what is the purpose of the student vote program? -...

STUDENT VOTE RESOURCE

IntroductionWe would like to thank you for accepting the important responsibility of bringing democracy and civic education into your classroom.

Your enthusiasm toward special initiatives like Student Vote provides an example to students and their families and friends that democratic engagement is an important and worthwhile effort.

What is the purpose of the Student Vote program?

The program provides young people with an opportunity to experience the voting process firsthand and to practice the habits of informed and engaged citizenship.

The Student Vote program applies the concept of the “teachable moment” and uses the official election as a springboard for discussing current affairs and the value of democratic participation.

What is the rationale for this resource?

The lessons are intended to improve civic literacy, introduce the concepts of democracy and elections, increase awareness about the workings and impact of government, and teach students how to actively participate in the democratic process. The final lesson allows students to reflect on their participation in Student Vote and the outcome of the election. The whole process is an empowering lesson in civic responsibility and citizen engagement.

Why is it important to encourage discussion with family and friends?

Based on feedback from teachers, we know that students are eager to share their newfound knowledge with family and friends, and engage them in conversation about the election. This exchange allows students to explore different points of view, further develop their own opinions and start conversations that they may not have started otherwise. This dialogue also has a positive impact on families and their voting habits. We encourage you to incorporate take-home activities into your Student Vote plans and find ways to promote political discussion at home.

What is Student Vote Day?

During National Student Vote Week, more than 500,000 students from across Canada will vote using the ballots and ballot boxes provided. Students will take on the roles of election workers to conduct a parallel vote on the official election candidates. The results of the parallel election will be shared on the Student Vote website following the closing of the official polls and with the media for broadcast and publication.

Additional Resources, Comments or Questions?

We hope this resource is helpful to you and your students. The lessons, editable worksheets in Word and additional resources, including videos and PowerPoint presentations, can be found on the Student Vote website (www.studentvote.ca).

If you have any questions or suggestions please feel free to contact the CIVIX team at 1-866-488-8775 or by email at [email protected].


AcknowledgementsStudent Vote is the flagship program of CIVIX.

CIVIX is a non-partisan registered charity building the skills and habits of citizenship within young Canadians.

CIVIX has partnered with Elections Canada to provide the Student Vote program free to schools across Canada in conjunction with the 2015 federal election.

Elections Canada is an independent body set up by Parliament to conduct federal elections, by-elections and referendums, and administer other important aspects of our democratic electoral system.

This resource is meant to support teachers in implementing the Student Vote program and to facilitate the engagement of students in the election campaign.

Resource Development Team

We would like to thank educators Kirsten Dyck, Cheri Haberstock and Beverly Fullerton Lewis for contributing their ideas and feedback to the development of this activity resource.

Copyright Notice

This resource is copyright of Elections Canada and CIVIX. Pages of this publication may be reproduced freely for non-profit and educational purposes.


Table of Contents

Suggestions for Wider Engagement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4

How to Use this Resource - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5

LESSON 1: Government and Democracy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6

LESSON 2: Democratic Rights and Responsibilities - - - - - - - - - - - - - - - - - - - - - - - - 12

LESSON 3: Three Levels of Government - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 21

LESSON 4: Political Parties - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 30

LESSON 5: Local Candidates and Issues - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 38

LESSON 6: Messages in the Media - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 45

LESSON 7: The Voting Process - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 50

LESSON 8: Post-Election Analysis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 59

Assessment Opportunities - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 62

Glossary - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 69


4

Suggestions for Wider EngagementThe Student Vote program can be organized for your class, with several classes or your entire school. The CIVIX team is here to help you, regardless of how you decide to run the program.

If you choose to engage more than just your own class, there are great ways to involve your students in the implementation of the program and provide them with an opportunity to develop their leadership skills.

By organizing an election team, students will be empowered to take on the roles and responsibilities of coordinating the Student Vote program for their school. You can divide students into groups and assign each group a specific department or responsibility (see examples below).

Getting the Word Out/Communications: Responsible for informing students about the Student Vote program and encouraging participation.• Develop a plan to advertise the program and election (e.g., goals, methods, activities)• Create a calendar for your communications and announcements, including the who, what, when, where and

how (e.g., morning announcements, videos, classroom presentations, posters)• Develop key messaging (slogans) and create materials • Discuss the communications plan and carry out the activities

Informing Student Voters: Responsible for educating students about the parties, candidates and election issues.• Develop an education plan about what students should know (e.g., federal government responsibilities,

important issues of national concern, local candidates running for election)• Conduct student polls on election issues, discuss the results and share them with students• Create literature and activities for distribution to classes throughout the school (e.g., bulletins, newsletters,

multi-media presentations)

Events: Responsible for organizing events during the campaign period in coordination with the other teams.• Design a special event to encourage excitement in the election and improve voter turnout (e.g., vote mob,

rally)• Coordinate the local candidates to visit over lunch or coordinate an all-candidates meeting• Invite a guest speaker to discuss the role of government and how elections work (e.g., public servant,

journalist)• Assign the roles and manage the event(s)

Student Vote Day Operations: Responsible for organizing the election.• Determine which voting method will work best on Student Vote Day (e.g., voting in the gym or library, voting

by class or grade). Refer to the Student Vote Election Manual for options• Train election workers for their duties (e.g., deputy returning officers, poll clerks, scrutineers) • Decide on options for advance polls for students who may be away on Student Vote Day• Conduct an information session or prepare a poster or skit about how to correctly fill out a ballot• Ensure all materials are ready for Student Vote Day (ballot boxes, voting screens, seals or tape, tally sheets,

voters list)

Media and Community Relations: Responsible for communicating and engaging with local media and the greater community.• Write a letter or email to invite media to attend your campaign events or Student Vote Day• Write an op-ed piece for your local paper about the election and your school’s Student Vote activities• Interview students and/or take photos of your Student Vote Day to share on your school’s website, newsletter

or through social media• Develop and implement ideas to increase election awareness in the school community


5

How to use this ResourceThis activity resource was designed by teachers, for teachers. Each lesson has several options available to easily adapt it to your particular classroom. Please use, modify, rearrange and choose from this resource as you see fit. We hope you find it easy to navigate and implement in your classroom.

The lessons build upon one another and have an easy flow, but they can also be used as stand-alone lessons depending on the needs of your classroom and schedule. Below you will find a brief description of the different features in each lesson.

Objective: Provides a brief summary of what the lesson entails and what knowledge students are expected to have acquired upon completion.

Key Words: Important words used in this lesson. These definitions can be found in the Glossary and in the Background Information for Teachers sections.

Questions to Explore During this Lesson: Key questions that may be used as an entry point to an opening discussion with students, or as guiding questions to keep you on track during the lesson.

Supplementary Tools: A list of handouts, worksheets, PowerPoints and videos developed to aid in the implementation of the lesson.

Teaching Strategies: Each lesson has been broken down into smaller teaching strategies to provide flexibility with the delivery of educational content and activities. You are encouraged to use the whole lesson, or pick and choose the items that would work best in your classroom and within your time frames.

Hook – Suggested opening activity, meant to pique interest in the topic and lesson.

Instruction – Summary of key information to be delivered through teacher instruction. PowerPoint presentations have been developed to support content delivery and they can be found on the dedicated project site (www.studentvote.ca).

Discussion – Questions and discussion topics aimed at getting students to think critically about different aspects of the lesson.

Activity – The main activity offered to help students achieve the key learning objective.

Debrief – Concluding questions designed to focus and reflect on the content delivered throughout the lesson. These questions can be used for further debate in class or assigned as a written reflection.

Extension Activities: Several alternate activities are provided and can be used instead of or in conjunction with the main activity. The hope is that at least one or more of the activity ideas will suit the needs of your classroom.

Background Information for Teachers: Important definitions and explanations of various concepts used throughout the lesson. This section has been included to support educators in understanding the subject matter.

External Resources: Additional resources and websites you may find useful. Titles are provided so you can find them easily with a search engine.

Following each lesson, you will find the corresponding worksheets and handouts. Following all of the lessons, you will find Assessment Opportunities (election scrapbook activity, a political knowledge quiz and rubrics) and the Glossary.

6

OBJECTIVEStudents will learn about the concept of democracy and different types of government around the world.

KEY WORDSgovernment, anarchy, dictatorship, oligarchy, democracy, constitutional monarchy, representative democracy

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What are different ways a decision can be made?• Why are rules important?• What is the role of government?• What types of government exist around the world?• How do other forms of government compare with democracy?

SUPPLEMENTARY TOOLS• PowerPoint 1: Government and Democracy• Video 1: Government and Democracy• Worksheet 1.1: Survivor Island• Worksheet 1.2: Let’s Eat• Worksheet 1.3: Who Should Decide?

TEACHING STRATEGIESHook: 20-25 min1. Split the class into groups and have them sit together. Explain that each group will explore the need for leadership, organization and rules within a community through the following scenario.

Your class is going on an end-of-year trip across the ocean. Your flight encounters a bad storm, and you become stranded together on a remote island. The teacher and other adults have decided to venture off to find help. It will be several weeks until you are rescued and the class must figure out how everyone will try to live together and survive.

2. Distribute copies of Worksheet 1.1. Each group will answer the questions to figure out how they will work together to survive on the island.

3. Bring the class back to the big group and discuss each group’s answers. Emphasize differences between community organization (independent vs. team work/self-serving vs. helping others), the selection of the leader (democratic process vs. virtue or desire) and rules (individual rights vs. common good/freedom vs. control). Offer alternative options for students to consider if the groups do not express different answers.

4. Have a final discussion about the decision-making process involved in the group work. How were decisions made for each question? Did everyone agree with the decisions? Were decisions made quickly? Why or why not?

Teacher Note: Alternatively, you could use Extension A as the Hook activity.

Discussion: 10-15 min Imagine what your classroom would be like if your teacher had no rules regarding behaviour, habits or homework. What would happen if there were no rules or authority in your community or country?

Imagine what would happen if your classroom or school made rules that were unfair or unnecessarily harsh. What would happen if people in your community or country were under very strict rules (e.g., 6pm nightly curfew for anyone under 18 years of age, no sports or games in the streets)?

LESSON 1:Government and Democracy

LESSON 1: Government and Democracy

7

Instruction: 10-15 minGovernments are responsible for making rules and decisions for people living within their borders (e.g., education/schools, transportation/roads, healthcare/hospitals). There are different types of governments around the world and they make decisions and rules for their citizens in different ways. You can compare governments by the number of people who have access to power and by the types of rights and freedoms granted to citizens.

Teacher Note: Show Video 1 or PowerPoint 1 to provide examples of the different government types to students.

a) A dictatorship is a type of government where one person or a ruling group has complete political power. Dictatorships often come to power through a military takeover. Power is then maintained without the consent of the people through a one-party system where political opposition is forbidden. Dictatorships generally restrict individual rights. There is usually a heavy military presence with no independent media. b) An oligarchy is a type of government in which political power is kept in the hands of a small group of people, usually the rich. Oligarchs exercise power primarily to serve their own interests. An oligarchy can also be a dictatorship. c) A democracy is a type of government where a majority of the people are included in political decision-making. The most common form of democracy is representative democracy, where citizens elect politicians to represent them in assemblies and make decisions on their behalf. Citizens are also free to run for political office. In democratic countries, citizens have protected rights such as freedom of speech and religion, freedom of association, and the right to participate in free and fair elections.

Activity: 10-15 minPlay a game of running dictation using some or all of the key terms in the lesson (e.g., democracy, dictatorship, oligarchy, anarchy). Using the glossary or your own definitions, prepare large print definitions of each term (one per page, multiple copies if necessary).

Instructions:1. Attach a single term to a wall in the classroom

or in the hallway (create numerous locations if helpful). Divide students into pairs with one student acting as the “writer” and one student acting as the “runner.”

2. The runner must run to the wall or board where the key term is displayed, read the text, run back to their partner and repeat what they read.

3. The writer’s job is to listen to the runner and write down what is said. It will likely take a few trips to and from the posting for the runner to

dictate the entire definition to the writer. 4. When most groups are done, the writer can

check their work against what is displayed. Roles are then reversed and the next term is used.

Debrief: 10 -15 minHave a brief closing discussion about government and democracy. Alternatively, ask students to write a reflection in their election scrapbook or learning log (see Assessment Opportunities).• What is the role of government?• What are the pros and cons of different types of

government?• Would you prefer to live in a dictatorship or a

democracy? Why?

EXTENSION ACTIVITIESA. Divide students into groups and tell them to imagine they are on a field trip and will be eating lunch at a fast-food chain or restaurant (provide a specific name). To save on costs, they are asked to come up with one order that everyone can agree on. They need to ensure they have one main course, one side, one drink and one dessert. Ask students to fill out Worksheet 1.2. Afterwards, have a class discussion and consider the following questions: How was a final decision made for the lunch order? Did everyone agree with the decision? Was the decision made quickly? Why or why not?

B. Using Worksheet 1.3, explore the benefits and challenges of decision-making models in various scenarios. Have students form groups and act out one of the scenarios. After each dramatic presentation, discuss which type of decision-making model makes the most sense and why. Alternatively, the groups could act out both decision-making models for a scenario. Debrief as a class afterwards. Which decision-making process was the best for each situation? Why?

C. Ask students to imagine what would happen if there was a dictator in their own lives for a day or a week. Students can create a comic strip or short story about what would happen.

