Part B: Learning Plan

Throughout the inquiries, students are encouraged to analyze and use different types of maps to situate current issues in Canada, and selected Pacific Rim and northern circumpolar countries. (DR7.1)

This allows students to use maps in authentic learning experiences.

 

Students will:

  • Investigate the structures and processes of democratic government in Canada at several different levels (PA7.2).
  • Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries to the experiences of Canada; (PA7.1).
  • Compare different forms of governance specifically democracy, oligarchy, and dictatorship (PA7.3).

Students will be exploring these outcomes in two separate inquiries.  They will first examine democracy and the various forms of governance within Canada and then move to examining governance structures in countries bordering the Pacific Rim. Students are asked to make comparisons about the distribution of power and answer questions about different forms of governance based on their understandings of democratic processes in Canada.

Democracy and Governance are abstract concepts.  Teachers are encouraged to let students explore these concepts by studying examples that are close to home or as real as possible. Applying principles of differentiation, allow opportunities for students to interview people to increase their understanding through conversation as an alternative to searching text for answers.  

Teacher Note:

Teachers are the best judges of the cultural make-up and levels of understanding of their classrooms.  Given that many students may be newcomers to Canada more background experiences may be required for students to understand the concepts.  The resources list in Section C may provide additional supports.

QUESTIONS TO GUIDE INQUIRY

Questions are posted and discussed with students at the start of the exploration of study. These open-ended questions are continually revisited; encompass concepts that students will explore throughout the unit of study; form the evidence of understanding; and, frame the assessment at the end of the unit of study. Guiding questions are posed to support student thinking as they explore the answers to the larger overarching questions.

Teachers may want to consider putting the questions into a “Before, During, After” chart to note the changes in students’ thinking as a result of the inquiries.

Essential Questions: Guiding Questions

  • Does democracy work? How could democracy be improved?
    • How does democracy affect you on a daily basis?
    • Is democracy the fairest way to represent people?
    • How is “fairness” determined in a democracy?
    • Do you think our democratic Canadian government is fair to all Canadians?
    • Should/Can a democratic government be fair to its constituents?
  • What is the relationship between rights and responsibilities?
    • What sorts of rights do you have and what responsibilities do those rights create?
    • What responsibilities does living in a democracy create?
    • What responsibility do you have to balance personal needs with the (global) community’s needs?
    • Are rights and responsibilities the same for everyone? What would account for the difference? (age, gender, race?)
  • How do my actions influence others? How do other actions influence you?
    • How do you control the impact of your actions/decisions?
    • What is the power and responsibility of the individual to make a difference in the world?
  • What is the impact of affirming multiculturalism in a democracy?
    • How does Canada’s observance of multiculturalism impact governing decisions?
    • How does having diverse cultures in your community affect the way you act?
    • What is the appropriate Citizenship response to multiculturalism?

Vocabulary

  • Affirm
  • Authority
  • Democracy
  • Dictatorship
  • Force
  • Influence
  • Oligarchy
  • Power
Teacher Note:

Guiding questions are suggested to support teachers as they explore the essential questions.  Teachers are encouraged to use the questions that support their classroom work and to make wording changes or add additional questions as required. Guiding questions are more closely related to the inquiry.

CONNECT TO TOPIC AND SURFACE STUDENTS’ THINKING ABOUT …

This section introduces the concepts and helps teachers gain an understanding of the current thinking of the class.  Present essential questions and allow students to think about and talk about.  Student answers will give teachers a baseline or beginning understanding of the amount of specific, incidental, and background teaching required to explore these outcomes. Vocabulary is introduced and noted here.  This section frames the “We do” portion of the lesson where teachers guide the initial structure of the inquiry.

For more information on Canada’s government system visit:
https://lop.parl.ca/About/Parliament/Education/OurCountryOurParliament/home-e.aspx

Check the Glossary in the Appendix for Vocabulary used in these inquiries.

Need more experience with democracy?  Try this…

Make classroom decisions by:

  • Voting
  • Dictating
  • Consensus

Talk about the:

  • Similarities and differences in process
  • Feelings of power or power inequity
  • Levels of satisfaction with the decisions made

Inquiry – Examining Democracy in Canada

Does Democracy work? 

How could democracy be improved?

Use the following definition of democracy, see also the glossary.

Democracy Defined

“The word democracy describes a political system.  In a democratic country, all eligible citizens have the right to participate, either directly or indirectly, in making the decisions that affect them. Canadian citizens normally elect someone to represent them in making decisions at the different levels of government. This is called a representative democracy. Countries like Canada, the United States of America and the United Kingdom all have representative democracies. Before European people came to Canada, many different Indigenous people governed their regions using many different political systems, including a democratic one.”

