Civics+-+Government+and+the+People

Make sure that you are in contact with your group. Go to Notify Me above. Make sure "to this page only" is highlighted or else you will get messages from the whole class. Check page edits and page discussion. Update checked.

Your first task is cut and paste the list of expectations that will make up your Unit. You can cut and paste expectations. I will post these on our First Class site this weekend.

ICV.02 • explain the legal rights and responsibilities associated with Canadian citizenship; ICV.03 • describe the main structures and functions of municipal, provincial, and federal governments in Canada; PCV.01 - demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions; PCV.02 • describe the diversity of beliefs and values of various individuals and groups in Canadian society; ACV.01 • apply appropriate inquiry skills to the research of questions and issues of civic importance;
 * __Overall Expectations:__**


 * __Specific Expectations:__**

IC3.01– compare key features and functions of different levels of government in Canada (i.e. municipal, provincial, and federal); IC3.04– describe the role of political parties in the parliamentary process and explain how this role changes in majority, minority, and coalition governments, using provincial and federal examples; PC1.01 - describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of worship, respecct for rights of others, work for common good, sense of responsbility for others, freedom of expression); PC2.03- explain, based on analusis of cases in local, provincial, national and global contexts, how democratic beliefs and values are reflected in citizen actions; AC1.01- demonstrate an ability to formulate questions; locate information from different types of sources ( e.g., texts, special references, news media, maps, community resources, Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials;

Alana: -Citizenship/power
 * __Individual Topics:__**

Abi: -Structures of Governemnt/Processes -House of Commons, Branches of Government, etc.

Ashley: -Elections/Campaigns -Polling -Voting

Remo: -Diversity

Unit Design: 18hours = 14 classes 1. Citizenship and Power (Alana) 2. Parliament and Government (Abi) 3. Political Participation and Diversity (Remo) 4. Elections and Voting (Ashley) – 6 classes

Voting and Elections Activity: -Facebook page? Wiki? -why they should be able to vote? -write a letter to their local rep?


 * Culminating Activity: **

Critical Question: What challenges do individuals and groups face during elections and how they can make a difference? How can individuals and groups make a difference during the election process?


 * Culminating Activity: Election (GRASP Test)**

Your task is…
 * Goal:**


 * Roles** (In groups of 4 – 30 students in the class )

Chief Electoral Officer- Classroom Teacher -Parties (candidate, campaign manager, communications director, productions director) -Journalists -Lobbyists and/or Interest Groups

-Have each party focus on a diverse group within society (that have already been discussed)


 * Audience:**

-written component – reflective piece answering the critical question
 * Skills:**

__Federal Election Simulation: Political Party Rubric__ **
 * Production/Presentation:**


 * Criteria: ||  || Level 4 ||   || Level 3 ||   || Level 2 ||   || Level 1 ||

Parliamentary process
 * ** Knowledge/ **
 * Understanding **

OE/SE ||  || - Political party displays exceptional understanding of parliamentary process and roles/duties of a political campaign

10 9.5 9.0 8.6 8.2 ||  || - Political party displays proficient understanding of process and roles/duties in a political campaign

7.8 7.4 7.1 ||  || - Political party displays some understanding of parliamentary process and roles/duties of a political campaign 6.8 6.4 6.1 ||  || - Political party displays limited understanding of parliamentary process and roles/duties in a political campaign 5.8 5.4 5.1 ||

Party platform OE/SE ||  || - Party platform is thoroughly accurate, relevant and logical to federal issues/responsibilities
 * ** Thinking/ **
 * Inquiry **

10 9.5 9.0 8.6 8.2 ||  || - Party platform is considerably accurate and relevant to federal issues/responsibilities

7.8 7.4 7.1 ||  || - Party platform touches on relevant federal issues/responsibilities

6.8 6.4 6.1 ||  || - Lack of accuracy and relevance of party platform to federal issues/responsibilities 5.8 5.4 5.1 ||

Speeches and debate OE/SE ||  || - Speeches and debate questions and answers are critical, clear, consistent and well rehearsed
 * ** Communication **

