Active and Engaged Citizenship<\/p>\n
What issues matter most to me? How can I get involved?<\/p>\n
Active citizenship involves working for the common good\u00a0in local, national and global communities, including voicing\u00a0informed opinions on matters relevant to your community,\u00a0investigating controversial issues, demonstrating\u00a0collaborative and innovative problem solving, building\u00a0relationships with diverse individuals and groups, adopting\u00a0leadership roles and participating in your community.<\/p>\n
DOWNLOAD BACKGROUNDER (PDF)<\/a><\/p>\n In this lesson, students review the concept of objectives\u00a0and results and hear stories from other Ontario youth\u00a0that have taken actions on issues that matter to them.\u00a0Afterwards, they examine an issue of importance to them\u00a0and establish an action plan to achieve specific objectives.<\/p>\n By the end of this lesson, students will be able to:<\/p>\n CHV2O<\/em>: A1, A2, B2, C1, C2, C3, A1.1, A1.5, A2.1, A2.3, B2.2, B2.4, C1.2, C1.3, C2.3, C3.1<\/p>\n DOWNLOAD CURRICULUM LINKS (PDF)<\/a><\/p>\n 1. Review the concept of objectives and results (Slide\u00a0Deck 9<\/a>). It is a political thinking concept that focuses on\u00a0factors leading to events, decisions, and\/or plans of action\u00a0and their intended and unintended consequences. There\u00a0are four key steps:<\/p>\n 2. Watch one or more of the following videos about youth\u00a0who have taken action on an issue of importance to them:<\/p>\n Alternative Sources<\/em>: 3. As a class or in groups, analyze the conditions,\u00a0objectives, action and results of the students featured in\u00a0the videos. Which actions led to the intended outcomes?\u00a0Were there any unintended outcomes?<\/p>\n 1. Invite students to share what they see as the top\u00a0challenges facing Ontario today. You can create the list\u00a0as a class or ask each student to share one or two issues.\u00a0As a class, review the challenges listed and come to a\u00a0consensus around the most important issues.<\/p>\n Teacher Note: Co-create criteria with your students to\u00a0assess what makes an issue important (e.g., the number\u00a0of people or groups affected, impact across the province,\u00a0how long people have been waiting for a solution,\u00a0whether the issue involves basic human needs, whether\u00a0human rights are being violated, the social, economic,\u00a0and\/or environmental impact of an issue).<\/em><\/p>\n 2. Divide students into groups and ask them to pick an\u00a0issue and determine how they would solve their challenge\u00a0as active citizens. Guiding questions:<\/p>\n 3. Have each group share their ideas with the class.<\/p>\n 4. In a culminating activity, have students advocate\u00a0for government action through a method of their own\u00a0choosing. This could include writing a letter to the\u00a0minister(s) in charge of their related issue, producing a rant,\u00a0pitch presentation using slides or multi-media artwork.<\/p>\n Rant Exemplars:<\/p>\n Have a closing discussion about issues and active\u00a0citizenship. Guiding questions:<\/p>\n Students can be assessed on the product created in the\u00a0culminating activity in ‘Action’.<\/p>\nLEARNING GOALS<\/h3>\n
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SUCCESS CRITERIA<\/h3>\n
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CURRICULUM LINKS:<\/h3>\n
MINDS ON<\/h3>\n
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\n\u201cGuelph teen receives standing ovation at Queen\u2019s Park for\u00a0his efforts to improve care for people with mental health\u00a0challenges<\/a>\u201d (Guelph Today<\/em>, September 13, 2017)<\/p>\nACTION<\/h3>\n
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CONSOLIDATION<\/h3>\n
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ASSESSMENT IDEAS<\/h3>\n
SUPPLEMENTARY TOOLS<\/h3>\n