D. Ask students to write a story about a fictional country without a government. What would happen if there were no leaders to decide on laws or to create programs to support citizens? There would be no traffic laws or police to enforce any rules. Imagine what would happen to schools, hospitals or community centres. What would life be like?

E. Divide the class into groups and provide each with a different country, choosing examples from different continents and regions. Ask students to research the system of government used in their designated country and to present their findings to the class.


8

BACKGROUND INFORMATION FOR TEACHERSWhat is government?A government is made up of the people and institutions put in place to run or govern a country, state, province or community. The role of government is to make decisions and enforce laws for the people it is responsible for. The purpose of government is to protect its citizens and provide services.

What types of government exist?Various types of government exist in the world and they make decisions and rules for their people in different ways. Government types can be distinguished by the number of people who have access to power and by the types of rights and freedoms granted to citizens. A dictatorship is a type of government where one person or a ruling group has complete political power. In this system of government, the dictator or ruling group exercises power through control of a mass movement, political party or the military. Dictatorships often come to power through a military takeover (also known as a coup d’état). Power is then maintained without the consent of the people through a one-party state where political opposition is forbidden. Dictatorships generally restrict individual civil and political rights. There is usually a heavy military presence with no independent media.

The term authoritarianism is sometimes used to describe dictatorships. Authoritarian governments exercise forceful control over the population, with no particular concern for their preferences or for public opinion. Similarly, an autocracy is a type of government where political power is concentrated in the hands of one person who rules without restriction. An autocracy can be a dictatorship or an absolute monarchy. An oligarchy is a type of government in which political power is concentrated in the hands of a small group of people, usually the rich. Oligarchs exercise power primarily to serve their own interests. An oligarchy can also be a dictatorship. A democracy is a type of government where a majority of the population is included in political decision-making. The word ‘democracy’ is derived from two ancient Greek words: demos (‘the people’) and kratos (‘strength’ or ‘power’). Many different political systems describe themselves as democratic. The most common form of democracy is representative democracy, where citizens elect politicians to represent them in assemblies and make decisions on their behalf. Citizens are also free to run for political office. In democratic countries, citizens have protected civil and political rights such as freedom of speech and religion, freedom of association, and the right to participate in free and fair elections.

What type of government do we have in Canada?Canada is a parliamentary democracy, which is a type of representative democracy. It is also a constitutional monarchy; the Queen, our head of state, holds symbolic power.

Every act of government is done in the name of the Queen, but the authority for every act comes from the Canadian people through the Constitution. Most of the powers and responsibilities of the Queen are now exercised by her representative, the Governor General, except when the Queen is in Canada.

The monarch’s powers in Canada are limited by the Constitution and the ability to make and pass legislation belongs to an elected parliament. As a system of government, a constitutional monarchy separates the head of state’s ceremonial and official duties from partisan politics.

EXTERNAL RESOURCES

• “Our Country, Our Parliament,” The Library of Parliament — www.parl.gc.ca

• “Government Type,” CIA World Factbook — www.cia.gov


9

Survivor Island

Your class is heading on an end-of-year trip across the ocean. Your flight encounters a bad storm, and you become stranded together on a remote island. It will be several weeks until you are rescued. Your teacher and the other adults have decided to travel to the nearest island for help. The class must figure out how everyone will try to live together and survive.

With your group, figure out how you will live together and survive by answering the following questions.

1. Will everyone find their own food and shelter, or will the class work together as a team or in small groups? Explain the reasoning behind your choice.

2. If you decide to work as a team or in groups, how will tasks be divided among the students?

3. Will you need a leader? If so, how will they be selected? What is their role and what powers will they receive?

4. How will important decisions be made?

5. Are rules necessary? If so, which rules are needed?

6. How will you punish those who break the rules or do not contribute their fair share?

Worksheet 1.1


10

Wor

kshe

et 1

.2

Let’s Eat!

Our class gets to enjoy a meal out at ____________________________on our next field trip. The group needs to decide on a meal that everyone can agree on in the next five minutes. The restaurant will give the class a discount, but only if everyone orders the same thing. You must decide on a main course, one side order, one dessert and one drink.

With your group, decide on a final order for the class. Everyone must agree to eat what has been ordered.

Your Group’s Final Choice (main course, side order, dessert and drink)

What would have been your own personal choices?

Are you satisfied with the group’s choice? Explain why or why not?

Describe how the decision was made in your group. Give examples.

What are the benefits of this decision-making process?

What are the disadvantages of this decision-making process?


11

Who Should Decide?

Which of these two decision-making models would work best in the following scenarios?

DICTATORSHIP: one person decides for group

OR

DEMOCRACY: everyone has an equal voice in the decision

a) You have been asked to complete a group project. Your group must build a tower out of uncooked pasta. There are six people in the group and each person must contribute.

b) It is afternoon recess and you and your friends are trying to decide whether to play soccer or tag.

c) The basketball game is tied with time running out. Your team only has seconds to decide the next play.

d) Your family is going to the movie theatre on Sunday and needs to figure out what to watch. Luckily, there are many good movies to choose from.

e) Your teacher is away from the classroom and one of your classmates falls and hits her head. She is unconscious and needs help.

f) You are buying poster board for group work at school. The store has two colours to choose from and a decision must be made quickly—there is not enough time to contact all the classmates in your group.

g) Your school is going to have a dance and you need to pick the best DJ to hire.

h) Skateboards and longboards are being ridden on the sidewalk in your neighbourhood. Last week, a parent with their baby in a stroller was hit by some kids on their boards. Some people want the boards banned from the sidewalk and have contacted the mayor to make a decision.

Worksheet 1.3

12

OBJECTIVEStudents will learn about the fundamental rights and freedoms that exist in a democracy and the associated responsibilities.

KEY WORDSdemocracy, representative democracy, right, freedom, responsibility, election, universal suffrage

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What does it mean to live in a democracy?• What is a right?• What rights and freedoms do we have in Canada?• What responsibilities come along with our rights?• How is voting both a right and a responsibility?

SUPPLEMENTARY TOOLS• PowerPoint 2: Rights and Responsibilities in a Democracy• Video 1: Government and Democracy• Video 2: The Right to Vote• Handout 2.1: Highlights from the Canadian Charter of Rights and Freedoms• Handout 2.2: History of Voting Rights in Canada• Worksheet 2.3: Presentation Planning Sheet• Worksheet 2.4: Our Rights and Responsibilities• Worksheet 2.5: Voting Rights in Canada• Worksheet 2.6: The Right to Vote

TEACHING STRATEGIESHook: 10-15 min1. Read the following fictional story to your students:

Last year, there was a lot of bullying amongst the students at Harrison Public School. Students were not treating each other with respect. There was fighting, teasing and tears almost every day and it was very disruptive to the school community. Over the summer, parents, teachers, the principal and members of the school community held meetings to find a solution. After lots of discussion, it was decided that students would not be allowed to choose their own friends anymore. Instead, parents would make those decisions and teachers would enforce them.

2. Have a follow-up class discussion:• Why did the students lose the right to choose their own friends?• How would you feel if you lost the right to choose your own friends?• Would a better solution have been reached if students had been involved in the

decision-making process?• How important is it that we are allowed to make our own decisions?• How important is it that we do so in a responsible manner?

Discussion: 10 minWhat is a right? What is a responsibility? What are some of the rights we have in the classroom or at school? What responsibilities come with these rights?

For example, every child has the right to learn, but every child has the responsibility to arrive at school on time and complete their homework. The right to a safe classroom comes with the responsibility to follow the rules.

Teacher Note: Record the examples on a blackboard, chart paper or Smartboard so that students can see their responses.

LESSON 2: Democratic Rights and Responsibilities


13

Instruction: 20-25 min1. All citizens living in a democracy have guaranteed rights and freedoms. Some of these basic rights include the ability to form your own opinion and express it freely (freedom of thought and expression), the choice to worship in your own way (freedom of religion), and the right to gather and meet with one another, or to protest (freedom of assembly).

2. In 1982, the Canadian government created the Canadian Charter of Rights and Freedoms to protect our rights (Handout 2.1). One section is dedicated to our democratic rights, which include the right of every Canadian citizen, 18 years of age and older, to participate or vote in government elections. Elections are the method of how our elected representatives and government are chosen.

3. The right to vote in Canada has changed over time. In the early days, only wealthy men who owned property/land could vote. At that time, women and people of various ethnic backgrounds could not vote. Universal suffrage is the granting of the right to vote to all adult citizens, including the removal of restrictions against women and restrictions against people of various ethnic and religious backgrounds.

See Handout 2.2 and other suggestions listed in the External Resources section.

Activity: 20-30 min1. Explain to students that fewer and fewer people are voting in government elections. Questions to discuss: Is the decrease in voting disrespectful to those who had to fight for their right to vote? What are the responsibilities that go along with the right to vote?

2. In groups or individually, have students design a campaign poster or PowerPoint presentation to encourage people to cast a ballot in the federal election. Students should use images and words to describe why it is important to vote. Worksheet 2.3 can be used as a planning tool. Afterwards, display the posters around the school or ask students to share their work with their families.

Debrief: 5 minHave a brief closing discussion about rights and responsibilities. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• What does living in a democracy mean to you?• How important is it that individuals are responsible

members of society?• Will you vote in elections when you turn 18 years

old? Why or why not?• Should voters lose their right to vote if they choose

to skip an election?

EXTENSION ACTIVITIESA. Using Handout 2.1, review the Canadian Charter of Rights and Freedoms as a class. Individually or in pairs, ask students to consider the responsibilities that go along with each right using Worksheet 2.4.

B. Using Handout 2.2 and other sources, have students review and interpret the history of voting rights in Canada. Using Worksheet 2.5, have students record the date when a particular group received the right to vote and how or why it was granted to them. Afterwards, ask students to create a visual timeline showing when various groups received the right to vote or when access was improved.

C. Ask students to recall a time when they finally received a privilege (e.g., the right to walk to school on their own, have a sleepover, extend their bedtime). Now ask students to imagine they are a member of one of the groups that was granted the right to vote and ask them to write about their feelings and experiences in a diary. Students should write two diary entries: one before being granted the right to vote and one after receiving the right to vote. Use Worksheet 2.6.

D. Investigate countries around the world that are currently fighting for the right to vote. Have students write a summary or article based on their research, including the who, what, where, when and how.

BACKGROUND INFORMATION FOR TEACHERSWhat is a representative democracy?Canadians elect representatives to speak on their behalf and to pass laws. An election is the process of choosing individuals from among a group of candidates who will run a government.

What rights and responsibilities do we have in Canada?A right is a freedom that is protected. The rights and freedoms of citizens are vital to a democratic government.

In Canada, citizens’ rights and freedoms are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official language rights and minority language education rights.

Democratic rights include the right for every Canadian citizen, 18 years of age or older, to vote in an election and to be a candidate. They also require governments to hold elections at least every five years and that the elected representatives comprising them meet at least every year.


14

With all rights come responsibilities. A responsibility is a duty or obligation. It is something you should do in order to respect certain rights or rules.

The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner.

What is universal suffrage?Universal suffrage is the extension of the right to vote to all adult citizens, including the removal of restrictions against women, various ethnic and religious groups and property ownership requirements.

EXTERNAL RESOURCES

• “Voting in Canada: How a Privilege Became a Right,” CBC Digital Archives — www.cbc.ca

• “Women’s Right to Vote,” Telling Times Documentary — www.cpac.ca

• “Extending the Vote,” Canada: A People’s History — www.cbc.ca

• A History of the Vote in Canada, Elections Canada — www.elections.ca

• The Evolution of the Franchise, Elections Canada — www.elections.ca

• The Electoral System of Canada, Elections Canada — www.elections.ca


15

Handout 2.1

Highlights from the Canadian Charter of Rights and Freedoms

Highlights Examples

Fundamental Rights

Fundamental rights include the freedom of conscience and religion*; freedom of thought, belief, opinion and expression including freedom of the press and other media**; freedom of peaceful assembly***; and freedom of association****.

You cannot be punished for your religious beliefs.

Democratic Rights

Democratic rights include the right for every Canadian, 18 years of age or older, to vote in an election, to be a candidate in an election and the requirement that governments hold elections at least every five years and that the elected representatives comprising them meet at least once per year.

You can run for political office and vote when you turn 18.

Mobility Rights

Mobility rights include the right of every Canadian to choose to live and work in any province or territory in Canada. Canadians also have the right to live in, leave, or re-enter Canada whenever they choose.

You can visit another country and come back when you choose.

Legal Rights

Legal rights include the guarantee that Canadians, when arrested, must be told of their right to see a lawyer and must be tried within a reasonable amount of time. Canadians are also guaranteed the right to be presumed innocent until proven guilty.

You will receive a fair trial if you are accused of a crime.

Equality Rights

Equality rights include the right of any Canadian not to be discriminated against on the basis of race, national or ethnic origin, colour, religion, sex, age, or mental or physical ability.

You cannot be excluded from an activity because of a disability.

Official Languages of Canada

This includes the right of all Canadians to use either English or French in communications with Canada’s federal government and some of Canada’s provincial governments.

You can send a letter to your Member of Parliament in English or French.

Minority Language Education Rights

This includes the right of French or English minorities in every province and territory to be educated in their own language.

You can attend an English or French school based on your language anywhere in the country (with some exceptions, depending on the province or territory).

