Government and Democracy<\/p>\n
Why do we need government? What events from 1830-1849 led to the government we have today?<\/p>\n
A government is made up of the people and institutions\u00a0put in place to manage the land, resources and people\u00a0living within its borders. Political changes in the first half\u00a0of the nineteenth century shaped the democratic form of\u00a0government we have today.<\/p>\n
DOWNLOAD BACKGROUNDER (PDF)<\/a><\/p>\n In this lesson, students work in groups to explore\u00a0options for leadership and governance in an exercise\u00a0called Survivor Island. Afterwards, students review\u00a0the concept of government and parliamentary democracy,\u00a0and investigate events from 1830-1849 that dramatically\u00a0shifted our political system. In the culminating activity,\u00a0students imagine the ways in which a prime minister\u00a0or premier can ensure they adhere to responsible\u00a0government.<\/p>\n We are learning to:<\/p>\n Below are some sample success criteria you can use or\u00a0build upon. Co-creating success criteria with your class will\u00a0allow students to have ownership over their learning and\u00a0understand what successful learning looks like.<\/p>\n I CAN\u2026<\/em><\/p>\n Grade 7:<\/strong><\/p>\n DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n 1. Ask students to imagine they are stranded as a group\u00a0on a remote island and they need to make decisions about\u00a0how they will live and survive.<\/p>\n 2. Divide students into groups and explain that each group\u00a0will explore the need for leadership, organization and\u00a0rules within a community by considering the following\u00a0questions.<\/p>\n Alternatively, the process can be self-directed with each\u00a0group brainstorming what decisions would need to be\u00a0made and how they would be made, in order to create a\u00a0community.<\/p>\n 3. Bring the class back together and discuss the decisions\u00a0made by each group. Reflection questions:<\/p>\n 1. Review the concept of government and parliamentary\u00a0democracy (\u2018Parliamentary Democracy in Ontario<\/a>\u2019 video). Guiding\u00a0questions: Who makes the rules and decisions in our\u00a0province or country? How are leaders and\/or government\u00a0representatives selected? How do they maintain power?<\/p>\n 2. Using Handout 2.2<\/a>, review the events that led to\u00a0responsible government in Canada. It may be helpful\u00a0to supplement this information with other resources or videos.<\/p>\n Additional resources:<\/p>\n 3. Review the concept of cause and consequence, as well\u00a0as the difference between underlying and immediate\u00a0causes, and intended and unintended consequences.<\/p>\n 4. Using Handout 2.2<\/a>, have students work in pairs to\u00a0discuss the events that led to responsible government in\u00a0Canada and fill out the graphic organizer (Activity 2.3<\/a>).<\/p>\n 5. Afterwards, have the pairs form groups with another\u00a0pair in the class to discuss their choices. End the activity\u00a0with a whole class discussion. Final reflection questions:<\/p>\n Have a brief closing discussion about responsible\u00a0government and parliamentary democracy in Canada, or\u00a0ask students to write a reflection on one or more of the Type: For Learning<\/p>\n Lesson Area: Minds On<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Type: As Learning<\/p>\n Lesson Area: Minds On<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Lesson Area: Action<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Lesson Area: Consolidation<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Type: Of Learning<\/p>\n Lesson Area: Consolidation<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Individual\u00a0Education\u00a0Plans<\/strong><\/p>\n Modifications<\/p>\n Enrichment<\/p>\n English\u00a0Language\u00a0Learners<\/strong><\/p>\n Culturally\u00a0Responsive\u00a0Pedagogy<\/strong><\/p>\n Indigenous Focus<\/strong><\/p>\n Title Government and Democracy Guiding Question Why do we need government? What events from 1830-1849 led to the government we have today? OVERVIEW A government is made up of the people and institutions\u00a0put in place to manage the land, resources and people\u00a0living within its borders. Political changes in the first half\u00a0of the nineteenth century shaped […]<\/p>\n","protected":false},"author":2,"featured_media":735,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-243","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-elementary-lessons"],"_links":{"self":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/243","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=243"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/243\/revisions"}],"predecessor-version":[{"id":1157,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/243\/revisions\/1157"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/735"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=243"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=243"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}LEARNING GOALS<\/h3>\n
\n
SUCCESS CRITERIA<\/h3>\n
\n
CURRICULUM LINKS<\/h3>\n
\n
MINDS ON<\/h3>\n
\n
\n
ACTION<\/h3>\n
\n
\n
\n
\n
CONSOLIDATION<\/h3>\n
\nfollowing questions:<\/p>\n\n
TIPS FOR TEACHERS<\/h3>\n
\n
ASSESSMENT OPPORTUNITIES<\/strong><\/h3>\n
\n
\n
\n
\n
\n
LEARNING FOR ALL<\/h3>\n
\n
\n
\n
\n
\n
SUPPLEMENTARY TOOLS<\/h3>\n
\n