Campaign Communications<\/p>\n
Why should I evaluate political party messages?<\/p>\n
During the election campaign, political parties\u00a0communicate their vision and ideas to try to gain public\u00a0support. As a voter, you need to examine these messages critically in order to find out which party or candidate best\u00a0aligns with your views and priorities.<\/p>\n
DOWNLOAD BACKGROUNDER (PDF)<\/a><\/p>\n In this lesson, students investigate the provincial election\u00a0process in Ontario and how election campaigns work. As\u00a0a class and within groups, students dissect and analyze\u00a0various political party communications or advertisements.\u00a0After reviewing each group\u2019s work, students evaluate\u00a0the strengths and limitations of each party\u2019s campaign\u00a0strategy and evaluate which party or candidate they\u00a0support and why.<\/p>\n We are learning to\u2026<\/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 DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n 1. Ask students what they know about elections and\u00a0campaigns. Give students a few minutes to fill out the K\u00a0column in the KWL chart (Activity 8.1<\/a>).<\/p>\n 2. Invite students to share their thoughts and write down\u00a0key words on the blackboard, chart paper or interactive\u00a0whiteboard. Afterwards, ask students to write down what\u00a0else they want to know about elections and campaigns in\u00a0the W column on the KWL chart (Activity 8.1<\/a>).<\/p>\n 3. As a class, watch the \u2018Elections in Ontario<\/a>\u2019 video to\u00a0review how elections work in the province. You may want\u00a0to watch more than once to review key concepts and terms.<\/p>\n 4. Facilitate a discussion about elections using the\u00a0questions and strategy below.<\/p>\n 1. Review the upcoming provincial election \u2013 including\u00a0the date, major political parties, name of your electoral\u00a0district and the candidates running for election.<\/p>\n 2. Through a classroom discussion, invite students\u00a0to share all the ways they think political parties and\u00a0candidates try to communicate with voters in the lead up to the election (e.g., advertising, lawn signs, mailings\/\u00a0pamphlets, their website, social media, public events,\u00a0door-to-door canvassing, media coverage, debate). Ask\u00a0students if they have noticed any of these efforts for the\u00a0current election.<\/p>\n 3. Review examples of political party advertisements or\u00a0social media messages for the current election campaign.\u00a0You could use images from each party or party leader\u2019s\u00a0Instagram account or video advertisements found on their\u00a0website or YouTube channel. Encourage students to look\u00a0at language, colour, images, music, tone and content.\u00a0Write down comments to the guiding questions so that all\u00a0students can see.<\/p>\n Guiding questions:<\/p>\n Attack ad examples \u2013 2016 U.S. Presidential Campaign:<\/p>\n 4. As a class, co-create criteria to evaluate political party\u00a0advertising or communication. For example,<\/p>\n 5. Divide students into groups and have them evaluate\u00a0the communications of one of the political parties or\u00a0candidates running in your school\u2019s electoral district. Select options from each party in the same medium(s) to\u00a0ensure comparisons can be made on the same level and\u00a0are not biased towards format.\u00a0Place each piece of media (or printed screenshot of the\u00a0video) in the middle of a larger piece of paper or chart\u00a0paper. Ask students to annotate their thoughts around the\u00a0edge. Encourage them to look at language, colour, images,\u00a0music, tone and content.<\/p>\n Teacher Note: Annotation can be explicitly <\/em>modeled in Step\u00a03 or before the group work.<\/em><\/p>\n 6. Post each group\u2019s work around the classroom or down\u00a0a hallway. Have students participate in a Gallery Walk to\u00a0look at their peers\u2019 work. For a further extension, give\u00a0students sticky notes so they can add their own thoughts\u00a0or ideas.<\/p>\n Alternative Activity<\/em><\/p>\n Divide students into groups and ask them to track the\u00a0communications of one particular political party or\u00a0candidate over the course of the campaign. Students\u00a0 should collect the party or candidate\u2019s communications\/\u00a0messages from multiple platforms and in different formats\u00a0(e.g., video, print material, social media posts).<\/p>\n Provide an overall checklist of what should be collected\u00a0during the period (i.e., one week, two weeks or the month).<\/p>\n For example:<\/p>\n Suggested questions:<\/p>\n Afterwards, give students an opportunity to share their\u00a0work with each other through a classroom presentation,\u00a0Gallery Walk or an alternative method.<\/p>\n Have a brief closing discussion about elections and\u00a0campaign communication, or ask students to write a\u00a0reflection on one or more of the following questions:<\/p>\n Type of Assessment: For Learning<\/p>\n Lesson Area: Minds On<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Type of Assessment: As Learning<\/p>\n Lesson Area:\u00a0Action<\/p>\n Guiding Questions for Teachers<\/em><\/p>\n Type of Assessment: Of Learning<\/p>\n Lesson Area: Action \/ 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 Accessibility &\u00a0Learning Space<\/strong><\/p>\n Mobility<\/p>\n Title Campaign Communications GUIDING QUESTION Why should I evaluate political party messages? OVERVIEW During the election campaign, political parties\u00a0communicate their vision and ideas to try to gain public\u00a0support. As a voter, you need to examine these messages critically in order to find out which party or candidate best\u00a0aligns with your views and priorities. DOWNLOAD BACKGROUNDER […]<\/p>\n","protected":false},"author":2,"featured_media":741,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-246","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\/246","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=246"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/246\/revisions"}],"predecessor-version":[{"id":1160,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/246\/revisions\/1160"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/741"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}LEARNING GOALS<\/h3>\n
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SUCCESS CRITERIA<\/h3>\n
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CURRICULUM LINKS<\/h3>\n
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MINDS ON<\/h3>\n
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\ncampaigns?<\/li>\n<\/ul>\n\n
ACTION<\/h3>\n
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CONSOLIDATION<\/h3>\n
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TIPS FOR TEACHERS<\/h3>\n
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ASSESSMENT OPPORTUNITIES<\/h3>\n
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LEARNING FOR ALL<\/h3>\n
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SUPPLEMENTARY TOOLS<\/h3>\n
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