* Canadians are free to worship in the religion of their choice or to not worship at all.** Unless the media report something that is untrue, the media cannot be prevented from reporting anything that happens inside Canada.*** Canadians can meet as a group in private or public provided that the meeting is non-violent and peaceful.**** Canadians have the right to associate or befriend anyone they choose and the government does not have the right to limit these associations.


16

History of Voting Rights in Canada

The following provides some important events regarding the history of voting rights in Canada.

British North America — Only Affluent Men May Vote (1758-1866)In the beginning, only wealthy men could vote. To be able to vote, you had to own property or other expensive belongings. You could also vote if you paid a certain amount in yearly taxes or rent. Only a small number of people met these requirements. Women and many religious and ethnic groups were not allowed to vote.

Extending the Right to Vote to Women (1867-1919)Starting in the 1870s, women campaigned with petitions, speeches and public protests for the right to vote. Even though politicians were uncooperative and many people disagreed, these women received the support of powerful organizations and managed to have bills introduced in provincial legislatures. When the bills were defeated, they persisted and had them reintroduced over and over until they were successful. Manitoba was the first province to extend the vote to women in 1916 and other provinces followed in the coming years. By 1918, women had the same right as men to vote in federal elections.

Making the Vote Universal (1920-1960)The right to vote became widespread with the 1920 Dominion Elections Act, but unfairness remained. Aboriginal People and people of Chinese origin were still unable to vote. Canadian citizens of Japanese origin were at one time denied the right to vote, even if they had served in the Canadian military during the war. Aboriginal People could only vote if they gave up their treaty rights and registered Indian status. Various religious groups were also treated unfairly. The last restrictions were removed in 1960 after much political debate.

Accessibility for All (1961-1997)A variety of steps were taken to make voting even more available and easy for all voters, including people with disabilities and those unable to go to their polling place on voting day. • Employers were required to provide their staff with enough time off during

the work day to vote.• Voting hours were extended.• Advance voting and voting by mail were introduced, at first on a limited basis

but ultimately made available to any voter. Voting by mail is used by students living away from home, travelling vacationers, business people, incarcerated electors, and those temporarily living outside the country including members of the Canadian Forces and public servants.

• Level access for people in wheelchairs was provided at polling places, and accessibility criteria were developed to help choose polling places.

• Mobile polls were introduced to visit various institutions to collect the vote.• Voter information was made available in both official languages and in some

Aboriginal and other ethnocultural languages. Additionally, information programs were put in place to make the referendum and election process better known to citizens, particularly those persons and groups most likely to experience difficulty in exercising their democratic rights.

• New voting tools and services were offered to meet the diverse needs of Canadians, including magnifiers to help read ballots, tactile and braille voting templates, large-print lists of candidates, braille lists of candidates, and sign-language interpretation.

Charter Challenges (1982 to 2004)Following the adoption of the Canadian Charter of Rights and Freedoms, several groups challenged the Canada Elections Act to receive the right to vote.• About 500 federally selected judges became eligible to cast ballots in federal elections in 1988 after a court

determined that the related election law was in conflict with the Charter’s guarantee of the right to vote.• In 1988, the Canadian Disability Rights Council argued in a Charter challenge that election laws should not disqualify

people who have a mental illness. In 1993, Parliament removed this disqualification.• Since 1982, inmates of several penal institutions have relied on the Charter to establish through the courts that they

should be able to vote. In 1993, Parliament removed the disqualification for prisoners serving sentences of less than two years. Although the legislation has not been amended for prisoners serving more than two years, the Supreme Court of Canada in 2002 ruled that prisoners serving terms of more than two years could not be disqualified from voting. Therefore they have been able to cast ballots since 2004.

Source: History of the Vote

Nellie McClung, activist for women’s suffrage and one

of Canada’s first female elected politicians.

Prime Minister John Diefenbaker oversaw the extension of the right to

vote to Aboriginal People in 1960.

Han

dout

2.2


17

Presentation Planning Sheet

Fill out the following questions to prepare for the design of your poster or presentation.

What do you want your poster/presentation to say? What is your key message?

What kind of pictures do you want to include?

Use the blank poster/slides below to show different ways you could arrange your pictures and words/text for maximum effectiveness.

Worksheet 2.3


18

Our Rights and Responsibilities

For each of the following rights from the Canadian Charter of Rights and Freedoms, identify the corresponding responsibility.

Right Responsibility

I have the right to speak freely… … but I have the responsibility to

not say things that would be hurtful or disrespectful to others.

I have the right to meet with a public or private group…

… but I have the responsibility to

I have the right to worship in the religion of my choice, or not worship at all…


I have the right to be friends with or associate with whomever I choose…


I have the right to vote in an election (when I am at least 18 years of age)…


I have the right to communicate in either French or English when dealing with the federal government…


I have the right to be treated fairly regardless of my race, national or ethnic origin, colour, religion, gender, age, or mental or physical ability…


Wor

kshe

et 2

.4


19

Voting Rights in Canada

Task 1: For each group, record a summary of changes to their voting rights.

Group Year What, why and how this happened

Women

Aboriginal People

Chinese Canadians

People with physical

disabilities

Judges

People with mental

disabilities

Canadians in prison

Task 2: Create a visual timeline showing when each group received the right to vote. Use images to reflect each group.

Worksheet 2.5


20

The Right to Vote

Imagine that you belonged to one of the groups that was eventually granted the right to vote in elections.

Write a diary entry about your feelings and experiences before you were granted the right to vote:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Write a diary entry about how you felt after being granted the right to vote:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

_________________________________________________________________________________________

Wor

kshe

et 2

.6

21

QUESTIONS TO EXPLORE DURING THIS LESSON• How is government structured in Canada?• What roles and responsibilities are associated with each of the three levels of

government? • How is your life affected by government?

SUPPLEMENTARY TOOLS• PowerPoint 3: Three Levels of Government• Video 3: The Levels of Government• Worksheet 3.1: Government All Around• Worksheet 3.2: Investigating Government• Handout 3.3: Government Responsibilities• Worksheet 3.4: In the News

TEACHING STRATEGIESHook: 5-10 min1. Ask students to consider the roles of the following individuals in education: teacher, principal and superintendent/director of education. What is the area or border of their responsibilities (e.g., classroom, school, school board)? Whose responsibilities are the broadest?

2. Similar to the education system, there is a division of responsibility among governments in Canada. Write the words below on the board. Ask students to match the two columns.

Federal Government ___ A __ Classroom TeacherProvincial Government ___ B __ School PrincipalMunicipal Government ___ C __ School Division Superintendent

3. Ask students to describe the separation of responsibilities (who does what) at several community places or organizations (e.g., police force, business, hospital, fire department, grocery store).

For example:Police – Chief of Police, Sergeants, ConstablesFire Department – Fire Chief, Captain, FirefightersBusiness – President/Executive Director, Regional Directors, Local Manager, Local Staff

Discussion: 2-3 minWho is the current prime minister, premier and mayor/reeve/chairperson of your community?

Instruction: 15-20 min1. Canada is a federal state with three levels of government: federal, provincial/territorial and municipal/local. • Each level has its own set of responsibilities. Sometimes, more than one level

works together on a particular issue but there is still a division of roles. • The federal government takes responsibility for matters of national and international

concern, provincial/territorial governments are responsible for their own province and territory, and municipal/local governments manage their community.

OBJECTIVEStudents will learn about the roles and responsibilities associated with the three levels of government and understand how government policy and services directly influence their lives.

KEY WORDSfederal, provincial, territorial, municipal, local, Member of Parliament (MP), legislative assembly, parliament, House of Commons, prime minister, premier

LESSON 3:Three Levels of Government

LESSON 3: Three Levels of Government

22

2. In Canada, we vote for people to represent us at each level of government.• The representative at the federal level is called a

Member of Parliament (MP). Canada will elect 338 MPs in the current election, each representing a specific area or riding (also known as an electoral district or constituency).

• At the provincial/territorial level, representatives are called Members of the Legislative Assembly (MLA), Members of Provincial Parliament (MPP), Members of the National Assembly (MNA) or Members of the House of Assembly (MHA), depending on the province or territory.

• The representative at the municipal/local level is often called a councillor or alderman.

3. The representatives gather together to propose, debate and approve laws, discuss concerns facing the country, province or community, and represent people living in their riding.• MPs meet at the House of Commons within the

Parliament buildings in Ottawa.• Provincial/territorial representatives meet at

the legislature in the capital of their province or territory.

• Councillors/aldermen meet at the local city or town hall in their community.

4. Each level of government has a leader. At the federal and provincial levels, this person is usually the leader of the political party that has the most members in the legislature or parliament. At the municipal/local level, the leader is usually selected by the people through a vote.• The leader at the federal level is called a prime

minister.• The leader at the provincial/territorial level is

called a premier.• The leader at the municipal/local level is called a

mayor, reeve or chairperson.

Teacher Note: Consensus government is used in the Northwest Territories and Nunavut. There are no parties, and the territorial legislature selects the speaker, premier and cabinet members from amongst its members.

Activity: 15-20 min and homework1. Distribute copies of Worksheet 3.1 and ask students, individually or in pairs, to label or identify all the government services in the picture.

2. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives.

3. Assign Worksheet 3.2 for homework. Provide the following links to support research.• The Governor General of Canada — www.gg.ca • Parliament of Canada — www.parl.gc.ca• Elections Canada — www.elections.ca

Debrief: 5 -10 minHave a brief closing discussion about government in Canada. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• What have you learned about the levels of

government in Canada?• How does government affect your life?• Is government important? Why or why not?• If you became the prime minister, what would your

top three goals be over the next few years?

EXTENSION ACTIVITIESA. Review Handout 3.3 and ask students to identify an area of responsibility they care about at the federal level. In pairs, groups, or individually, ask students to prepare a creative presentation about why it is important. Students can use any form of presentation they choose — it could be a speech, poster, skit, song or rap.

B. Have students find a story related to government in the local newspaper. Ask them to identify whether the story concerns the municipal/local, provincial/territorial or federal government by highlighting the key words that reveal this information. Using Worksheet 3.4, have students answer the following questions and share their findings with the class: What is this news story/article about? What is the issue being discussed? Which level of government does it involve? What are the arguments or supporting points being made? Who is this story important to?

C. Have students draw a community picture or map and label five government services (e.g., school, park, hospital, roads, cars, police officer). The label should include the level of government and the responsibility.

D. Invite an elected representative, past politician or public servant (at any level) to visit the school or class to discuss their role and the responsibilities of their level of government.

BACKGROUND INFORMATION FOR TEACHERSHow is government structured in Canada?Canada is a federal state, parliamentary democracy and constitutional monarchy.

A federal state brings together a number of different political communities with a central government (federal) for general purposes and matters of national importance, and separate provincial/territorial governments for local purposes.

In Canada’s parliamentary democracy, the people elect representatives (members) to the federal parliament and to the provincial and territorial legislatures. Representatives at the federal level are called Members of Parliament (MPs). Representatives at the provincial or territorial level are called Members of the


23

Legislative Assembly (MLAs), Members of Provincial Parliament (MPPs), Members of the National Assembly (MNAs) or Members of the House of Assembly (MHAs), depending on the province or territory.

The party with the most elected representatives in the legislature or parliament usually determines the leader of the government. At the federal level, the leader of the government is called the prime minister. At the provincial or territorial level, the leader of the government is called the premier.

Consensus government is used in the Northwest Territories and Nunavut. There are no parties, and the legislature selects the speaker, premier and cabinet members from amongst its members.

With the exception of a few cities in Canada, there are no political parties at the municipal or local level. The elected local representative is usually called a councillor or alderman. The leader of the municipal government is most often called a mayor, reeve or chairperson. The leader is elected by the people.

As a constitutional monarchy, Canada’s head of state is a hereditary sovereign (queen or king) who reigns in accordance with the constitution. The sovereign is represented in Canada by the governor general, who is appointed by the sovereign on the advice of the prime minister. In each of the ten provinces, the sovereign is represented by the lieutenant governor, who is appointed by the governor general on the advice of the prime minister. Usually, the governor general and lieutenant governors serve five-year terms.

In Canada’s three territories, territorial commissioners serve a similar role to a lieutenant governor.Commissioners do not represent the sovereign, however. They are appointed by and represent the federal government.

How are responsibilities divided among the levels of government?Canada has three levels of government: federal, provincial/territorial and municipal/local. Each level of government has its own structure of elected and appointed representatives as well as a unique set of responsibilities.

The constitutional division of powers is based on the principle of subsidiarity, in which the government closest to the issue governs it. The division of powers is found in Sections 91–95 of the Constitution Act. • The federal government takes responsibility

for the whole country and matters of national and international concern, such as our armed forces, relations with other countries, money and currency, fisheries and oceans, and criminal law and public safety.

• Provincial and territorial governments are responsible for their own province or territory and regional

matters including education, healthcare delivery, natural resources and transportation/highways.

• Municipal and local governments take responsibility for their city or town and local matters such as garbage and recycling, libraries, public transit, and local parks and recreation. Municipal and local governments acquire their responsibilities from their province or territory.

Some powers may overlap between jurisdictions. This is called concurrency. For example, federal, provincial and municipal/local governments are concurrently responsible for the environment. The federal government enforces the Canadian Environmental Protection Act and regulates waterways used for fishing and shipping. Provincial governments regulate land use, mining, manufacturing and harmful emissions. Municipal/local governments are responsible for zoning, garbage disposal, and sewage and water treatment.