10 9.5 9.0 8.6 8.2 ||  || - Speeches and debate questions and answers are clear, consistent and rehearsed

7.8 7.4 7.1 ||  || - Speeches and debate questions and answers are somewhat clear and consistent; needs more rehearsing 6.8 6.4 6.1 ||  || - Speeches and debate question and answers lack consistency, preparation and clarity

5.8 5.4 5.1 ||

Campaign OE/SE ||  || - Campaign is exceptionally planned, executed and very persuasive 10 9.5 9.0 8.6 8.2 ||  || - Campaign is proficiently planned, executed and persuasive 7.8 7.4 7.1 ||  || - Campaign has some planning evident; more persuasion is needed 6.8 6.4 6.1 ||  || - Campaign lacks planning, persuasion and thought
 * ** Application **

5.8 5.4 5.1 ||


 * __Federal Election Simulation: Media Rubric__ **


 * Criteria: ||  || Level 4 ||   || Level 3 ||   || Level 2 ||   || Level 1 ||

Parliamentary Process
 * ** Knowledge/ **
 * Understanding **

OE/SE ||  || - Media displays exceptional understanding of parliamentary process and roles/duties of media in a political campaign 10 9.5 9.0 8.6 8.2 ||  || - Media displays proficient understanding of parliamentary process and roles/duties in a political campaign

7.8 7.4 7.1 ||  || - Media displays some understanding of parliamentary process and roles/duties of media in a political campaign

6.8 6.4 6.1 ||  || - Media displays limited understanding of parliamentary process and roles/duties of media in a political campaign 5.8 5.4 5.1 ||


 * ** Thinking/ **
 * Inquiry **

Articles and Political cartoons OE/SE ||  || - Articles and political cartoons are exceptionally critical, reflective, humorous and always address process of campaign and political parties 10 9.5 9.0 8.6 8.2 ||  || - Articles and political cartoons are reflective and consistently address the process of the campaign and political parties

7.8 7.4 7.1 ||  || - Articles and political cartoons are reflective and humorous at times and sometimes address the process of the campaign and political parties 6.8 6.4 6.1 ||  || - Articles and political cartoons lack reflection and humour and need to address the process of the campaign and political parities consistently 5.8 5.4 5.1 ||

Questions
 * ** Communicati-on **

OE/SE ||  || - Interview and debate questions are well prepared, critical clear and raise/challenge specific political party stances 10 9.5 9.0 8.6 8.2 ||  || - Interview and debate questions are prepared, clear, and usually raise/challenge specific political party stances 7.8 7.4 7.1 ||  || - Interview and debate questions somewhat clear prepared and sometimes raise/challenge specific political party stances 6.8 6.4 6.1 ||  || - Interview and debate questions lack preparation, clarity and rarely raise/specific political stances 5.8 5.4 5.1 ||

3-day newspaper articles OE/SE ||  || - Newspaper is exceptionally creative in layout, persuasive, objective and complete during campaign 10 9 .5 9.0 8.6 8.2 ||  || - Newspaper is creative, persuasive, objective and completed on time
 * ** Application **

7.8 7.4 7.1 ||  || - Newspaper is somewhat creative and persuasive and completed on time

6.8 6.4 6.1 ||  || - Newspaper lacks creativity and persuasiveness and was completed on time 5.8 5.4 5.1 ||

__**Federal Election Simulation: Lobbyist Firm Rubric**__
 * **Criteria:** ||  || **Level 4** ||   || Level 3 ||   || Level 2 ||   || Level 1 ||

Understanding
 * Knowledge/

Parliamentary Proces

OE/SE ||  || -Lobbyists displays exceptional knowledge of parliamentary process and their role in the governmental process

10 9.5 9.0 8.6 8.2 ||  || - Lobbyists displays proficient knowledge of parliamentary process and their role in the governmental process 7.8 7.4 7.1 ||  || - Lobbyists displays some understanding of parliamentary process and their role in the governmental process

