Civics+-+Local+Citizenship


 * __EXPECTATIONS__

Informed Citizenship**

ICV.01 demonstrate an understanding of the need for democratic decision making; ICV.03 describe the main structures and functions of municipal, provincial, and federal governments in Canada;
 * __Overall Expectations:__**


 * __Specific Expectations__

//Democratic Decision-making//** IC1.01 - Explain the causes of civic conflict and how decision-making processes and structures can avert or respond to such conflicts (e.g., by ensuring that individual and community needs are met, by developing strategies for adapting to change);

IC1.03 - Identify similarities and differences in the ways power is distributed in groups, institutions, and communities (e.g., in families, classrooms, municipalities) to meet human needs and resolve conflicts.

IC3.01 - Compare key features and functions of different levels of government in Canada (i.e., municipal, provincial, and federal);
 * //Functions of the Three Levels of Government//**

IC3.02 - Compare how laws, regulations, public policies, and decisions are made and enforced at the municipal, provincial, and federal levels;

IC3.03 - demonstrate an understanding of the process of electing governments in Canada (e.g., riding distribution, decision to call an election, voters' lists, campaigning, candidates' debates, election – day procedures);


 * Purposeful Citizenship**

PCV.01 Demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions.
 * __Overall Expectations__**

PC1.03 Articulate and clarify their personal beliefs and values concerning democratic citizenship (e.g., voting age, compulsory military service, mandatory retirement age).
 * __Specific Expectations__**

PC2.03 Analyze Canadian issues or events that involve contrasting opinions, perspectives, and civic purposes


 * Active Citizenship**

ACV.01 apply appropriate inquiry skills to the research of questions and issues of civic importance; ACV.02 demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.
 * __Overall Expectations__**


 * __Specific Expectations__**

//**Inquiry Skills**// AC1.03 - Communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials, Web pages, visual organizers, dramatizations).

AC2.03 - Demonstrate an understanding of the ways in which individual citizens can obtain information and explanations or voice opinions about important civic matters (e.g. by communicating with the appropriate elected officials or bureaucratic departments; by writing letters or emails to the media; by organizing petitions; by voting)

Letter to the editor of a local newspaper and City Council
 * __Culminating Activity__

__CITY COUNCIL__** Your goal is to prove to city councillors that your local issue deserves to be allocated the one million dollars. Your task will be to present your case in the most informative, creative and useful way. Your problem is that everybody else has local issues they are concerned with, and they are also vying for the money. You are a concerned citizen with a particular point of view. You have been asked to advocate for your issue as part of a larger group concerned with the same issue. City councilors and other concerned citizens who will help decide where the $1 million gets allocated. You find yourself in a city council meeting where the fate of the money will be decided. The challenge involves deciding which group is most in need of the money. You will make a strong argument in the form of a presentation, where every group member has the chance to speak on the issue from their specific point of view. You need to research your issue and develop a presentation that incorporates all viewpoints. A strong product will not necessarily help the groups issue be given the money, but will make a strong argument and create a challenge for city councilors who need to decide where to put the money. Your work will be judged by your teacher. You will present your issue to the entire class.
 * //GOAL//**
 * //ROLE//**
 * //AUDIENCE//**
 * //SITUATION//**
 * //PRODUCT/PERFORMACE//**
 * //SUCCESSFUL ACHIEVEMENT//**

//** GOAL **// To show your opinion on a local city issue that is different from the one you have researched. Your task will be to write a 100 word strong letter to the editor based on your opinion. //** ROLE **// You will take on the role of a concerned citizen, writing about a city issue from your own perspective. Your job is to convince others why an issue group who was NOT awarded the $1 million deserves it more. //** AUDIENCE **// Your audience will be the newspaper editor who is choosing which letters to print. You are also writing to the greater city community who reads the newspaper. //** SITUATION **// You have just been to a city council meeting where $1 million was alloted to a certain issue-group. You should convince the editor why that was not a good decision. //** PRODUCT/PERFORMANCE **// A 100-word letter that is strongly argued and concise. It should be publishable in a real newspaper. //** SUCCESSFUL ACHIEVEMENT **// Your work will be judged by your teacher. It should reflect the expectations laid out in the rubric.
 * __LETTER TO THE EDITOR__**


 * EXPECTATIONS**

**PC1.03** Articulate and clarify their personal beliefs and values concerning democratic citizenship (e.g., voting age, compulsory military service, mandatory retirement age).

**ACV.01** Apply appropriate inquiry skills to the research of questions and issues of civic importance.


 * ACV.02** Demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.


 * AC1.03** Communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials, Web pages, visual organizers, dramatizations).