How is the federal government structured? What roles exist?The Canadian government is divided into three branches: legislative, executive and judicial.

The legislative branch creates laws, rules and regulations under federal jurisdiction. The legislative branch is made up of elected representatives called Members of Parliament at the federal level. After the next election, there will be 338 Members of Parliament and each will represent a different geographic area (called a riding or electoral district).

The executive branch implements and enforces laws, rules and regulations. In the executive branch, the Queen is the head of state and is represented by the governor general. The leader of the federal government is called the prime minister. The prime minister appoints several MPs to head the ministries of the executive council (cabinet). Each minister is in charge of one of the federal departments and acts as an advisor to the prime minister and the legislature in their area of expertise.

The judicial branch interprets the law, rules and regulations and punishes those who violate them. The judicial branch of government is headed by the Supreme Court and nine appointed judges. The Canadian court system is responsible for deciding who has broken the law and for dispensing the appropriate punishment for the crime committed.

What do members of the legislative branch do?When the legislature is sitting, MPs are responsible for proposing, studying, debating and voting on bills (potential laws), and raising issues put forward by their constituents. When the legislature is not sitting, MPs meet with their constituents (people living in the ridings they represent) to discuss the constituents’ concerns and to provide guidance and advice relating to government services.


24

EXTERNAL RESOURCES

• “How Canadians Govern Themselves” — www.parl.gc.ca

• “Discover Canada” — www.cic.gc.ca • Parliament of Canada — www.parl.gc.ca• Government of Canada website — www.gc.ca • Elections Canada — www.elections.ca


25

Worksheet 3.1

Governm

ent All A

round

Label as many governm

ent services in the picture below as you can.


26

Investigating Government

In the table below, answer the questions for each level of government.

Question Federal Provincial/Territorial Municipal/Local

What is the name of the role represented by the sovereign at this level?

Who currently holds this position?

What is the official title of the leader at this level of government?

Who currently holds this position and which party do they represent?

What is the official title of the elected members at this level of government?

How many members are there?

Who currently holds this position for your geographic area?

Where does this level of government meet?(Include the name of the building and city)

What are three or more responsibilities at this level of government?

Wor

kshe

et 3

.2


27

TEACHER COPY: Investigating Government

Question Federal Provincial/Territorial Municipal/Local

What is the name of the role represented by the sovereign at this level?

Who currently holds this position?

Governor General

David Johnston

Lieutenant Governor

Answers will vary

*Does not apply to territories

n/a

What is the official title of the leader at this level of government?

Who currently holds this position and which party do they represent?

Prime Minister

Stephen Harper

Conservative Party of Canada

Premier

Answers will vary

Answers will vary

Answers will vary

Answers will vary

What is the official title of the elected members at this level of government?

How many members are there?

Who currently holds this position for your geographic area?

Member of Parliament (MP)

Answers will vary

Answers will vary

Answers will vary

Answers will vary

Answers will vary

Answers will vary

Answers will vary

Answers will vary

Where does this level of government meet?(Include the name of the building and city)

Parliament Hill

Ottawa

Answers will vary

Answers will vary

Answers will vary

Answers will vary

What are three or more responsibilities at this level of government?

Justice, citizenship and immigration, national defence, currency, public safety, fisheries and oceans

Education, healthcare delivery, environment, energy

Road maintenance, water and sewer service, recreation and community facilities, libraries, police protection services

Worksheet 3.2


28

Government Responsibilities

The table below lists federal, provincial/territorial and municipal/local government areas of responsibility. Some responsibilities (e.g., transportation, healthcare and environment) are shared between the different levels of government.

Federal Government Responsibilities

Provincial/Territorial Government Responsibilities

Municipal/Local Government Responsibilities

• Aboriginal affairs

• Agriculture

• Citizenship and immigration

• Currency

• Environment

• Fisheries and oceans

• Foreign affairs, international trade and development

• Heritage

• Employment and social development

• Health

• Industry

• Infrastructure

• Federal law and courts

• National defence

• Natural resources

• Official languages

• Public safety

• Transportation

• Veterans affairs

• Regional development and diversification

• Aboriginal affairs

• Agriculture

• Provincial law and courts

• Citizenship and immigration

• Culture

• Community and social services

• Consumer and commercial relations

• Energy

• Economic development and trade

• Education

• Environment

• Healthcare delivery

• Labour

• Municipal affairs

• Natural resources

• Rural affairs

• Tourism

• Transportation

• Training, college and universities

• Road maintenance

• Water and sewer service

• Recreation and community facilities

• Family and community services

• Libraries

• Public properties and administration buildings

• Land use planning

• Roads and sidewalks

• Public lighting

• Police protection services

• Ambulance services

• Fire protection

• Public transportation

• Animal control

• Local parks

• Waste management

• Water supply and treatment

• Tourism

Han

dout

3.3


29

In the News

Find a story related to government in the newspaper and answer the following.

Title of article

Author

Source

Level of government

Key words to indicate the level of government

What is the article about?

What are the main arguments or supporting points?

Who is this story most important to or who does it impact?

Worksheet 3.4

30

QUESTIONS TO EXPLORE DURING THIS LESSON • What is a political party? What purpose do they serve?• How do political parties form government?• Which political parties can you name?• What is a party platform?• What is each party’s platform or what promises are they making if they get elected?

SUPPLEMENTARY TOOLS • PowerPoint 4: Political Parties• Handout 4.1: 2011 Election Results• Worksheet 4.2: Getting to Know the Parties• Worksheet 4.3: Where do you stand?• Worksheet 4.4: Vote for My Party• Worksheet 4.5: Watching the Leaders’ Debate

TEACHING STRATEGIES Hook: 20-30 min1. Tell students to imagine that their school has been given a grant or sum of money to improve or expand the schoolyard. Lead a class brainstorming session on the different ways in which the money could be spent. Record ideas on a blackboard, chart paper or Smartboard.

2. Group similar ideas together so that there are four to six main ideas. Help students form groups (‘parties’) based on their interests. Ask each group to discuss their ideas in more detail and record reasons why their ideas are good ones. Ask each group to put together a one-minute pitch.

3. Give each group one minute to share their pitch with the rest of the class.

Instruction: 10 min 1. When a community or large number of people need to get something done, people with similar interests often form groups and work together to achieve their goals. In politics, these groups are called political parties. A political party is made up of people, called party members, who share similar goals for their province/territory or country. Each party also selects a leader, usually through a leadership contest. In order for the political party to have the chance to work towards its goals, the party must win an election and lead the government.

2. Canada’s system of government is based on political parties. In the lead-up to or during an election, a political party will create a platform — a list of ideas or plans that explain the steps to achieve a party’s goals. While all parties may agree that education is a priority, they may have different ideas about how to improve the system or which steps to take.

3. A riding (also known as a constituency or electoral district) is a geographical area represented by an elected official. During elections, political parties select individuals to represent them (called candidates) and compete for the job of MP in local races across Canada. Parties can only have one candidate per riding.

OBJECTIVE Students will learn about political perspectives and political parties, and research the parties campaigning in the federal election.

KEY WORDS political party, political ideology, perspective, political party, party leader, candidate, slogan, party platform, plank, riding

LESSON 4:Political Parties

LESSON 4: Political Parties

31

4. After the election, the political party that wins the most number of local election races (usually) forms government and the leader becomes the prime minister. Using Handout 4.1, review the results of the 2011 election.

Discussion: 10 minWhat ideas and goals do you have for improving the country? If you were a member of a party, what would you want your party’s platform to focus on?

Activity: 60+ min (should be conducted over two classes with homework)1. Review the list of political parties in Canada and identify which have candidates running in your riding. A list of registered political parties can be found at the end of the lesson. A list of candidates can be found using the Voter Information Service on Elections Canada’s website (www.elections.ca).

2. Organize students into groups and assign each group a political party that is running a candidate in your school’s riding, or allow them to choose one based on their preference. The goal is to ensure that each party with a candidate running in your riding is covered by a group.

Using party websites, online resources and campaign literature, each group should conduct research into the following: • What does the political party stand for? • Who is the current leader of the party? • What are the party’s logos, slogans, posters and

advertisements? What are the party’s key messages? • Who seems to be the target audience of the party?

Who does the party seem to appeal to?• What are the party’s main priorities or ideas

(platform)? What is their vision for Canada?

3. Using the information collected, each group will create a presentation about a party and its campaign platform. Students can also produce videos, posters or multi-media works to advertise the political party.

4. Have each group present their political party to the rest of the class. Students can take notes on each presentation using Worksheet 4.2. Afterwards, have students vote on the political party they like best – excluding their own party. Teacher Note: Organize a presentation schedule that would allow each group to visit other classes in the school on a rotational basis to help inform and prepare the student electorate for Student Vote Day. A school-wide assembly could also be coordinated.

Debrief: 5 min Have a brief closing discussion about political parties with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).

• What did you learn about political parties?• Why are political parties important?• Would you ever join a political party? Why or why not?• Which political party do you like the most? Why?

EXTENSION ACTIVITIES A. A political ideology is a set of ideas and beliefs about how politics and government should work. Play a game of Agree/Disagree with your students. Post two signs in the classroom on either side of the room, one should read “Agree” and the other “Disagree.” Alternatively, create four zones with the following options: “Totally agree”, “I agree but…”, “I don’t agree” and “Convince me.” Have students move accordingly.

Read out a statement and ask students to vote with their feet by walking to the sign that fits with their opinion. Ask students to explain their choice for each question. After each student defends their response, give the other students the chance to change where they stand, demonstrating that this is what parties try to do with voters during election campaigns.

The statements could include:• Companies that pollute our air and water should

suffer consequences.• Canada should spend more money on our armed

forces.• People who make more money should pay more in

taxes.• Government should focus on earning money, not

helping people.• Canada should give more money and aid to poorer

countries.• The government should provide free childcare.• The government should be small and provide

limited services, so that we do not have to pay a lot of taxes.

• Tradition is a more important than change in our society.

Alternatively, you could assign Worksheet 4.3 and discuss the responses as a class.

B. Using Worksheet 4.4, ask students to create a comic strip persuading their classmates to vote for one particular political party on Student Vote Day. They should explain what the party stands for, what it is promising to do if it forms the government, and what makes it the best choice to lead Canada.

C. Have students create their own federal political party. The political party should have a name, logo, slogan, key priorities and ideas for helping the people of Canada. Presentations could include posters, campaign literature, speeches and other election paraphernalia.

D. Leaders’ debates are opportunities for the leaders of the major political parties to share their platforms, criticize their opponents’ ideas and perform in front of the electorate. Plan a viewing of one of the federal


32

leaders’ debates for your class or ask students to watch it with their family and friends. Afterwards, have students evaluate the performance of each leader using Worksheet 4.5.

BACKGROUND INFORMATION FOR TEACHERS What is a political party? What purpose do they serve? A political party is a group of like-minded individuals with a shared vision and similar political ideals whose intention is to achieve power through an election and create meaningful political change. Political parties compete against each other during election campaigns and appeal to the public for their support and, ultimately, their vote on election day.

What is the political spectrum? How do political parties and the political spectrum relate? The political spectrum is a means of characterizing beliefs, values and priorities, and provides a conceptual framework in which to view and evaluate political parties and policies. A linear spectrum is represented by a horizontal line, with parties on the left embracing social equality, social services and government intervention in the economy, and parties on the right favouring individual liberty, free markets and lower taxes.

How do political parties form government in Canada? Canada’s federal system of government is based on political parties. Parties are required to register with Elections Canada. During elections, an organized course of action is taken by a political party, its candidates and campaign team, with the intention of spreading their message to secure constituent support and votes.

The political party that elects the most candidates

(usually) forms government and their leader becomes the prime minister. Most candidates belong to a party, unless they are running as an independent or are not associated with any party.

How do political parties work? Political parties are made up of interested members of the general public. Joining a political party can be an effective way for you to influence the party and the politicians who represent you and your riding. Anyone above the required age can be a member of a political party (for most parties the age is 14). Party members can discuss ideas and propose policy. Many parties also have youth wings.

Party members choose the party leader and local candidates and work together to help them get elected. Local candidates are party members selected through a nomination process by the local riding association. The party selects the person they feel has the greatest chance of success as their candidate.

Candidates campaign during the election, share their party’s ideas and aspire to represent its vision in the parliament or legislature. To become an MP, candidates must get the most votes in their riding during an election.

What is a party platform? A party platform is a series of declared principles and policies on jurisdictional issues that concern the government and the public. Parties share their platforms through announcements, advertising and events. They share their ideas in order to attract support from the electorate and secure votes.

