Governance and Democracy<\/p>\n
What does it mean to live in a democracy?<\/p>\n
Governments are made up of the people and institutions\u00a0put in place to manage a country, nation or community\u00a0and make decisions on behalf of citizens.<\/p>\n
DOWNLOAD BACKGROUNDER (PDF)<\/a><\/p>\n In this lesson, students analyze leadership styles and\u00a0decision-making processes by participating in a space\u00a0survival exercise. In groups, students communicate their\u00a0opinions and consider others\u2019 opinions, while reflecting on\u00a0the collaborative process and power dynamics. Afterwards,\u00a0students discuss government types around the world and\u00a0how they differ with respect to decision-making processes\u00a0and citizen rights and freedoms.<\/p>\n By the end of this lesson, students will be able to:<\/p>\n CHV2O<\/em>: A1, A2, B1, B2, B3, A1.5, A2.1, A2.2, B1.2, B2.5, B3.2<\/p>\n DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n The following activity aims to reveal various leadership\u00a0styles and decision-making processes.\u00a0Guiding questions:<\/p>\n 1. Read the following paragraph out loud to your students.<\/p>\n Space Survival<\/em><\/p>\n You are a member of a lunar exploration crew originally\u00a0scheduled to rendezvous on the light side of the moon.\u00a0Due to mechanical difficulties, your ship was forced to\u00a0land at a spot some 320 km from the rendezvous point.\u00a0During re-entry and landing, much of the equipment\u00a0aboard was damaged and since survival depends on\u00a0reaching the mother ship, the most critical items available\u00a0must be chosen for the long journey. Your task is to rank\u00a0these items according to their importance in aiding you,\u00a0starting with \u201c1\u201d for the most important, to \u201c15\u201d for the\u00a0least important. You should assume that your crew is your\u00a0class, you have agreed to stick together and that all 15\u00a0items are in good condition. 2. Ask each student to take a few minutes to create\u00a0criteria for interpreting and analyzing the information and\u00a0then ask them to rank the items. Using Activity 3.1<\/a>, students will record their choices\u00a0in the left-hand column.<\/p>\n 3. Divide students into groups and ask them to share their\u00a0ranking criteria and individual choices with their group\u00a0members. Afterwards, have each group collaborate on a\u00a0set of criteria and rankings as a group. They should record\u00a0the group rankings in the second column (group rankings).<\/p>\n Teacher Note: Alternatively, you could assign each group\u00a0a particular governance model (autocratic, democratic\u00a0or consensus) and evaluate the process, outcomes and feelings developed within the group.<\/em><\/p>\n 4. Display a list of \u2018expert\u2019 rankings compiled by a team\u00a0of scientists and engineers at NASA (Handout 3.2<\/a>) on a slide deck or\u00a0photocopy. Have students compare their individual and\u00a0group answers and determine a score. For each item,\u00a0have students mark the number of points that their score\u00a0differs from the NASA ranking and then add up all the\u00a0points. Disregard plus or minus differences. The lower the\u00a0total, the better the score.<\/p>\n 5. Have a follow-up discussion: How did your group\u00a0determine the rankings? Was it consensus, majority-rule\u00a0or did some group members take greater control? Did a\u00a0clear leader emerge? Did you ensure all group members\u00a0had a voice? How did your individual score compare to\u00a0your group score? What are the strengths and limitations\u00a0of working alone versus with a group?<\/p>\n 1. Explain to students that the work of any government\u00a0is to make decisions on behalf of citizens. The degree\u00a0to which citizens have access to power, the rights and\u00a0freedoms they have and whether their opinions are heard,\u00a0depends on the type of governance system used.<\/p>\n 2. Using Slide Deck 3<\/a> and\/or the \u2018Government and\u00a0Democracy<\/a>\u2019 video review the role of government and\u00a0different governance systems. Questions to guide discussion and instruction:<\/p>\n Key terms: autocracy, dictatorship, oligarchy, democracy,\u00a0monarchy, constitutional monarchy, republic, consensus,\u00a0parliamentary democracy.<\/em><\/p>\n While reviewing government types, have students organize\u00a0the information in a graphic organizer.\u00a0Students can\u00a0select their own categories or you can provide guidance (Exemplar 3.4<\/a>).<\/p>\n For example:<\/p>\n 2. Introduce Handout 3.3<\/a> and explain that there are\u00a0several guiding principles that act as the foundation of a\u00a0democracy.<\/p>\n 3. Divide students into groups and assign each one of the\u00a0democratic principles. Each group will create a scenario\u00a0for when the principle is being upheld and one for when\u00a0the principle is being denied and present it to the class\u00a0through a skit or verbal presentation.<\/p>\n Have a brief closing discussion about governance and\u00a0democracy, or ask students to write a reflection on one or A) Self-assessment: Have students evaluate how they\u00a0worked within their groups. What strengths did they bring\u00a0to the group task? What areas could they improve upon?<\/p>\n B) Exit Card: What questions about governments or\u00a0democracy do you have that were not answered in this\u00a0lesson? What more do you want to know? What more would you inquire about?<\/p>\n C) Formative assessment: Ask students to find one\u00a0example of a current event in the news that shows that\u00a0democratic principle being upheld and one example where a principle is being denied.<\/p>\n Title Governance and Democracy Guiding Question What does it mean to live in a democracy? SUMMARY Governments are made up of the people and institutions\u00a0put in place to manage a country, nation or community\u00a0and make decisions on behalf of citizens. DOWNLOAD BACKGROUNDER (PDF) In this lesson, students analyze leadership styles and\u00a0decision-making processes by participating in […]<\/p>\n","protected":false},"author":2,"featured_media":756,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-108","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-secondary-lessons"],"_links":{"self":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/108","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/comments?post=108"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/108\/revisions"}],"predecessor-version":[{"id":1147,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/108\/revisions\/1147"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/756"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=108"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=108"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=108"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}LEARNING GOALS<\/h3>\n
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\nsurvival);<\/li>\n
\nexercise;<\/li>\n
\nin societies (Citizenship Education Framework<\/em> \u2013\u00a0Structures);<\/li>\nSUCCESS CRITERIA<\/h3>\n
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CURRICULUM LINKS:<\/h3>\n
MINDS ON<\/h3>\n
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\n(modified from \u201cExploration: Then and Now, NASA and\u00a0Jamestown Education Module”)<\/p>\nACTION<\/h3>\n
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CONSOLIDATION<\/h3>\n
\nmore of the following questions.<\/p>\n\n
ASSESSMENT IDEAS<\/h3>\n
SUPPLEMENTARY TOOLS<\/h3>\n
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