Retrieved from: http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/html_booklet/democracy-defined-e.html

The reproduction of this text has not been produced in affiliation with, or with the endorsement of, the Government of Canada.

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What is democracy? 

  • Surface students understanding of democracy.
  • Identify groups that students belong to. Within the following groupings – family, school, community groups – have students identify:
    • How membership is determined?
    • How decisions are made?
    • Determine whether the group is democratic.
    • Do students feel as though they have a voice in the organizations or groups to which they belong? Explain their thinking.
DEVELOPING UNDERSTANDING
This section is the core of the lesson.  It describes the main activity(ies) involved.  In inquiry-based learning, the teacher facilitates the activities that lead to the understandings that student make of the essential questions.  It is critical then, that students be allowed to raise questions and talk about issues that develop as they explore the learning activities. This forms the “We do” “They do” section of the inquiry where students are finding answers to the overarching questions and then searching for themes and patterns as possible explanations.

Teachers work with students to clarify understandings.

Have students consider:

  • Does democracy work?
    • What are the ways that democracy affects you?
    • Describe ways that democracy works or does not work in your personal lives, school, community, city and country.
  • How is fairness determined in a democracy?
  • Would students say that democracy is fair?
    • What are the students’ criteria for determining fairness?

(Generate lists and discuss.  Be sure to consider different perspectives and points of view in trying to decide on the critical factors of fairness.)

  • Would students describe democracy as fair?
    • How is power obtained in a democracy?
    • How is power maintained in a democracy?

Post student answers to the questions about the working of democracy.

Have students interview a variety of people using the questions they are considering.  Compare answers.

What are the Similarities – Differences?

Do the answers vary along lines of diversity?  (See diversity wheel – Part C: Resources

 

What are the processes of a democracy?

The next part of the inquiry has students examining the different levels of governance within Canada to determine:

  • Various roles and responsibilities in governance;
  • How power is obtained in a democracy; and,
  • How power is maintained in a democracy.
Jigsaw Research and Study Process

Divide the class into groups and have each group research a specific area to present to class.  Each group is asked to find out the information in the questions posed.

Encourage students to present information learned in a variety of modes including speaking, writing, drama, multimedia, or other modes so that all students have an entrance point for demonstrating their learning and understanding.

Governance Spheres of Influence

Levels of Governance

  1. Local (reeve, mayor, councilor),
  2. Provincial or Territorial (member of the legislative assembly),
  3. First Nations (councilor, chief) system of government,
  4. Federal (Member of Parliament),
  5. Métis locals and governance structures.

Within each level of governance:

  • Identify and describe the roles of the elected representatives
  • Investigate and identify the election processes
    • Nomination requirements
    • Nomination process
    • How elected
    • Term of office
  • Identify the lines of responsibilities to other identified levels of government
  • Identify the form of power at each level of governance
    • Authority, Force, Influence

Collect research in graphic organizer.  (See appendix)

  • Examining Democracy in Canada graphic organizer
  • Governance Spheres of Influence – Concept Mapping

After groups have made their presentations work with the class to develop a concept map, or use the graphic organizer in the appendix, to:

  • Chart the structures/organization of various levels of government
  • Indicate lines of responsibility (spheres of influence) between the governing levels.
  • Note areas of shared responsibilities. Post the concept map for future reference of next sets of overarching questions.

 

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  • Reflect again on students’ initial thinking regarding how they are affected by democracy and whether democracy is fair.

Note and chart changes in students’ thinking as the inquiries progress.

Throughout this inquiry, have students reflect on the actualization of treaty contracts between the negotiating nations using the rights and responsibilities understandings.

For additional background information regarding treaties try:

For Treaty Text see:

What is the relationship between rights and responsibilities?

  • Discuss the statement “for every right there is a responsibility.”
  • What sorts of rights do you have and what responsibilities do those rights create?
  • What responsibilities does living in a democracy create?

Use the questions above to reflect upon the concepts considered below.

Rights and Responsibilities Inherent in Treaty

Negotiation of treaty with Canada’s First Nations people is an example of rights and responsibilities that were negotiated between sovereign nations for the benefit of citizens within those nations.  The negotiations provide examples of the use of cooperation, balance and harmony of sources of power between nations.  The actualization is a different story.

Examine the uses of power in the negotiations of the treaty which governs the local area.