__ Task Specific Rubric __ – Grade 10 Civics (Town Hall Meeting and Letter to the Editor)

**Grade 10 Civics: Town Meeting and Letter to the Editor** Categories || Level 4 Ample || Level 3 Considerable || Level 2 Some || Level 1 Limited || Understanding …of unit content. (ICV.01) || Demonstrates ample knowledge and understanding of a local issue.
 * Rubric
 * Knowledge &

10 9.5 9 8.5 8 || Demonstrates considerable knowledge and understanding of a local issue. 7.8 7.6 7.3 7 || Demonstrates some knowledge and understanding of a local issue.

6.8 6.6 6.3 6 || Demonstrates limited knowledge and understanding of a local issue. 5.8 5.6 5.3 5 || Processes using critical and creative skills, including planning skills. (ACV.02) || Demonstrates thinking skills in solving a matter of civic importance with ample effectiveness.
 * Thinking

10 9.5 9 8.5 8 || Demonstrates thinking skills in solving a matter of civic importance with considerable effectiveness. 7.8 7.6 7.3 7 || Demonstrates thinking skills in solving a matter of civic importance with some effectiveness. 6.8 6.6 6.3 6 || Demonstrates thinking skills in solving a matter of civic importance with limited effectiveness.

5.8 5.6 5.3 5 || (oral, visual & written; on paper or electronic) _ Expresses and organi­zes ideas and info. _ Communicates for different audiences and purposes. _ Uses conventions, vocabu­lary and terminology. (PC1.03) || Articulates personal beliefs and values concerning local democratic citizenship with ample effectiveness. _ Communicates in writing with ample effectiveness.
 * Communication

10 9.5 9 8.5 8 || Articulates personal beliefs and values concerning local democratic citizenship with considerable effectiveness. _ Communicates in writing with considerable effectiveness. 7.8 7.6 7.3 7 || Articulates personal beliefs and values concerning local democratic citizenship with some effectiveness. _ Communicates in writing with some effectiveness.

6.8 6.6 6.3 6 || Articulates personal beliefs and values concerning local democratic citizenship with limited effectiveness. _ Communicates in writing with limited effectiveness.

5.8 5.6 5.3 5 ||
 * Application

Applies knowledge and skills in familiar contexts.

Transfers knowledge and skills to new contexts.

Makes connections within and between the various contexts ( town council, real life and letter to the editor) (ACV.01) || Applies appropriate inquiry skills to the research of questions and issues of local civic importance with ample effectiveness. _ Makes connections with ample effectiveness.

10 9.5 9 8.5 8 || Applies appropriate inquiry skills to the research of questions and issues of local civic importance with considerable effectiveness. _ Makes connections with considerable effectiveness. 7.8 7.6 7.3 7 || Applies appropriate inquiry skills to the research of questions and issues of local civic importance with limited effectiveness. _ Makes connections with limited effectiveness. 6.8 6.6 6.3 6 || Applies appropriate inquiry skills to the research of questions and issues of local civic importance with some effectiveness. _ Makes connections with some effectiveness. 5.8 5.6 5.3 5 ||


 * Critical Question**: How can we, as citizens, be involved in local government issues and initiatives that undeniable affect our day-to-day lives?

**Activity Sequence** Introduction: Melissa ||  || § Compare and Contrast the federal, provincial and municipal systems of government briefly § Discuss the municipal government’s role and responsibilities § **Assessment**- diagnostic quiz ||

Lesson 2: Heather ||  || § **Trip to Toronto’s City Hall**- scavenger hunt activity § Students will be given their issues for the culminating activity at this point. § **Assessment**: completion of worksheet ||

Lesson 3: Jeremy ||  || § Local Issue: Case Study on Affordable Housing § Placemat Activity ||

Lesson 4 Jessica ||  || § Student activism/empowerment § How can students contribute to local issues? § Assessment: Summative - Presentation/Poster ||

Lesson 5: Brendan ||  || § Media literacy activity § How to create effective letters to the editor § Rationale- teaching students that they can make a difference in their cities. ||

Lesson 6: All ||  || § Culminating Activity § Giving students a chance to practice their presentation for the culminating presentation. § Peer tutoring activity ||

Lesson 7: All ||  || § Culminating Activity § City Council ||

Lesson 8: All ||  || § Lab Time and a chance for students to complete their culminating activity. § Students will work on their letter to the editor § Teacher consultation ||


 * Enduring Understandings

Content**

IC1.03 - Identify similarities and differences in the ways power is distributed in groups, institutions, and communities (e.g., in families, classrooms, municipalities) to meet human needs and resolve conflicts.


 * Skill**

AC1.03 - Communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials, Web pages, visual organizers, dramatizations).

AC2.03 - Demonstrate an understanding of the ways in which individual citizens can obtain information and explanations or voice opinions about important civic matters (e.g. by communicating with the appropriate elected officials or bureaucratic departments; by writing letters or emails to the media; by organizing petitions; by voting)