EXTERNAL RESOURCES

• Elections Canada — www.elections.ca• Vote Compass — www.votecompass.ca • Campaign literature (pamphlets, advertisements, articles)

Registered Political Parties (For the most up to date list, visit www.elections.ca) • Animal Alliance Environment Voters Party of Canada — www.environmentvoters.org• Bloc Québécois — www.blocquebecois.org• Canadian Action Party — www.canadianactionparty.org• Christian Heritage Party of Canada — www.chp.ca• Communist Party of Canada — www.communist-party.ca• Conservative Party of Canada — www.conservative.ca• Forces et Démocratie — www.forcesetdemocratie.org• Green Party of Canada — www.greenparty.ca• Liberal Party of Canada — www.liberal.ca• Libertarian Party of Canada — www.libertarian.ca• Marijuana Party — www.marijuanaparty.ca• Marxist-Leninist Party of Canada — www.mlpc.ca• New Democratic Party — www.ndp.ca• Party for Accountability, Competency and Transparency — www.onlineparty.ca• Pirate Party of Canada — www.pirateparty.ca• Progressive Canadian Party — www.pcparty.org• Rhinoceros Party — www.neorhino.ca• The Bridge Party of Canada — www.thebridgeparty.ca• United Party of Canada — www.unitedpartyofcanada.com


33

2011 Election Results

Registered Political Parties

GENERAL ELECTION RESULTS

Candidates Elected

Valid Votes

Popular Vote

Conservative Party of Canada 166 5,835,270 39.6%

New Democratic Party 103 4,512,411 30.6%

Liberal Party of Canada 34 2,783,076 18.9%

Bloc Québécois 4 891,425 6.1%

Green Party of Canada 1 572,095 3.9%

Other affiliations* 0 129,703 0.9%

TOTAL 308 14,723,980 100%

Source: Elections Canada

Registered Political Parties

STUDENT VOTE RESULTS

Candidates Elected

Valid Votes

Popular Vote

Conservative Party of Canada 130 166,893 30.97%

New Democratic Party 113 140,157 26.01%

Liberal Party of Canada 47 106,166 19.70%

Bloc Québécois 6 7,011 1.30%

Green Party of Canada 5 93,140 17.29%

Other affiliations* 0 25,479 4.73%

TOTAL 301 538,846 100%

*Animal Alliance Environment Voters Party of Canada, Canadian Action Party, Christian Heritage Party of Canada, Communist Party of Canada, First Peoples National Party of Canada, Independent, Libertarian Party of Canada, Marijuana Party, Marxist-Leninist Party of Canada, No Affiliation, Pirate Party of Canada, Progressive Canadian Party, Rhinoceros Party, United Party of Canada, Western Block Party.

Handout 4.1


34

Getting to Know the Parties

Gather information about the political parties campaigning in the election using multiple sources (e.g., party websites, pamphlets, media).

Political party details Campaign slogan and key messagesName:

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

Name:

Leader:

Website:

Wor

kshe

et 4

.2


35

Where do you stand?

Read each statement below and decide if you agree or disagree with the view. Answer each question as honestly as you can and provide a reason.

1. Companies that pollute our air and water should suffer consequences.

____________________________________________________________________________________________

____________________________________________________________________________________________

2. Canada should not welcome any more immigrants.

____________________________________________________________________________________________

____________________________________________________________________________________________

3. Canada should spend more money on our armed forces.

____________________________________________________________________________________________

____________________________________________________________________________________________

4. People who make more money should pay more in taxes.

____________________________________________________________________________________________

____________________________________________________________________________________________

5. Government should focus on earning money, not helping people.

____________________________________________________________________________________________

____________________________________________________________________________________________

6. Canada should give more money and aid to poorer countries.

____________________________________________________________________________________________

____________________________________________________________________________________________

7. The government should provide free childcare for all families.

____________________________________________________________________________________________

____________________________________________________________________________________________

8. The government should be small and provide limited services, so that we do not have to pay a lot of taxes.

____________________________________________________________________________________________

____________________________________________________________________________________________

9. Tradition is more important than change in our society.

____________________________________________________________________________________________

____________________________________________________________________________________________

10. The death penalty is wrong and should not be allowed for any crime.

____________________________________________________________________________________________

____________________________________________________________________________________________

Worksheet 4.3


36

Wor

kshe

et 4

.4

Vote

for

My

Part

y

Crea

te a

com

ic s

trip

per

suad

ing

your

cla

ssm

ates

to v

ote

for

one

parti

cula

r po

litica

l par

ty o

n St

uden

t Vot

e D

ay. E

xpla

in w

hat t

he p

arty

sta

nds

for,

wha

t it i

s pr

omis

ing

to d

o if

it fo

rms

the

gove

rnm

ent a

nd w

hat m

akes

it th

e be

st c

hoic

e to

lead

Can

ada.


37

Watching the Leaders’ Debate

Watch one of the televised leaders’ debates and fill in the table below.

Name of the leader and political party Key messages and issues the leader focused on Personal

ranking

Worksheet 4.5

38

QUESTIONS TO EXPLORE DURING THIS LESSON • What is a riding?• What is a candidate? How do candidates get elected?• What is the name of my riding and who are the candidates?• What are the most important issues in my riding?• How can I learn about my local candidates?

SUPPLEMENTARY TOOLS• PowerPoint 5: Local Candidates and Issues• Worksheet 5.1: My Riding• Worksheet 5.2: Election Candidate Profile• Handout 5.3: A Framework for Planning an All-Candidates Meeting• Worksheet 5.4: Graphic Organizer

TEACHING STRATEGIES Hook: 10-15 min 1. Explain to students that the country is divided into 338 different areas or ridings. Find your school’s riding on the national riding map and write the name of your riding on a blackboard, chart paper or Smartboard. If you don’t know your school’s riding, use the Voter Information Service on Elections Canada’s website (www.elections.ca).

2. Ask students if they notice any differences between their riding and others across their province or across the country (e.g., size, shape). Ask them to consider why there are differences and what those differences might be (e.g., population, geography, landmarks).

3. Show students an individual map of the school’s riding on the Elections Canada website (www.elections.ca). If your riding has changed since 2011, compare your 2011 riding to your 2015 riding. Answer the following questions:• What are the boundaries of the school’s riding? Have they changed since 2011?• Where is the school located?• What major landmarks or attractions are included in the school’s riding? What

makes it unique?

4. Give students an opportunity to fill out sections of Worksheet 5.1 or assign it for homework.

Instruction: 10-15 min1. In Canada, there are 338 electoral districts (also known as ridings or constituencies) and each has its own elected representative called a Member of Parliament (MP). The average number of electors per riding is 72,747 and this is why ridings differ in size. For example, ridings will be smaller in big cities (where there is a dense population) while rural areas will have larger ridings (where the population is spread out).

2. During an election, several people in each riding compete against one another for the job of MP. These people are called candidates. Candidates can be associated with a political party or have no association (called an independent).

OBJECTIVE Students will learn about their riding, the candidates and local issues.

KEY WORDS riding, electoral system, candidate, independent, ballot, incumbent, issue, constituent, First-Past-The-Post

LESSON 5:Local Candidates and Issues

LESSON 5: Local Candidates and Issues

39

3. A ballot lists the candidates (and political parties) running for election in the local riding. Each voter is allowed to choose one candidate. The candidate who receives the most votes becomes the MP. This method of electing representatives is called First-Past-The-Post (or Single-Member Plurality).

4.Incumbent is the term given to the candidate who held the position of MP before the election.

Discussion: 10 min How should you evaluate candidates? What qualities and skills do you expect from an MP? Why are these qualities necessary for the job?

Activity: 20-30 min plus homework1. List all of the candidates (and their party if applicable) running for election in your school’s riding. Show students where they can find this information on the Elections Canada website (www.elections.ca). Ask students to write down the information on Worksheet 5.1.

2. Ask students to create profiles by examining candidate websites, social media platforms, campaign literature, or by finding information through newspapers and media websites. For each candidate, students should focus on the following questions to narrow their research:• What experience and skills does the candidate

have? Consider careers, community involvement and volunteer experience.

• Why does the candidate want to be elected? What goals do they want to achieve?

• What do you like or dislike about the candidate and why?

• What question would you like to ask the candidate?

Teacher Note: This activity can be completed independently, in groups or by jigsaw method using Worksheet 5.2. Ensure that all candidates in your riding are researched. Have students share their findings with the class or within their groups. Debrief: 5 minHave a closing discussion about local issues and candidates with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• How can a voter learn about the issues and

candidates?• What are the strengths and weaknesses of each

candidate? • Which candidate would you support and why?• What does it mean to run as an independent? Why

would someone choose to run as an independent?• Would you ever consider running as a candidate?

Why or why not?

EXTENSION ACTIVITIES A. To help students learn more about the candidates, their priorities and their role, have students prepare questions for each of the candidates. Consider the following to guide the development of questions:• Which election issues have you been following

most closely?• Which issues impact you, your family and friends?• What do you want to know about the candidates

before casting your ballot?

Pose the questions to candidates through Twitter or email, by conducting a phone interview, by arranging candidates to visit your class or by holding an all-candidates’ debate in your school (refer to Handout 5.3).

B. Ask students to collect articles related to their riding and the candidates. These could be shared on a daily basis to raise awareness about current events. Using Worksheet 5.4, students should identify the who, what, where, when, why and how. Post the articles on a bulletin board for reference.

C. Have students organize and engage in a mock debate to gain a better understanding of the job of a candidate and their team in a local campaign. Divide the class into small groups, making sure every local candidate is represented by a group. Select one student from each group to take on the role of a local candidate (and persona, if possible), and the rest of their group will act as the candidate’s campaign team. Using existing arguments taken from media coverage, candidate websites and campaign literature, have each group prepare their candidate for the debate.

D. Have students take on the role of an actual local election candidate and write a campaign speech to attract supporters. Students should focus on three main arguments or points, and use information from the candidate’s website and campaign literature to guide their arguments. Alternatively, students could be their own candidate running for election in the riding or they could use a fictional example for their campaign speech (e.g., the schoolyard grant from the Hook in Lesson 4). Students can be assessed on their persuasive writing skills.

BACKGROUND INFORMATION FOR TEACHERS What is a riding? A riding, also known as a constituency or electoral district, is a geographical area with defined boundaries represented by an elected official. In Canada, the elected official is called a Member of Parliament (MP). Each riding has an MP who represents the local needs and interests of their constituents (people living in the riding) in the House of Commons. The MP also addresses issues at the local level.


40

The number of ridings in Canada has increased over time and this number is established by a formula. The Constitution of Canada requires that federal ridings be reviewed every 10 years to reflect changes and movements in Canada’s population. The most recent federal redistribution process began in February 2012 and was completed in October 2013. The process was led by independent commissions working separately in each province to establish electoral boundaries. The number of ridings has increased by 30 since 2011, and Canadians are electing 338 MPs to the House of Commons in the 2015 election.

What is an electoral system? An electoral system is the way citizens’ choices, expressed as votes, are translated into legislative seats. All electoral systems have three basic elements: • District magnitude: The number of members

elected per district. • Ballot type: The way in which choices are

presented and voters express their preference(s). • Electoral formula: The method for determining

which candidate gets elected (or wins).

How does First-Past-The-Post/Single-Member Plurality work? First-Past-The-Post (FPTP) is the electoral system used across Canada. Another name for FPTP is Single-Member Plurality. The district magnitude is single-member districts. Citizens elect one representative per riding. The ballot type is categorical or exclusive ballot. Voters are allowed to choose one candidate on their ballot. The electoral formula is plurality. The successful candidate must receive at least one more vote than any of the other candidates (the most votes).

Example of FPTP: In a riding with 100 ballots cast.

VOTE TOTALS BY CANDIDATE Leila (Banana Party) 40 Mohamed (Pear Party) 15 Emma (Apple Party) 11 Thomas (Independent) 34

In this case, Leila becomes the elected representative because she has the most votes. Leila wins even though 60 per cent of the voters chose other candidates. Under FPTP, it is not necessary to win more than 50 per cent of the votes — the candidate simply needs to win the most votes.

How does one find out which riding they are in? You can visit the Elections Canada website and search using your address or postal code to find your riding. During a federal election campaign, Elections Canada also posts a list of candidates running for election in each riding on an ongoing basis. Candidate nominations officially close 21 days before election

day (September 28, 2015) and the final list of candidates is available a few days afterwards.

What are the most important issues facing my riding? An individual’s political views are personal and highly subjective. They are unique and shaped by their experiences, values, knowledge and feelings. Therefore, each person is responsible for forming their own opinions. These opinions can be formed by listening to other people whose opinions you respect, researching an issue or idea, discussing with your parents and peers, and thinking seriously about what matters to you to come to your own conclusions.

No one can tell you how to vote, although this is the primary objective of all candidates and political parties. It is up to you – the voter – to decide what is most important, who you should listen to and, ultimately, who you will support.

How can I learn about my candidates and the issues they support? There are many ways to gather information about local candidates. Community groups hold town hall meetings where constituents are invited to listen to candidates speak on issues they and their parties support. Information can also be found on the radio, on television, in newspapers and in magazines. Individuals may also visit local campaign offices, attend campaign events or have a chance to talk to the candidate when they visit homes during door-to-door canvassing. Information is easily found online through party websites, media websites and social media platforms.

EXTERNAL RESOURCES

• Federal electoral districts and lists of candidates — www.elections.ca

• Candidate information/literature (candidate websites, social media sites, campaign flyers)

• Electoral Systems — www.parl.gc.ca


41

My Riding

1. The name of my riding is:

________________________________________________________________________________________________

2. The candidates in my riding are:

Candidate Name Political Party

3. The major landmarks in my riding are:

4. The major issues facing people living in my riding are:

Worksheet 5.1


42

Election Candidate Profile

Create a profile of a candidate running in your riding.

Candidate’s name:

Candidate’s political party:

Candidate’s previous experience and professions:

Candidate’s goals, priorities and promises:

What do you like or dislike about this candidate?

What questions would you like to ask the candidate?

