The Political Spectrum<\/p>\n
What has shaped my political orientation? What is the\u00a0relationship between my beliefs and values and my\u00a0position on political issues?<\/p>\n
There are multiple points of view on every political issue\u00a0and this diversity helps sustain a democracy.<\/p>\n
DOWNLOAD BACKGROUNDER (PDF)<\/a><\/p>\n In this lesson, students use the political inquiry process\u00a0and the concepts of political thinking when reflecting on\u00a0civic issues and ways to address them. In the \u2018Minds On\u2019\u00a0activity, students consider different perspectives on the\u00a0minimum wage debate. Afterwards, students investigate\u00a0their political leanings by answering a political spectrum\u00a0quiz, reviewing the associated terms and applying their\u00a0understanding. In the \u2018Consolidation\u2019 activity, students\u00a0reflect on the aspects of their personal identity that affect\u00a0their political orientation.<\/p>\n By the end of this lesson, students will be able to:<\/p>\n CPC3O<\/em>: A1, A2, B1, B2, A1.3, A1.5, A1.6, A2.2, A2.3, B1.1, B1.2, B2.1<\/p>\n DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n 1. Open the discussion about minimum wage by asking\u00a0how many students have part-time jobs. Remind students\u00a0that they only need to share personal information if they\u00a0feel comfortable.<\/p>\n 2. Ask students if they are aware that the minimum wage\u00a0increased from $11.60 per hour to $14 per hour at the\u00a0beginning of 2018. Have students read the brief synopsis\u00a0about the minimum wage debate in Ontario (Activity 2.1<\/a>).\u00a0This can be completed as a class or individually.<\/p>\n 3. Afterwards, have students reflect on the following\u00a0questions using the discussion strategy below.<\/p>\n Discussion strategy:<\/p>\n 1. Review the concept of political perspective:<\/p>\n Teacher Note: Explain to students that they have developed\u00a0opinions on the political issue of minimum wage through\u00a0their life experiences and even <\/em>through this class activity. All\u00a0of these experiences help to inform our political beliefs and\u00a0to a certain extent, help us form an ideology.<\/em><\/p>\n 2. Individually, have students answer a political spectrum\u00a0quiz (Activity 2.2<\/a>). Explain to students that there are no\u00a0right or wrong answers, but the questions are meant to\u00a0encourage reflection on their political perspective and\u00a0civic self-image.<\/p>\n Afterwards have students reflect on the exercise either\u00a0in a class discussion or in written form: What did you\u00a0learn about your own developing political orientation\/\u00a0philosophy as a result?<\/p>\n Teacher Note: Encourage students to reflect on the\u00a0credibility of the quiz. Who was it designed by? Who was\u00a0it <\/em>adapted by? Knowing who produces sites alerts you\u00a0to what kind of bias may be found in them. Be careful of\u00a0what and who you believe.<\/em><\/p>\n 3. Using Slide Deck 2<\/a>, review the concept of the political\u00a0spectrum with two scales and the terms associated with\u00a0the quadrant spectrum.<\/p>\n 4. Review the terms: socially conservative, fiscally\u00a0conservative, socially liberal and fiscally liberal. Have\u00a0students examine different viewpoints on a range of issues\u00a0and ask them to label each viewpoint using the terms\u00a0(Activity 2.3<\/a>). Reflection questions for students:<\/p>\n 5. Review the concept of political socialization agents and\u00a0provide some examples (e.g., family, friends, the media,\u00a0personal experiences, social groups, religious institutions).\u00a0Ask students to create a mind map showing which\u00a0political socialization agents have impacted their political\u00a0perspective. Afterwards, provide time for students to\u00a0share their mind map with their peers.<\/p>\n Ask students to fill out the 3-2-1 Exit Card (Activity 2.4<\/a>). Teachers can use this as assessment as\/for\u00a0learning and to address any confusions, as well as to structure future discussions.<\/p>\n Title The Political Spectrum Guiding Question What has shaped my political orientation? What is the\u00a0relationship between my beliefs and values and my\u00a0position on political issues? SUMMARY There are multiple points of view on every political issue\u00a0and this diversity helps sustain a democracy. DOWNLOAD BACKGROUNDER (PDF) In this lesson, students use the political inquiry process\u00a0and the […]<\/p>\n","protected":false},"author":2,"featured_media":755,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-261","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\/261","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=261"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/261\/revisions"}],"predecessor-version":[{"id":1146,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/261\/revisions\/1146"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/755"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=261"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=261"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=261"}],"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
MINDS ON<\/h3>\n
\n
\n
ACTION<\/h3>\n
\n
\n
\n
CONSOLIDATION<\/h3>\n
SUPPLEMENTARY TOOLS<\/h3>\n
\n