6.8 6.4 6.1 ||  || - Lobbyists displays limited understanding of parliamentary process and their role in the governmental process 5.8 5.4 5.1 ||

Inquiry Political Proposals
 * Thinking/

OE/SE ||  || - Proposal is thoroughly accurate, relevant and logical to the firm’s issue; 10 9.5 9.0 8.6 8.2 ||  || - Proposal is considerably accurate, relevant and logical to the firm’s issue 7.8 7.4 7.1 ||  || - Proposal is somewhat accurate, relevant and logical to the firm’s issue. 6.8 6.4 6.1 ||  || - Proposal lacks accuracy, relevance and logic to the firm’s issue 5.8 5.4 5.1 ||


 * Communication

“Third Party” Advertisements Campaign

OE/SE ||  || - Advertisements are extremely creative, thorough, accurate, and persuasive; issue and target audience were always logical and relevant 10 9.5 9.0 8.6 8.2 ||  || - Advertisements are creative, thorough, accurate and persuasive; issue and target audience were logical and relevant 7.8 7.4 7.1 ||  || - Advertisements are somewhat creative, thorough, accurate and persuasive; issue and target audience were sometimes logical and relevant 6.8 6.4 6.1 ||  || - Advertisements lacked creativity, diligence, and accuracy; issue and target audience were rarely logical or relevant 5.8 5.4 5.1 ||


 * Application

Lobbying Campaign/Agenda OE/S ||  || - Campaign is exceptionally planned, executed and persuasive; lobbyists are outstanding in carrying out their roles 10 9.5 9.0 8.6 8.2 ||  || - Campaign was well-planned, executed and persuasive; lobbyists carried out their roles well

7.8 7.4 7.1 ||  || - Campaign showed some evidence of planning, execution and persuasion; lobbyists were capable in carrying out their roles 6.8 6.4 6.1 ||  || - Campaign lacked planning, execution and persuasion; lobbyists carried out their roles unsuccessfully. 5.8 5.4 5.1 ||


 * __Written/Presentation/Round-Table Reflective Component: All Roles Rubric__ **


 * Criteria: || Level 4 || Level 3 || Level 2 || Level 1 ||



Hi Everyone, I found this assignment outline and I wanted to share it for consideration to be included in our CA. Here is the Assignment and Rubric:

Your task for this final activity will revolve around political parties. Imagine that you are running for a seat in a Federal Election for a new Canadian political party. Your task is to create an election poster for this new Canadian political party. It should include as a bare minimum the following items: 1. Your name as a candidate 2. The name of your party 3. Your party's logo 4. A catchy and creative slogan 5. A list of at least 5 promises that you and your party will fulfill if you are elected. To help you develop your ideas, you may wish to revisit the Elections Canada website at []. Here you can learn more about political parties and find additional sites for specific Canadian political parties. See the rubric which will be used to evaluate your finished product. (50-59%) ** || ** Level 2 (60-69%) ** || ** Level 3 (70-79%) ** || ** Level 4 (80-100%) ** || - understanding of what a political party is || - demonstrates limited understanding of what a political party is || - demonstrates some understanding of what a political party is || - demonstrates considerable understanding of what a political party is || - demonstrates thorough understanding of what a political party is || - use of creative thinking skills in creating a new political party || -applies creative thinking skills in creating a new political party with limited effectiveness || -applies creative thinking skills in creating a new political party with moderate effectiveness || -applies creative thinking skills in creating a new political party with considerable effectiveness || -applies creative thinking skills in creating a new political party with a high degree of effectiveness || - communication of information and ideas for a new political party -use of symbols and visuals for a new political party || - communication of information and ideas for a new political party with limited clarity - use of symbols and visuals for a new political party with limited accuracy and effectiveness || - communication of information and ideas for a new political party with some clarity - use of symbols and visuals for a new political party with some accuracy and effectiveness || - communication of information and ideas for a new political party with considerable clarity -use of symbols and visuals for a new political party with considerable accuracy and effectiveness || -communication of information and ideas for a new political party with a high degree of clarity -use of symbols and visuals for a new political party with a high degree of accuracy and effectiveness ||
 * Rubric:**
 * **Criteria** || ** Level 1
 * ** Knowledge and Understanding **
 * ** Thinking **
 * Communication **
 * Communication **