Wor

kshe

et 5

.2


43

Framework for Planning an All-Candidates Meeting

It is important when hosting an event at your school that things are run professionally and efficiently. Consider the following as you arrange your event.

PREPARATION:• Decide on a time, date and location.• Schools should invite all candidates running in the riding to participate in the

meeting/debate.• Consider organizing the event with another participating school or videotaping/podcasting/

live-streaming the event to share with other schools in your riding.• Work with school staff to set up audio equipment and seating.• Choose a moderator (teacher/student/community leader/journalist).

QUESTIONS:• Determine the timing for questions and answers, and whether all, some or one candidate

will respond. • Plan questions in advance and encourage other classes to submit questions to increase

interest and engagement. Consider both personal and policy questions (e.g., Why did you decide to run? What makes you qualified for the job? What is the most important issue facing our country and/or riding?)

• Include quick-response questions or one-word answers (e.g., What is your favourite thing about our riding? What is your favourite meal? What is your favourite holiday?)

• Once questions have been selected, confirm which students will ask the questions.

FORMAT:• Use a combination of short (i.e., 30 seconds or less) and longer responses (i.e., 2 minutes

each). Make sure that the time limits are announced and monitored with a stopwatch. • Establish an agenda and guidelines for the meeting to share with candidates and

participating classes.• Below is a suggested framework.

a) Introduction — The moderator should welcome the audience, introduce the candidates and detail the structure of the meeting (3 minutes).

b) Opening statements — Brief introductory statements from the candidates (2 minutes each).

c) Planned Questions — Ask the pre-determined questions to the candidates (25-30 minutes).

d) Open Questions — Give the audience an opportunity to ask final questions to specific candidates (10-15 minutes).

e) Closing statements — Final words from the candidates (1-2 minutes each).f) Thank you — Plan a formal thank you from designated students (2 minutes).

ADDITIONAL SUGGESTIONS FOR THE DEBATE:• Ensure a respectful, non-partisan environment.• If a candidate declines, cancels or does not show up, respect their campaign schedule and

ensure that students are aware that the candidate is running in the election but is unable to attend.

• Communicate expectations regarding behaviour and participation.• You can invite parents or members from the community to attend the event, but

non-student audience members should NOT ask questions.• Have students take notes during the debate to review next class.• If possible, provide time for students to talk with the candidates after the meeting and offer

some refreshments.

Handout 5.3


44

Graphic Organizer

Summarize a news article about the election using this graphic organizer, explaining the 5 Ws (who, when, where, what and why) and how. Find two examples of a fact-based article and two opinion pieces. Use this worksheet to analyze your media examples.

WHO?

WHEN?

WHAT?

WHERE?

HOW?

WHY?

TOPIC

Wor

kshe

et 5

.4

45

QUESTIONS TO EXPLORE DURING THIS LESSON • What are the different types of media?• How is media used by candidates and political parties?• What is the role of news media in an election?

SUPPLEMENTARY TOOLS• PowerPoint 6: Messages in the Media• Worksheet 6.1: Analyzing Media• Worksheet 6.2: Facts vs. Opinions

TEACHING STRATEGIES Hook: 25-30 min 1. Review the concept of media. Media is the communication of information and messages to people.

2. Collect and share one or more examples of paid, earned and owned media related to the election (e.g., newscast summary or news article, candidate’s blog, party’s campaign ad on TV or in the newspaper, campaign flyer). For each piece, initiate a discussion related to the following:• Who is the audience?• Who is the sender?• Who paid for it?

3. Have a closing discussion: Which type of media did you find to be the most effective and why? Which type of media did you find to be the most credible and why?

Instruction: 10-15 min 1. Media can be divided into three main types: Paid, Earned and Owned.• Paid Media: Awareness gained through paid advertising, such as TV commercials

or newspaper ads. • Earned Media: Awareness gained through efforts other than advertising, such as

news coverage.• Owned Media: Self-managed promotional platforms, such as a website, blog,

Facebook page, YouTube channel and Twitter feed.

2. Media is often defined as Old (or Traditional) or New media.• Old media includes sources in broadcast (television or radio) or print format

(newspaper, magazines and pamphlets/flyers). • New media includes content that is easily accessible, such as online sources and

social media platforms.

3. The news media play an important role in elections. News media reports on the events of an election campaign, provides a way for parties and candidates to get their message out, encourages debate between the parties and candidates, and provides a way for citizens to communicate their concerns and opinions.

Discussion: 5-10 min Do you read any newspapers or watch the news? What type of news media do you consume and how often?

OBJECTIVE Students will learn about different types of media and scrutinize multiple examples to determine whether a story is fact- or opinion-based.

KEY WORDS paid media, earned media, owned media, old media, new media, social media, news media, reporter, columnist, editorial, bias, opinion

LESSON 6:

Messages in the Media

LESSON 6: Messages in the Media

46

Activity: 20 min and homework1. Explain to students that in most cases, the news media provides factual and informational coverage without letting their opinions (biases) interfere. However, the news media also produces articles which are an analysis or reflection of a particular situation, event or person. These are called editorials or opinion pieces because they share opinions.

2. Share an example of a news story and an editorial related to the election. As a class, distinguish between the two examples and help students understand the difference between opinion and fact.

3. For homework or in class, ask students to read through a newspaper and analyze four stories related to the election using Worksheet 6.1.

Debrief: 5 -10 min Have a closing discussion about the role of media in elections. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• What have you learned about the different types

of media?• What is the role of media in election campaigns?• Why is it important to read multiple sources of

news?• Why is it important to know the difference

between opinion and fact?

EXTENSION ACTIVITIES A. Assign Worksheet 6.2 to your class. Ask students to determine which of the ten fictional statements provided could be fact- or opinion-based. Have each student pick a statement and use it as the inspiration to write a short newspaper article. Have students discuss their articles the next day. Did they choose a fact- or opinion-based statement? How was it incorporated into their article?

B. Create a classroom social media account (e.g., Twitter) to track campaign news, the parties and the local candidates running for election in your riding. You can follow CIVIX (@CIVIX_Canada) and Student Vote (@studentvote), Elections Canada (@ElectionsCan_E), major news outlets, and particular journalists or pundits. Each day you can review the news coming through a personalized classroom Twitter feed.

C. As a class, have students analyze a campaign commercial for one or more of the political parties. Ask them to determine whether the advertisement promotes the political party’s platform, or whether it attacks another party. They should identify the main message of the ad, what images are shown to support that message, and analyze whether they believe the ad is effective or achieves its goal.

BACKGROUND INFORMATION FOR TEACHERS What are the different types of media?Media can be divided into three main types: Paid, Earned and Owned.• Paid Media: Publicity or awareness gained through

paid advertising.• Earned Media: Publicity or awareness gained

through efforts other than advertising, such as news coverage or external blogs/websites.

• Owned Media: Internally managed promotional platforms, such as a website, blog, Twitter feed, Facebook page and YouTube channel.

The various types of media can also be defined as Old (or Traditional) or New media.• Old media encompasses traditional sources in

broadcast (television or radio) and print format (newspaper, magazines, flyers). Old media is typically one way communication, delivered at a specific time, has limited jurisdictional reach and strives to maintain journalistic integrity and standards.

• New media refers to content that is easily accessible, such as online sources and social media platforms. New media is typically interactive, user-driven, functions in real-time, borderless and does not always adhere to journalistic standards and ethics.

What is the difference between factual and opinion-based news coverage?In most cases, the news media provides factual and informational coverage to inform the public without letting their opinions (biases) interfere. Although some argue that the process of choosing which stories will be published or broadcast, and where or when is also a form of bias.

The news media also produces editorials, where news organizations and their columnists or pundits will openly share their opinions or offer their analysis. These pieces are different than traditional news stories.

What is the role of media during elections?The news media play an important role in elections and in ensuring a well-functioning democracy. Overall the news media are responsible for ensuring accountability and transparency, informing citizens and adhering to journalistic standards.

The key activities undertaken by media during an election include:• Reporting on the developments of an election

campaign• Providing a platform for parties/candidates to get

their message out• Providing a platform for the public to communicate

their concerns and opinions• Fostering debate between the parties and

candidates


47

• Advertising the logistics of the election process to voters

• Reporting on the results

Most news organizations remain officially neutral during elections. These organizations will balance the amount of coverage given to any party or candidate, so no one gains a real or perceived advantage. However, some media organizations will endorse a candidate or party and explain why they believe the leader and party should form government in an editorial.

EXTERNAL RESOURCES

National and local media websites. Major national examples include:• The Globe and Mail — www.theglobeandmail.com• CBC News — www.cbc.ca/news• CTV News — www.ctvnews.ca• Global News — www.globalnews.ca• The National Post — www.nationalpost.com


48

Ana

lyzi

ng M

edia

Find

two

exam

ples

of a

fact

-bas

ed a

rticl

e an

d tw

o op

inio

n pi

eces

. Use

this

wor

kshe

et to

ana

lyze

you

r m

edia

exa

mpl

es.

Titl

e an

d So

urce

Sum

mar

y/Ke

y H

ighl

ight

sFa

ct o

r O

pini

on?

Expl

ain.

Wor

kshe

et 6

.1


49

Facts vs. Opinions

Read the ten fictional statements below and determine whether each would belong in fact- or opinion-based news coverage.

Statement Fact or Opinion?

1. The candidate spent the weekend campaigning door-to-door. Fact Opinion

2. The party leader misspeaking about their platform during the televised debate was a fatal blow to their campaign.

Fact Opinion

3. The party received 42 per cent support in the latest opinion poll, an increase of 6 per cent from last week.

Fact Opinion

4. The party leader needs to connect with young voters if they want to win the election.

Fact Opinion

5. The candidates attended a debate at a local high school and responded to student questions.

Fact Opinion

6. The candidate would be the best choice for the community because of their business experience.

Fact Opinion

7. A drop in support in the latest opinion poll may be too much for the party leader to overcome.

Fact Opinion

8. At a press conference, the party leader promised to increase financial support for post-secondary students.

Fact Opinion

9. Seniors will never vote for the party because of the leader’s promise to limit elderly benefits.

Fact Opinion

10. The party leader appeared on the local morning radio show to discuss their campaign promises.

Fact Opinion

Worksheet 6.2

50

QUESTIONS TO EXPLORE DURING THIS LESSON • Why is voting by secret ballot important?• Who can vote in federal elections in Canada?• How does the voting process work?• How do I mark my ballot?• How do I make my decision about who to vote for?

SUPPLEMENTARY TOOLS• PowerPoint 7: The Voting Process• Video: How to Organize Student Vote Day• Worksheet 7.1: Preparing to Vote• Handout 7.2: How to Vote – 6 Easy Steps• Worksheet 7.3: How to Vote• Worksheet 7.4: A Trip to the Polling Place• Worksheet 7.5: Voter’s Checklist

TEACHING STRATEGIES Hook: 10 min1. Ask students to answer the following questions in their head, or choose other questions that will work better for your class. Consider questions that may not always elicit truthful answers.a) What is your favourite TV show?b) What is your favourite song?

2. Now ask students the same questions again, but this time ask students to stand up and share their answers aloud in front of the class.

3. Have a follow-up discussion. Did anyone answer the questions differently when they had to share their answers aloud with the class? If so, why?

4. Voting in elections is done by secret ballot. This means that no one except the voter knows the choice that was made. Voters mark their ballot behind a privacy screen and the ballot is put in the ballot box without identifying who the voter is.

Discuss the importance of voting by secret ballot in elections. What are the benefits of voting in private? Emphasize the lack of opportunity for violence and intimidation.

Instruction: 15 min 1. In May 2007, the Canada Elections Act was changed to include fixed-date elections. Now, a general election is to be held on the third Monday of October in the fourth calendar year following the previous election. As a result, the federal election will take place on October 19, 2015.

However, elections can still be held earlier if the government loses the confidence of the legislature, and nothing restricts the ability of the governor general to dissolve parliament on the advice of the prime minister.

OBJECTIVE Students will learn about the voting process and evaluate the campaign issues, party platforms, leaders and local candidates.

KEY WORDS ballot, secret ballot, elector, ballot box, voting screen, polling place, polling division, advance voting, valid ballot, rejected ballot, spoiled ballot

LESSON 7:

The Voting Process

LESSON 7: The Voting Process

51

2. You are qualified to vote in a Canadian federal election if: • You are a Canadian citizen, • You are at least 18 years of age on election day, • You can prove your identity and address.

3. In order to cast a ballot in the election, you must be registered to vote. Voters can visit the Elections Canada website (www.elections.ca/register) to check, update or complete their registration online or by completing and mailing a form. Voters can also register at the local Elections Canada office in their polling division during the campaign period or at their polling place on election day. In order to register and vote, voters must prove their address and identification. Information on how to do this is available on the Elections Canada website.

4. Each riding is divided into defined geographic areas called polling divisions. Eligible voters living within each polling division vote at the polling place designated for their area. People who are qualified to vote and are on the voters list will be sent a Voter Information Card (VIC) in the mail. The voter information card tells them when, where and how to vote.

5. There are many different opportunities to vote in federal elections: at an Elections Canada office, by mail, on one of four advance voting days, or on election day itself.

6. A ballot lists the names of the candidates (and their political parties) running in your riding. There is a space beside each candidate’s name on the ballot to mark your choice. As long as you clearly mark the ballot for one candidate (e.g., checkmark, X, shading in), your choice will be counted (valid ballot).