  • Identify the basis of power (resources, numbers, organization)
    • held by the First Nations
    • held by the Europeans
  • Identify the benefits achieved by both partners to Treaty
    • Provide examples of the use of cooperation, balance and harmony of sources of power between nations
    • On a map, represent, locate, and identify Treaty territories.
  • Examine the treaty terms
    • What was negotiated by:
      • First Nations?
      • Government or British Crown?
    • Examine the treaty medal
    • What is symbolized in the medal?
Learn more
Examine the Truth and Reconciliation report to identify recommendations to redress Canada’s failure to honour treaty negotiations.

http://www.trc.ca/websites/trcinstitution/index.php?p=890

Teacher Note:

Need more frontloading information on Governance and Democracy?  Try…

Teacher Note:

Consider opportunities for students to interview actual governing representatives to find answers through conversation rather than relying only on text exploration.

APPLY AND EXTEND KNOWLEDGE

This section includes ideas to extend the inquiry or apply concepts explored. This section may also include additional reflective questions to promote student connection to the topic.  This forms the “You do” section – extend thinking beyond the classroom discussions and inquiry experiences.  Pose additional reflective questions that have been raised to encourage critical and creative thinking. 
For further information on the Métis homeland see:

Where is the Métis Homeland?

https://www.canadiangeographic.ca/article/toward-metis-homeland

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Rights and Responsibilities in Métis Land Settlement

The use of Scrip to extinguish Métis land claims is an example of rights and responsibilities used by a federal government to benefit its citizens and ensure economic prosperity and social justice.  The actualization is a different story.

Examine the uses of power in the implementation of the Scrip process in Saskatchewan.

  • Identify the basis of power (resources, numbers, organization).
    • Held by Métis people
    • Held by the federal government
  • Identify the potential benefits to be achieved by both groups in the actualization of the Scrip process.
    • Métis people
    • Federal government
  • Examine how the imbalance of power led to the loss of those potential benefits for the Métis people.

What is the relationship between rights and responsibilities with respect to Treaty contracts? To Métis Land Settlement?

  • What sorts of rights do you have and what responsibilities do those rights create?
  • What responsibilities does Canada have to First Nations people, to the Métis?
  • Consider the developed criteria for fairness. How fairly have First Nations people been treated by Canada?  How fairly have the Métis people been treated by Canada?
  • What should be done to redress these ongoing issues?

CONNECT TO TOPIC AND SURFACE STUDENTS’ THINKING ABOUT …

This section introduces the concepts and helps teachers gain an understanding of the current thinking of the class.  Present essential questions and allow students to think about and talk about.  Student answers will give teachers a baseline or beginning understanding of the amount of specific and incidental teaching required to explore these outcomes. Vocabulary is introduced and noted here.  This section frames the “We do” portion of the lesson where teachers guide the initial structure of the inquiry.
How does change occur within a democracy?

Have students choose or assign students the following specific areas to research:

  • service organizations
  • trade unions
  • First Nations and Métis organizations
  • co-operative movements
  • advocacy groups

Within their area of research have them identify:

  • What areas of or specific change is your group noted for?
    • describe the change
    • indicate the level of governance impacted
      • local, provincial, national, or international community
    • What kind of power exists in the organization?
    • Describe the process used to effect change within the organization.

In this inquiry students are examining alternate forms of governance and comparing them against democracy.  Students are exploring alternate governance structures in countries bordering the Pacific Rim.  They are becoming experts on that particular country and teaching their information to other students.

Inquiry – Examining Alternate Forms of Governance

Students have been researching different kinds of governing structures within Canada.  This inquiry leads them to explore other kinds of governance in countries bordering the Pacific Rim and compare against their understanding of how democracy operates in Canada.

 

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Is Democracy Ideal?

  • What makes an ideal governance structure in students’ minds?
    • Identify criteria
  • What might make a governance structure better than another? or How would students improve democracy?
  • Do you think our democratic Canadian government is fair to all Canadians?
  • Should Canadian democracy be fair to all constituents?
    • What are some of the criteria for fairness?
  • What is the impact of affirming multiculturalism in a democratic society?
    • How does Canada’s observance of multiculturalism impact governing decisions?

What is the appropriate Citizenship response to multiculturalism?

DEVELOPING UNDERSTANDING
This section is the core of the inquiry.  It describes the main activity(ies) involved.  In inquiry-based learning, the teacher facilitates the activities that lead to the understandings that student make of the essential questions.  It is critical then, that students be allowed to raise questions and talk about issues that develop as they explore the learning activities. This forms the “We do” “They do” section of the inquiry where students are finding answers to the overarching questions and then searching for themes and patterns as possible explanations.

