show identification to establish that you are eligible to vote (including where you live). This can be done in advance or on voting day. 3. Schools will be provided with ballots with the names of the candidates running for mayor and council, or regional district and Islands Trust Council if applicable. To indicate your preference for a candidate, you can mark an X, shade the circle or use a checkmark. If you write your name or anything else on the ballot, your ballot will be rejected. Voters can select up to the same number of candidates being elected. For example, they can choose one candidate for mayor and five candidates for council if there are five councillors to be elected. Activity: 20 min and homework 1. Review the races that students are able to vote for in the local elections and show them a sample ballot. 2. Using Worksheet 6.1, have students evaluate the campaign issues and candidates. 3. Allow students the opportunity to share their views. Some individuals may jump at the opportunity to share their opinions and even try to convince others to adopt their choices. Others may opt for silence and prefer to keep their politics personal. Teacher Note: This could turn into a fruitful discussion about the privacy of voting decisions.

20 Lesson 6: The Voting Process 4. Encourage students to take their worksheet home and start a conversation with their family and friends. What do they think about the candidates? Do they know who they are going to vote for? Challenge students to help their family members find out when and where to vote, and educate them on the choices. Debrief: 10 min Have a brief closing discussion about the voting process and current election campaign with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log. Do you feel ready to vote? Why or why not? Do you feel that you know more about the election than your parents? Why is voting important? Do you think the Student Vote program helps young people understand the voting process? Are there any issues that you feel have been ignored by the candidates? EXTENSION ACTIVITIES A. Have students develop and deliver a presentation to prepare the rest of the student voters in the school. This presentation should demonstrate what happens at the voting place and how to fill out a ballot. Schedule time for students to make the presentation to each classroom participating in the Student Vote program. B. Create a pledge to vote activity for all Student Vote participants. This could include a ceremony or an official I am a Voter agreement, whereby students pledge to vote when they turn 18 or agree to be a life-long voter. C. Allow students to make predictions regarding the election results. Distribute cue cards to each student and ask them to guess the outcome of either the official election or Student Vote parallel election (or both). The prediction should include the percentage of votes each candidate will receive. Each prediction should be written on its own cue card for easy comparison. Make sure students sign the back of their cue card so that you can announce the winner after the election. D. Sometimes adults can be intimidated by the voting process as well. Encourage students to take their family members to the polls and support them in casting their ballot. Ask students to observe the process while at the voting place and fill out Worksheet 6.2. BACKGROUND INFORMATION FOR TEACHERS Who can vote? 1. To be eligible to vote in the local elections in British Columbia, you must: Be a Canadian citizen, Be at least 18 years of age on voting day. Be 18 years of age or more on general voting day; Have lived in BC for at least six months before you register to vote; and Have lived or owned property in the municipality, regional district or school district where you wish to vote for 30 days or more before you register to vote. What do I need in order to vote? If your name is on the voter s list, you do not need to provide identification in order to vote. But if you are not already registered to vote, you can vote at the voting place by filling out a voter s registration card and having two pieces of identification (one of which must have your address on it). See the Voter s Guide to Local Elections in B.C. from the Ministry of Community, Sport and Cultural Development for more information (www.cscd.gov.bc.ca/lgd/2014elections). If you do not have a voter information card or have misplaced it, you will need to provide identification that proves who you are and where you live. What is an electoral system? An electoral system is the organizing of citizens choices, expressed as votes, which are translated into legislative seats. Electoral systems differ based on the way choices are presented and the method for determining which candidate gets elected or wins. How does First-Past-The-Post work? First-Past-The-Post (FPTP) is the electoral system used in Canada. Voters are allowed to choose one candidate in each race or for each position. The successful candidate must receive the more votes than the rest of the candidates to be elected (plurality). Example of FPTP in a race with one elected official: VOTE TOTALS BY CANDIDATE Lucy 40 Muhammad 15 Sofia 11 Norman 34 In this case, Lucy becomes the elected representative because she has the most votes. Note that Lucy wins even though 60 per cent of the voters chose other candidates. Under FPTP, it is not necessary to win more than 50 per cent of the votes the candidate simply needs to win the most votes. How do I get on the voter s list? Each municipality and regional district is responsible for creating and maintaining a list of registered electors (voter s list). Voters can check and see if they are on the voter s list by contacting their local elections office. Where do I vote? During the election period, you can find your voting place on your municipality or regional district website or by contacting the local elections office.