Teacher Note: Show students what a ballot looks like and how to fill it out correctly. Review the following ballot terms: valid, rejected and spoiled. Use ballot examples (refer to the Student Vote Election Manual).

Activity: 20 min and homework1. Review the list of candidates (and their parties) that students are able to vote for in the election.

2. Using Worksheet 7.1, have students reflect on the campaign issues, parties, leaders and local candidates.

3. Allow students the opportunity to share their views. Some individuals may jump at the opportunity to share their opinions and even try to convince others to adopt their choices, while others may opt for silence and prefer to keep their politics personal. Remind students that opinions should be respected and accepted.

Teacher Note: This could turn into a fruitful discussion about the privacy of voting decisions.

4. Encourage students to take their worksheets home and start discussions with their families and friends. Have students ask their parents or guardians if they plan to vote and whether they have chosen a candidate to support. Suggest to students that they visit the Elections Canada website (www.elections.ca) to find out where and when their parents/guardians can vote, and encourage them to accompany them to the polling place. See Worksheet 7.4, Worksheet 7.5 and/or Extension Activity D.

Debrief: 10 minHave a brief closing discussion about voting and making your decision. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• Do you feel ready to vote? Why or why not?• What research or activity has helped you make

your decision? Is there more research you would like to do?

• Do you feel that you know more about the election than your parents?

• Why is voting important?

EXTENSION ACTIVITIES A. Using Worksheet 7.3, have students illustrate the steps to voting at the polling place. Handout 7.2 can be used to support the activity. Encourage students to share their worksheet with their family.

Teacher Note: The ‘Organizing Student Vote Day’ video may be helpful. Elections Canada’s website (www.elections.ca) also has several videos and infographics about the registration and voting process.

B. Create a ‘pledge to vote’ activity for all Student Vote participants. This could include a ceremony or an official “I am a Voter” agreement, whereby students pledge to vote when they turn 18 or agree to be a life-long voter.

C. Allow students to make predictions regarding the Student Vote and/or official election results. Who do you think is going to win locally? Which party do you think will form government? Why do you think this will be the outcome?

D. Sometimes adults can be intimidated by the voting process, so encourage students to “take” their family members to the polls and support them in casting their ballot. Ask students to observe the process while at the polling place and fill out Worksheet 7.4. Worksheet 7.5 can also be used as a voter’s checklist to prepare family members.


52

BACKGROUND INFORMATION FOR TEACHERS When will the election take place?Canada has fixed-date election legislation and, as required by the Canada Elections Act, a general election is to be held on the third Monday of October in the fourth calendar year following the polling day of the preceding general election. As a result, the 42nd Canadian general election will take place on October 19, 2015.

Fixed election dates ensure consistent election timing and reduce the likelihood of a party calling an election earlier than required for political gain. The chief criticism of fixed-date elections is that fixed election dates lead to long periods of campaigning, like those seen in the United States.

However, nothing restricts the royal prerogative of dissolution (the ability of the governor general to dissolve parliament on the advice of the prime minister). This can come at the request of the prime minister seeking a new mandate or if the governing party loses a non-confidence motion, such as a budget bill.

Who can vote? You are eligible to vote in a Canadian federal election if: • You are a Canadian citizen, • You are at least 18 years of age on election day, • You can prove your identity and address.

In order to cast a ballot in the election, you must be registered to vote.

How do I get registered?If you are an eligible elector, your contact information will be added to the National Register of Electors. The National Register of Electors is used to create the voters list for each election.

If you have moved, recently become a Canadian citizen, will be voting for the first time or are a student living away from home, your information may no longer be valid. You can visit the Elections Canada website (www.elections.ca) to check, update or complete your registration.

How do I know where to vote?Each riding is divided into defined geographic areas called polling divisions. Eligible voters residing within each polling division vote at the polling place designated for their area.

If you are qualified to vote and your name is on the voters list, you will be sent a Voter Information Card (VIC) in the mail. The voter information card tells you when, where and how to vote.

You can also find out by visiting the Elections Canada website (www.elections.ca) or calling 1-800-463-6868.

What are the ways to vote?Voters may choose to vote in one of the following ways:1. On election day — Your polling place will be open

for 12 hours on election day. Start and end times will vary per province. Details can be found on your VIC or at www.elections.ca.

2. On an advance voting day — There are four days of advance voting. You can vote on the 10th, 9th, 8th, and 7th day before election day (October 9-12, 2015) from noon to 8:00pm.

3. At an Elections Canada office (Returning Office) – You can visit your local Elections Canada returning office any day during the election campaign, up until the Tuesday before election day (October 13, 2015).

4. By mail — If you are away from your riding during the election, or if it is more convenient, you can vote by mail. You must fill out an application by 6:00pm on the Tuesday before election day in order to receive a voting kit. The voting kit must be returned to Elections Canada in Ottawa by election day.

What do I need to confirm my identity and address on election day? To vote, you need to prove your identity and address. You have three options:1. Show one piece of government-issued ID with

your photo, name and address;2. Show two pieces of ID. Both pieces must have

your name, and one must also have your address;3. Show two pieces of ID with your name and have

someone who knows you confirm your address. This person must show proof of their identity and address, and be registered in the same polling division and can only attest for one person.

Visit the Elections Canada website (www.elections.ca) for a list of the different pieces of ID and proof of address that are accepted.

How does the voting process work? 1. When you enter the polling place, an election

worker greets you and shows you to the right table.

2. At your table, show your proof of identity and address.

3. The election worker will initial, fold and hand you a ballot.

4. Go behind the voting screen, mark and refold your ballot to keep it secret.

5. Return your ballot to the worker so they can verify it is an official ballot.

6. Put your ballot in the box.


53

What is a secret ballot? Voting across Canada is done by secret ballot. This ensures the privacy of each voter’s choice. No one except the voter knows the choice that was made.

How do I mark my ballot? A ballot lists the names of the candidates running in your riding and their political party affiliation, where applicable. There is a space beside each candidate’s name on the ballot to mark your preference. As long as you clearly mark the ballot for one candidate, your ballot is valid. This includes a checkmark, X, shading in or another marking.

What is a rejected ballot? A rejected ballot is a ballot that cannot be counted due to a deliberate or accidental unrecognizable choice. This can include marking the ballot for more than one candidate even if different symbols are used, ranking the candidates, leaving the ballot blank, writing your name or anything on the ballot.

What is a spoiled ballot? A spoiled ballot is a ballot that has been kept separate and never placed in the ballot box because it was mistakenly marked or torn and exchanged for a new ballot. The election worker marks the ballot as spoiled and sets it aside.

How do I prepare to vote? Get informed. Learn about the candidates, the political parties and the issues. When preparing to vote, you can consider reasons to support a local candidate for MP, a political party, a specific issue or a whole party platform. Voting requires that you do your research and devote the time.

How do you know if you are ready to vote? You feel confident in your ability to make a choice.

EXTERNAL RESOURCES

• Elections Canada — www.elections.ca• “My Voter’s Guide,” Elections Canada —

www.elections.ca• Elections Canada’s Voter Information Service —

www.elections.ca


54

Wor

kshe

et 7

.1

Preparing to Vote

Review your personal values, experiences and thoughts from the election campaign, and consider your opinion of each local candidate and their political party (if they have one).

Afterwards, rank each of your choices in preparation for Student Vote Day.

Qualities I look for in my Member of Parliament (MP):

Election issues that are most important to me:

My reflection on the candidates:

Candidate / Party What I like the most about the candidate and their party

What I like the least about the candidate and their party

Ranking


55

Handout 7.2

How to Vote – 6 Easy Steps

Once you’re registered, here’s what you can expect when you go to vote at your polling place.

When you enter the polling place, an election worker greets you and shows you to the right table.

At your table, show your proof of identity and address.

The election worker will initial, fold and hand you a ballot.

Go behind the voting screen, mark and refold your ballot to keep it secret.

Return your ballot to the worker so they can verify it is an official ballot.

Put your ballot in the box.

BALLOT


56

Wor

kshe

et 7

.3

How

to V

ote

Cons

ider

the

step

s in

volv

ed in

cas

ting

your

bal

lot a

t the

pol

ling

plac

e. D

raw

and

illu

stra

te th

e im

port

ant s

teps

bel

ow:


57

A Trip to the Polling Place

Encourage your parents/guardians to vote and go with them to the polling place. Take this worksheet with you and fill in answers to each question.

1. Describe the physical area of the polling place. What type of building is it?

2. Does the arrangement of the polling place look similar to the set-up for Student Vote Day at your school? Why or why not?

3. Ask two of the people working at the polling place about their responsibilities.

i)

ii)

4. Ask someone, or observe and write down, the steps a person must take at the polling place to cast a ballot.

5. Do you feel like you have a good understanding of the voting process? What questions do you still have? How could you find answers to them?

Worksheet 7.4

X XXX

X

XXX

X


58

Wor

kshe

et 7

.5

Voter’s Checklist

Review the following checklist with a family member or friend who is eligible to vote in the election.

Make sure you are correctly registered

If you have moved, recently become a Canadian citizen, will be voting for the first time or are a student living away from home, you may not be correctly registered. You can visit the Elections Canada website (www.elections.ca) to check, update or complete your registration.

You can also register by filing information at the local Elections Canada office or on election day by completing a form and presenting ID.

Watch for your voter information card

You will receive a Voter Information Card (VIC) if you are registered to vote.

Check that you have the right ID

Option 1: Show one piece of government-issued ID with your photo, name and address.

Option 2: Show two pieces of ID. Both pieces must have your name, and one must also have your address.

Option 3: Show two pieces of ID with your name and have someone who knows you confirm your address.

Find the candidates in your riding by entering your postal code at www.elections.ca

Choose one of the many ways to vote

Option 1: On election day — October 19, 2015.

Option 2: On an advance voting day — There are four days of advance voting. You can vote on the 10th, 9th, 8th, and 7th day before election day (October 9-12, 2015.).

Option 3: At an Elections Canada office (Returning Office) — any day until the 6th day before election day (October 13, 2015).

Option 4: By mail — If you are away from your riding during the election, or if it is more convenient, you can vote by mail. You must fill out an application by 6:00pm on the Tuesday before election day in order to receive a voting kit. The voting kit must be returned to Elections Canada in Ottawa by election day.

Mark your calendar with the days

59

QUESTIONS TO BE EXPLORED DURING THIS LESSON • What was the outcome of the Student Vote locally and nationally?• What was the outcome of the general election locally and nationally?• What is the difference between a majority and minority government?• Who will form the next government?• How did campaign events impact the outcome of the election?

SUPPLEMENTARY TOOLS• Handout 4.1: 2011 Election Results

TEACHING STRATEGIES Hook: 5 min1. Announce the results of your school’s Student Vote election. Who received the most votes? Was it a close race?

2. Compare the results of your school’s vote with the results of other schools in your riding. Are the results similar or different? How did the results vary between schools? (Individual school results can be found at www.studentvote.ca).

Teacher Note: Remember you must wait until the official polls close in your riding (or province/territory)to share the Student Vote results. Student election workers at your school should be sworn to secrecy.

Instruction: 10 min1. Seat count is the term used to show the number of representatives that each party will have in parliament. It reflects the number of local election races won by each party.

2. Popular vote is the term used to show the total support a political party received across the country. It is shown as a percentage and is calculated by dividing the number of votes a party received by the total number of votes in the election. Under our electoral system (FPTP), the seat count is not based on popular vote count.

3. The party that has the most seats (usually) forms government. The party that has the second-highest number of seats becomes the official opposition. Any other party is called an opposition party.

4. If the governing party has more than half of all the seats (170), they will have a majority government. If they have half or less (169 or fewer), they will have a minority government.

5. In order to pass any legislation (laws) or budgets, the bills must have support from more than half of the members of parliament. If the governing party has a minority government, they will need to gain the support of the opposition parties or independent candidates in order to pass any laws or legislation.

OBJECTIVE Students will analyze the results of the official election and Student Vote, and reflect on the outcome and their participation.

KEY WORDS analyze, seat count, popular vote percentage, governing party, minority government, majority government, official opposition, opposition party

LESSON 8: Post-Election Analysis


60

Discussion: 5 minWhich local candidate was elected in your school’s riding in the general election? Which party formed the government? Which party will be the official opposition? Is it a minority or a majority government?

Activity: 25-40 min 1. In groups, have students analyze the results of the general election and Student Vote for the current and last election.

Use the following comparisons for group discussion:a) Federal seat count comparison (General election vs. Student Vote) b) Federal popular vote comparison (General election vs. Student Vote) c) Federal seat count comparison (2011 vs. current election) d) Federal popular vote comparison (2011 vs. current election) e) Local riding results comparison (General election vs. Student Vote)

Teacher Note: Use Handout 4.1 to compare the 2011 results with those of the current election.

2. Have a group discussion after analyzing the results and media reports. Consider the following questions:• Were there any big surprises in the election results?• Which parties gained or lost seats since the last

election? Why do you think that happened?• Were the Student Vote results similar to the

general election results? Why or why not?• Which type of graph works best for displaying

election results (e.g., pie chart, line graph, bar chart)?

Debrief: 5 minHave a brief closing discussion about the outcome of the election and participation in the Student Vote program. Alternatively, ask students to write a reflection for their election scrapbook or learning log (see Assessment Opportunities).• Why is it important to analyze the results? What is

there to be learned?• Did the election results turn out as expected?

Were there any events that might have influenced the results?