 * __Lesson and Activity Outline:__

Hi Everyone,

Here is my lesson and activity outline. The worksheet, graphic organizer and rubric associated with my activity are attached in the Word document below: **



Thanks,

Abi

Hi Everyone,

My draft lesson and activity outline is attached. Abi, I borrowed the format you used in your activity. Also, I added a column for the EIF.



Alana

__**Updated Unit Expectations & Roles + Unit Component Requirements + Draft Table of Contents**__ Good Morning Everyone - attached below are 3 documents - the first is a modified version of Course Expectations and update on roles; the second is an overview/checklist of required components as per our discussion on Tuesday; and the third is a draft Table of Contents. Please save and review them for accurracy - feel free to make any suggestions. I suggest we print & bring them to further discuss tomorrow. If you do not see your name next to an item, or if it is blank - its because I did not record a definitive answer for that area - please, modify as necessary. (I would like to suggest we work from Word documents rather than posting directing onto this site as the fonts go a bit silly). I will be posting a draft of my lesson activity sequence (including EIF requirements) later today - if I could get everyone's info on Lesson Activities by 7 PM - I will prepare the Evidence of Unit Design activity organzier (see Booklet B - page 2) - and have that ready for tommorrow - I will post it on here later tonite. Also, please have a look at my suggested title for our unit in the "Unit Components" doc - we need to frame our unit, and all of our activity plans, in the form of critical challenge questions. Finally, we will need to have the Culiminating Activity draft completed soon - if everyone could weigh in on the draft version(s) posted - we could move quickly to finalize a draft - if anyone wants to speak to me directly to coordinate or discuss anything - you can reach me on my cell - 647-992-3833 - thx! Remo




 * __Draft Lesson Plan__**

Hi there - attached is my draft lesson plan - needs work and supporting docs - but you'll get the idea - I've indicated the EIF text next to my expectations as I was following the concept in the example found on pages 5-6 of Booklet C - which I think we were going to follow when we put together the final Unit Expexctations and Activity Sequence map - if not, no worries, we'll figure something out.

I'll post the Evidence of Unit Design organizer/table before 8 PM tonite - see you tommorrow,

Remo

Draft Lesson Plan:


 * __Unit Design Organizer__**

Hi - below is the draft organizer we can use for our consultation with Bernie tomorrow - please review - its a draft. I will print and bring a copy of everything I've posted today. Be great if someone could bring/print a copy of our CA drafts (in progress) as well.

cheers. - R.



Draft Lesson Plan:

So I posted mine about an hour ago, but it didn't show up when I went back to look... Here it is again!

See you at 8:30 Ashley



Thanks Ashley - I've modified the Unit Activity Organizer doc and Course Expecatation doc above. I kept the CA simulation at 4 days - so we're at 18.75 hours - or 15 days now which is OK imo - our unit covers 3 full weeks.

tc

Remo



Above is a three-fold document. First it contains the Unit Activity Sequence. Second it contains the EIF chart. Finally, it has a draft of the Design Process.

Naturally, feel free to add, change the design process or the charts. Please check out the Activity description for the CA and add your stuff as you can...

Alana

This is great Alana - thx for setting up the templates - we'll begin adding to it. I'll post the draft presentation agenda shortly - as well as my completed lesson plan and the unit rationale draft by/on the weekend.

tc - Remo

Hi folks - a quick update: I've slightly modified my activity question and plan to concentrate focus on interest groups and lobbying and removed the third party part as I think this would overlap with Ashley too much. Have more than enough info in my activties! Will be wrapping up section tonite and begin moving into finishing the Unit Rationale, adding to Alana's docs, the culminating and getting the presenatiion agenda out on the weekend.

thx - tc- Remo _



Hi All,

Attached is my acitivty plan draft in the proper template. Because I have to include a part on introducing the CA, thought I would show you what I had written. Let me know if you want something added to the explanation. Also, can someone check my critical questions. I could use some feedback on whether they are actually critical.