Teachers work with students to clarify understandings.

For some classes, teacher may complete the Governance Model organizer using Canada as the primary country and examine democracy so that students are clear on what they will be researching.

Students are asked to extend their understanding about Canadian democracy and consider other forms of governance in Pacific Rim and circumpolar countries.   They will consider where leaders of the identified countries get their power or authority and how that country’s form of governing compares with students’ understanding of Canadian democracy.  For all areas of study, students are encouraged to use a variety of maps in their research and in their presentations.

Choose from the following Pacific Rim Countries:

  • China (Republic of China)
  • North Korea
  • Vietnam (Socialist Republic of Vietnam)
  • Fiji
  • Cambodia
  • Chile, Colombia
  • Japan, South Korea, Taiwan, USA (Alaska)

Using the accompanying organizer, have students research and report to the larger group for comparison and discussion:

Within your country identify the:

  • Location of the country compared to Canada
  • National leader of the country, republic
  • Organizational structure of the governing body
    • Identify/label the system of government i.e. oligarchy, dictatorship and democracy (based on what research says)
    • Principles/tenets
  • Primary resources of the country and who controls them (Use appropriate maps to identify and demonstrate)
  • Strengths
  • Weaknesses/Opportunities for Improvement

Collect research using the Characteristics of Governing Structures organizer in appendix.

Work either in groups or as individuals and then share ideas and discuss or develop as a whole class.

  • Identify the characteristics of various governing structures
  • Be sure to include the alternate names that these governments are also known as (i.e. Communist aka Socialist Republic)
  • Consider the forms of power (force, authority, influence) used by the leaders in the various governments:
    • What kind of power is evident?
    • How that power was obtained?
    • How power is maintained?
    • Identify the strengths and weaknesses of the governing organization/government.
    • Compare to Canadian democracy.

Be prepared to explain your thinking.

Students have been researching how changes occur in a democracy.

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  • How easily does change occur in countries that are not democracies?
  • What evidence supports their thinking?
  • Why do students think this is so?
Process:

For all areas of study in grade 7, students will be comparing the Canadian experiences to countries bordering the Pacific Rim and northern circumpolar countries.  Teachers are encouraged to identify specific countries and have students study those same countries repeatedly so that students can gain a stronger understanding of the diversity within those countries.  In a sense, students are becoming the “expert” on their specific country.

These are very “big” concepts.  Throughout this study, it is critical that teachers help students to step back to see the big picture.

  • What themes are emerging?
  • What are the similarities and differences?
  • Why do students think this is so?

The independence level of the class, will determine how much teacher direction is required to do this.

EVIDENCE OF LEARNING AND UNDERSTANDING

Assessment of learning will vary but should allow students to demonstrate their learning and understanding in a variety of ways.
Debates force students to consider alternate perspectives that might not be one that they would normally defend.
Students should be able demonstrate an understanding of:

  • The forms of government in Canada and Pacific Rim countries.
  • The physical geography in both Canadian and Pacific Rim countries.
  • Current issues faced by both Canadian and Pacific Rim countries.

Demonstration of Learning Suggestions

  • Research a current event from a specific Pacific Rim country.
    • Clothing industry
    • Tainted milk scandal – China
    • Sunken ferry – Vietnam
    • Public transportation
    • Rail safety
    • Price of chocolate
    • other
  • Draw a connection between the current issues in Canada and your researched issue.
  • Outline current problem/situation and consider how different governing organizations would solve that problem.

Have students choose a particular form of governance and debate which one is the better government using the following prompt:

  • Democracy is a governance structure that represents a western mentality that does not acknowledge the strengths of other alternative governing methods.

STUDENT CITIZENSHIP JOURNAL OPPORTUNITIES

Students will continue to explore and understanding of their role as a Canadian citizen and reflect on their perspective in an Ongoing Journal.

Students are keeping a Citizenship Journal to reflect upon their developing views of citizenship.  This section provides prompts for student journals.  Students are invited to choose one that interests them or propose their own. Students can also respond to any of the essential questions.

Students are encouraged to respond using a variety of genres.

Students may choose to respond to any essential questions.

  • How is your life directly affected by multi-culturalism?
  • How do you contribute to democracy?
  • Would you like to be a leader? What kind of a leader would you be? What strengths do you have that would make you a leader?
  • Do you think that democracy is ever taken for granted? Support your thinking.
  • How do you contribute to your family? What is your role in your family?
  • How do you contribute to your school/community/country?
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Grade 7 Engaged Citizens Part B Learning Plan