Lesson 6: The Voting Process 21 How does the voting process work at a voting place? 1. Once you confirm your eligibility, you are given a ballot. 2. Go behind a voting screen and mark your ballot. 3. Hand your folded ballot back to the voting clerk. 4. Your ballot is recorded and counted. What is a secret ballot? Voting across Canada is done by secret ballot. This ensures the privacy of each voter s choice. No one except the voter knows the choice that was made. What does a ballot look like? How do I mark my ballot? A ballot lists the names of the candidates running for each position in your local elections. There is a space beside each candidate s name on the ballot. As long as you clearly mark the ballot for your preferences, your votes will be valid. This includes a checkmark, X, shading in or another marking. What is a rejected vote? A rejected vote is declared invalid by the Voting Officer because it was not properly marked. For example, the voter selected more than the number of candidates they were allowed to choose. In the case of local elections, one race or section may be declared valid and another may be deemed invalid. What is a spoiled ballot? A spoiled ballot is one that was kept separate and never placed in the ballot box because it was mistakenly marked or torn and exchanged for a new ballot. What are advance voting opportunities? What are other ways to vote? Electors who are away, busy or unable to vote on voting day, have the option of participating in advance voting. Advance voting is held prior to voting day. Please consult with your own municipality or regional district elections office to find out how this works for your area. How do I prepare to vote? Get informed. Learn about the candidates and the issues. Voting requires that you do your research and devote the time. How do you know if you are ready to vote? You feel confident in your ability to make a choice. EXTERNAL RESOURCES 2014 Voter s Guide to Local Elections in B.C. from the Ministry of Community, Sport and Cultural Development www.cscd.gov.bc.ca/lgd/2014elections

22 Lesson 7: Post-Election Analysis 7 Post-Election Analysis OBJECTIVE Students will analyze the results of the official elections and Student Vote elections, and reflect on the outcome and their participation. KEY WORDS analyze, popular vote percentage, voter turnout QUESTIONS TO BE EXPLORED DURING THIS LESSON How and why do I analyze election results? What was the outcome of the local Student Vote parallel elections? What was the outcome of the official local government elections? How did campaign events impact the outcome of the election? 2. Have a follow-up conversation after analyzing the results and media reports. Consider posing some of the following questions: Were there any big surprises or upsets in the election results? Did the Student Vote results reflect the official election results? Why or why not? Which type of graph works best for displaying the local election results? Why is it important to analyze the results? What is there to be learned? SUPPLEMENTARY TOOLS Student Vote results www.studentvote.ca/bclocal2014 TEACHING STRATEGIES Hook: 5 min 1. Announce the results of your school s Student Vote parallel election. Who received the most votes for each position? Was it a close race? 2. Compare the results of your school s election with the results of other schools in your municipality or regional district. Are they similar or different? How did the results vary between schools? (Individual school results can be found at www.studentvote.ca/bclocal2014) Teacher Note: Remember to wait until the day following the official election to share the Student Vote results. Student election officials at your school should be sworn to secrecy. Discussion: 5 min Which candidates won in the Student Vote elections? Which local candidates won in the official elections? Activity: 30-35 min 1. In groups, have students analyze and compare the results of the official elections and the Student Vote elections for all positions. Ask each group to make a short presentation or report. Tasks can include analysis, commentary and creating graphs/ charts. Debrief: 5 min Have a brief closing discussion about the outcome of the election and participation in the Student Vote program. Alternatively, ask students to write a reflection for their election scrapbook or learning log. What did you learn about politics and the election process from your participation in the Student Vote program? Did the election results turn out as expected? Were there any events that might have contributed to the results? In what ways can you influence your local government during and between elections?