Also, still working on my appendices, so I don't know if I will only be using up to 1.5 because I have to include my RIP (unfortunate acronym for it btw, lol.) And I have to add 4 resources to my list. ADG

Hi folks,

Attached is my completed lesson plan - along with resources and the research write up. The size is huge because I attached all the readings and handouts and made them 14 pt font for Accommodations. (Perhaps Bernie will be OK if I ask to shrink as the intention is there.) I modified a rubric for the summative - have a look. Alana, I will begin filling in the Assessment table now and see if I can add to the design process. I have an outline for the Unit Rationale, but I think its best I hold off until all the plans are in so I can incorporate the lesson descriptions and not have to write twice. I'm around tomorrow morn - then gone for the day and night - back at it Monday. tc

Hi there - below are: the updated EIF, Unit Sequence and Design Process file and a draft presentation agenda - connect tommorrow for the home stretch! tc - Remo
 * FORMATIVE ASSESSMENT PLAN AND EIF CHART​**




 * UNIT OVERVIEW GRAPHIC ORGANIZER**

Here is my activity plan, I know the resources are not in proper format but they will be and I wanted to get this up for you Remo so you could finish what you needed to. The CA Draft will be up shortly!
 * ACTIVITY#4 PLAN:**

I added my activities to the FAP Chart! Here is the updated copy. ** CA:
 * FAP CHART:
 * I added to the CA, it did not need many changes just some additions. Check out the highlighted part in the Lobbyist section because I wasn't sure about whether we wanted them to pick one issue or more. Please feel free to edit as you see fit!

_** Hi Everyone,

Here is my Activity Plan. I will include the proper format of resources in the final version that will be printed for Friday.

Abi

Here is my activity plan. I'm adding some stuff to the lit review at the end, but everything else I think will remain the same.

Will be adding my stuff to the EIF chart soon.

Ciao, ADG

Thanks everyone for posting your plans - I will work on the Unit Rationale and post it later for review. Attached is my revised, final plan & the Table of Contents for your review. Ashley, thx for doing the cover page (dork!) - The culminating looks good so far, I will add to it as well. Is anyone printing anthing in colour - let me know!


 * Another update to the Unit EIF and Activity Chart (2nd page of FAP doc). Still working on my additions. I need to take a look at the EIF template again. Does any one recall off hand whether the CA expectations should also include specific in addition to the Overalls? Also, do we need to constantly list the OE with each activity?**

Alana

I'm not sure Alana - perhaps best to include? Here are my revisions to the Culminating - please review: - thx - Remo


 * Here is an updated version of all the CA rubrics including a new one for the written component. Please review and add/change etc.**



Alana

Hi - attached is the Unit Rationale for your perusal - thx! Remo



Alana, I've reviewed the rubrics - they look good to go imo - thx for your work on this! R.

Hi - I formatted and added to the Design Process - see if its good to go..... R.



Hi - I'm taking a moment to look at layout consistency - in the activity plans, Alana's and mine indicate EIF after the expectations, Abi and Ashey's don't - Alana, suggest we delete as they are covered in the EIF chart? R.

**Sounds Good- Alana**

cool - done - R.

Please check the Table of Contents posted above and remember to print 2 copies of everything your name appears in **bold** next to. Ashley will bring the cover page and I'll bring the Table of Contents. Ashley has agreed to buy & bring binders and dividers - we're all pitchin in. If you could get your copies three hole punched please do so - I think someone is bringin one just in case? Print everything in Black and White. We should aim to try and meet on the 5th floor by 7:45 on Friday to assemble.
 * Printing & Final Assembly Reminder**

thx, Remo

Hey guys! Wow you did a lot of work today! Sorry I have been absent from this today, I just got home from work! Just one quick thing... Remember those ballots and voters lists, etc, that I found on the elections Canada website? Where should we include those? Should they be in an appendix section for the CA?

Thanks! Ashley **I suppose we could use them as additions to the CA, in terms of showing the students what we expect of them (at least the ballots)?** **Perhaps, something with the Chief Returning officer should be added into the GRASP of the CA? "Candidates, party leaders et. al will meet with the Chief Electoral Officer/Returning Officer (the teacher) to go over a brief overview of the electoral process including voters lists, appropriate ballots..." kind of have a mini lesson (like 10minutes) in a prep session or something like that...students wouldnt even have to have their roles picked out....it would be like a pre-emptive. - Alana**

Sounds good - adding them as Appendices to the CA works well - thx - Remo

Just putting some finishing touches in here and wondering if we need some kind of introduction, or planning notes or something for the culminating? It has appendices with the materials required, do we need to have an introduction page outlining that?

Ashley

​ **My activity plan has an introductive component for the CA, but it isnt detailed. Should an into be added there? - Alana

Maybe just a quick one? I can take the one you did and expand it and reword it a little maybe? I just thought there should be something that introduced just the CA and explained the sources in the appendix? -Ashley P.S. Did you get the updated FAP below? **

​ ** I did get the FAP, I added my changes to the one you provided.- As to the other, If you want to take what I have and add it to give more exposition to the CA with sources explained under a heading of planning notes either before the actual CA or as part of the appendices, that should be fine. Also, are you going to also print out the rubrics since its part of the CA? - Alana

Alana - I can print all the rubrics, np - Ashley **

Hi again... Alana when I updated the FAP chart on Tuesday I forgot to complete the EIF as well, so here is the updated with all of my information for both charts.

Abi, we are still waiting for your information on both of these charts.

I've made my additions to the EIF chart and filled in the coded expectations for the CA. I followed the exemplar as best I could, can someone take a look? I've bolded all of the overall expectations across the chart for consistency.




 * Don't forget to fill out Assessment Tool 3 for tomorrow and Tool 2 for Tuesday.**

So, all we need now are Abi's additions to the charts and the Unit Graphic Organizer, correct? -Alana

Hi there - Thx for the work A&A! - I've added an expectation to the CA from Ashley's Lesson (IC4.05) for the political parties biz - also formatted the doc so it looks consistent (my dorkness!) - please have a look - if any changes have been made to the CA - could someone post it please - thx! I'm assuming everyone is good with the Table of Contents and Rationale so I'm printing and bringing them as is......see you tommorrow! I'll log on later to see if there are any other developments......Remo



Looks good to me guys! Good work! Abi, if we could just get your updates to the FAP and EIF chart (document right above) then we will be all done and ready to go!

Hello Everyone,

I had classes for the full day today so I have now included my sections int the FAP and EIF chart. I will be using the EIF chart to finalize the Unit Graphic Organizer and I will post that tonight.

Abi P.s I just changed the file name so that it reflects the update



I did a quick CA Intro... Not sure what else we need, if you get a chance to look at it that would be great! -Ashley

__Hi Everyone,

Here is the Brochure and Unit Overview Graphic Organizer. After reviewing the requirements of the brochure and looking at other brochures from groups in our class, it is clear that the assesments included in this organizer are the ones that relate to the enduring expectations of the culminating activity. I have attached a Brochure and Unit Overview Graphic Organizer from the other groups which have followed the same format.

Government and the People Brochure and Unit Overview Graphic Organizer:



Here are the samples from the other groups:



- Abi__

Hi Everyone,

Here is my final Activity Plan with all of the Resources, full Appendix and research into practice

- Abi

--**
 * Hi All, updated presentation agenda- Alana


 * Hi there attached is an updated agenda that includes my introductory activity & a file with the powerpoint info - thx Ashley!

I will do a quick "Decode the image" with the class and then lead into a simple unit rationale/overview following the p-point info.

thx, Remo **

Hi - a copy of the P-point for the intro of our presentation...

thx - Remo