• What did you learn about politics and the election process from your participation in the Student Vote program?

• Did your participation in Student Vote influence anyone in your family to vote? Did it influence the choice they made in who to vote for?

EXTENSION ACTIVITIES A. Once a candidate is elected to the legislature, they must make decisions about how to pursue issues

on behalf of their constituency. Have students write to their newly elected MP regarding an issue they believe should be considered a priority.

B. Choose a local candidate in your riding who received a significant portion of the votes in Student Vote but did not secure a seat in the House of Commons. Invite the candidate into your school for a conversation with your class. Consider asking questions about their campaign experience and the candidate’s future plans.

C. Give students a chance to share their election scrapbooks from the campaign. Each student could choose two of their favourite entries to share with the class.

BACKGROUND INFORMATION FOR TEACHERS How do I analyze election results? Under our electoral system (First-Past-The-Post), election results are analyzed by the number of seats each political party will have in the House of Commons. The 338 seats will be divided among registered political parties and independent candidates.

The number of votes cast for each political party can also be examined. This analysis provides an indication of the level of support across the country and is expressed by a percentage (popular vote percentage). The seat count is not based on popular vote percentage under FPTP. Who will form government? What kind of government will it be? The political party with the most seats (usually) forms government and their leader becomes the prime minister.

A minority government is a government in which the governing party has the most seats but less than half the total.

A majority government is a government in which the governing party has an absolute majority of the seats (more than half). In Canada, a political party has to win at least 170 seats to win a majority government.

Which party will form the official opposition? The political party that receives the second-highest number of seats takes on the role of the official opposition. It is their responsibility to hold the government to account and to question its actions. The official opposition organizes a shadow cabinet to act as expert critics on the files managed by each cabinet minister (which generally correspond to government departments).


61

Which issues will be forefront on the agenda for the new government? The Speech from the Throne (also known as the Throne Speech) outlines the government’s plans and initiatives. The speech is delivered by the governor general at the beginning of each new session of the House of Commons.

EXTERNAL RESOURCES

• General election results — www.elections.ca • Student Vote results — www.studentvote.ca • Newspaper and media websites

62

ASSESSMENT OPPORTUNITIES

There are several options for assessing student learning and participation in activities related to the Student Vote program. Refer to this section for rubrics, a culminating quiz and options for ongoing assessment.

Election Scrapbook

The Election Scrapbook Assignment is a regular assignment designed to be used as an ongoing or cumulative assessment tool. Students can keep track of the people, events and issues of the campaign, and use questions from the Debrief sections to reflect on key topics. Students can seek out and record, paste and/or review articles and other media. The assignment allows teachers to track student progress throughout the campaign period. Teachers may choose to adapt the assignment to make it shorter, or to fit it to the particular interests or needs of the class. Scrapbooks can be assessed daily, weekly or as a culminating activity. A rubric has been included for this assignment.

Group Work

Within this resource, there are many suggested opportunities for student group work and assessment. For example, students work together to research and present a specific political party in their riding in Lesson 4 and, in Lesson 5, students may opt to work together to research and present on one of their local candidates. A group work rubric has been provided and may fit well with both of these activities or other group activities found in this resource.

Classroom Discussion

Debate and dialogue in a respectful and intellectual environment is a prime incubator for new thought. Politics is rife with controversial issues and polar arguments, and teachers are encouraged to allow students to work alongside one another and to question each others’ viewpoints – while at the same time respecting others’ opinions. Students can be assessed on their participation in class discussions. A rubric has been included.

Quiz

A quiz has been included to test students’ knowledge of Canadian government and our electoral process. You can use this quiz as a culminating activity to assess student knowledge.

Journal Reflections/Learning Log

Used as an assessment tool, a wrap-up to lessons, or simply as a homework assignment, keeping a journal is a great way for students to further interpret and solidify their learning. Consider using questions from the Debrief sections within the lesson plans.

Student Vote Day

Students in charge of running Student Vote Day may be evaluated on their performance and commitment to organizing a free and fair election in the school.

63

During the election period, you will create your own scrapbook to track the people, events and issues of the campaign and record your experience.

Your scrapbook should include information about the election, such as:

• The Student Vote program• The party leaders and their platforms• The local candidates and issues• Campaign debates or events• Issues of federal and local importance• Results of opinion polls (Preference or Issue)• Why it is important to vote• The Student Vote results• The general election results

Your scrapbook should include some or all of the following:

• Title page/front cover• Introduction to the election• Articles (focusing on voter turnout, local candidates, endorsements, etc.)• Newscast summaries• Photos• Links to websites• Campaign literature• Political cartoons• Personal reflections

Describe the 5 Ws for at least one of each of the following in your scrapbook: article, photo, cartoon and summary of a newscast.

• Who is the article, image, cartoon or newscast about?• What is the argument of the article, point of the cartoon or theme of the newscast?• Where is this taking place? Is the where important or on purpose?• When did this occur? Is the when or timing important?• Why was this article, image or political cartoon included here?

ELECTION SCRAPBOOK ASSIGNMENT


64

Elem

enta

ry E

lecti

on S

crap

book

Ass

ignm

ent R

ubri

c

KICA

Skill

s1

23

4

Know

ledg

eRe

sear

ch•

Scra

pboo

k ha

s ve

ry

few

of t

he re

quire

d el

emen

ts a

nd d

oes

not

desc

ribe

the

cam

paig

n.

• Sc

rapb

ook

has

som

e of

th

e re

quire

d el

emen

ts

and

give

s so

me

desc

ripti

on o

f the

ca

mpa

ign.

• Sc

rapb

ook

has

man

y of

th

e re

quire

d el

emen

ts

and

give

s a

good

de

scri

ption

of t

he

cam

paig

n.

• Sc

rapb

ook

has

all t

he

requ

ired

elem

ents

an

d gi

ves

a co

mpl

ete,

de

taile

d de

scri

ption

of

the

cam

paig

n.

Thin

king

/Inq

uiry

Ana

lysi

s•

Info

rmati

on g

iven

in

the

5 W

s or

per

sona

l re

flecti

ons

is n

ot

rele

vant

or

accu

rate

.

• In

form

ation

in th

e 5

Ws

is p

artly

acc

urat

e an

d co

mpl

ete.

Re

flecti

ons

show

som

e un

ders

tand

ing

and

rela

te to

mai

n to

pic.

• In

form

ation

in th

e 5

Ws

is a

ccur

ate

and

expl

aine

d w

ith s

ome

deta

ils

and/

or e

xam

ples

. Re

flecti

ons

show

goo

d un

ders

tand

ing

and

rela

te to

mai

n to

pic.

• In

form

ation

in th

e 5

Ws

is c

ompl

ete

and

accu

rate

, with

su

ppor

ting

deta

ils

and/

or e

xam

ples

. Re

flecti

ons

show

exc

elle

nt

unde

rsta

ndin

g of

mai

n to

pic.

Com

mun

icati

onLa

ngua

ge•

Man

y gr

amm

atica

l, sp

ellin

g or

pun

ctua

tion

erro

rs.

• A

few

gra

mm

atica

l, sp

ellin

g or

pun

ctua

tion

erro

rs.

• A

lmos

t no

gram

mati

cal,

spel

ling

or p

unct

uatio

n er

rors

.

• N

o gr

amm

atica

l, sp

ellin

g or

pun

ctua

tion

erro

rs.

App

licati

onLa

yout

and

Pr

esen

tatio

n•

Layo

ut a

nd

pres

enta

tion

of

scra

pboo

k el

emen

ts

need

s or

gani

zatio

n an

d ne

atne

ss.

• La

yout

and

pr

esen

tatio

n of

sc

rapb

ook

elem

ents

sh

ows

som

e or

gani

zatio

n an

d ne

atne

ss.

• La

yout

and

pr

esen

tatio

n of

sc

rapb

ook

elem

ents

sh

ows

good

or

gani

zatio

n an

d ne

atne

ss.

• La

yout

and

pr

esen

tatio

n of

sc

rapb

ook

elem

ents

sh

ows

outs

tand

ing

orga

niza

tion

and

neat

ness

.Rubr

ic


65

Elem

enta

ry G

roup

Wor

k A

ctivi

ty R

ubri

c

KICA

Skill

s1

23

4

Know

ledg

eRe

sear

ch•

Stud

ents

iden

tify,

w

ith c

onsi

dera

ble

adul

t hel

p, fo

ur

reas

onab

le id

eas/

ques

tions

to p

ursu

e w

hen

doin

g th

e re

sear

ch.

• St

uden

ts id

entif

y, w

ith

som

e ad

ult h

elp,

at

leas

t fou

r re

ason

able

id

eas/

ques

tions

to

purs

ue w

hen

doin

g th

e re

sear

ch.

• St

uden

ts

inde

pend

ently

id

entif

y at

leas

t fou

r re

ason

able

idea

s/qu

estio

ns to

pur

sue

whe

n do

ing

the

rese

arch

.

• St

uden

ts in

depe

nden

tly

iden

tify

at le

ast f

our

reas

onab

le, i

nsig

htful

, cr

eativ

e id

eas/

ques

tions

to

pur

sue

whe

n do

ing

the

rese

arch

.

Thin

king

/In

quir

yA

naly

sis

• St

uden

ts h

ave

no c

lear

pla

n fo

r or

gani

zing

the

info

rmati

on a

nd/o

r st

uden

ts in

the

grou

p ca

nnot

exp

lain

thei

r or

gani

zatio

n pl

an.

• St

uden

ts h

ave

deve

lope

d a

clea

r pl

an fo

r or

gani

zing

th

e in

form

ation

as

it is

ga

ther

ed. A

ll st

uden

ts

can

inde

pend

ently

ex

plai

n m

ost o

f thi

s pl

an.

• St

uden

ts h

ave

deve

lope

d a

clea

r pl

an fo

r or

gani

zing

th

e in

form

ation

in th

e fin

al re

sear

ch p

rodu

ct.

All

stud

ents

can

in

depe

nden

tly e

xpla

in

this

pla

n.

• St

uden

ts h

ave

deve

lope

d a

clea

r pl

an fo

r or

gani

zing

th

e in

form

ation

as

it is

gat

here

d an

d in

the

final

rese

arch

pro

duct

. A

ll st

uden

ts c

an

inde

pend

ently

exp

lain

the

plan

ned

orga

niza

tion

of

the

rese

arch

find

ings

.Co

mm

unic

ation

Lang

uage

• Th

ere

are

man

y er

rors

in s

pelli

ng,

punc

tuati

on o

r gr

amm

ar.

• Th

ere

are

som

e er

rors

in

spe

lling

, pun

ctua

tion

or g

ram

mar

.

• Th

ere

are

few

err

ors

in

spel

ling,

pun

ctua

tion

or g

ram

mar

.

• N

o gr

amm

atica

l, sp

ellin

g or

pu

nctu

ation

err

ors.

App

licati

onLa

yout

and

Pr

esen

tatio

n•

Lim

ited

dem

onst

ratio

n of

de

sign

, lay

out a

nd

neat

ness

.

• Th

e po

ster

/pro

ject

is

acce

ptab

ly a

ttra

ctive

in

term

s of

des

ign,

layo

ut

and

neat

ness

.

• Th

e po

ster

/pro

ject

is

att

racti

ve in

term

s of

des

ign,

layo

ut a

nd

neat

ness

.

• Th

e po

ster

/pro

ject

is

exce

ption

ally

att

racti

ve in

te

rms

of d

esig

n, la

yout

and

ne

atne

ss.

Gro

up W

ork

Skill

sA

bilit

y to

Wor

k w

ith O

ther

s•

Gro

up m

embe

rs

rare

ly li

sten

to, s

hare

w

ith o

r su

ppor

t the

eff

orts

of o

ther

s.

Oft

en fi

nd it

diffi

cult

to w

orks

as

a te

am.

• Th

e gr

oup

often

list

ens

to, s

hare

s w

ith a

nd

supp

orts

the

effor

ts o

f ot

hers

, but

som

etim

es

finds

it d

ifficu

lt to

wor

k as

a te

am.

• Th

e gr

oup

usua

lly

liste

ns to

, sha

res

with

an

d su

ppor

ts th

e eff

orts

of o

ther

s.

• Th

e gr

oup

alm

ost a

lway

s lis

tens

to, s

hare

s w

ith,

and

supp

orts

the

effor

ts

of o

ther

s. T

ries

to k

eep

peop

le w

orki

ng w

ell

toge

ther

.

Rubric


66

Elem

enta

ry D

iscu

ssio

n Sk

ills

and

Parti

cipa

tion

Rub

ric

(who

le c

lass

or

smal

l gro

ups)

KICA

Skill

s1

23

4

Know

ledg

e,

Thin

king

/Inq

uiry

,Co

mm

unic

ation

• M

akes

rele

vant

, in

sigh

tful

co

ntri

butio

ns to

the

disc

ussi

on.

• D

oes

not c

ontr

ibut

e or

con

trib

utes

in

appr

opri

atel

y.

• M

akes

som

e re

leva

nt

cont

ribu

tions

.

• O

ften

mak

es

rele

vant

, ins

ightf

ul

cont

ribu

tions

.

• Co

nsis

tent

ly

mak

es re

leva

nt

cont

ribu

tions

sh

owin

g a

high

de

gree

of i

nsig

ht.

Know

ledg

e,

Thin

king

/Inq

uiry

,Co

mm

unic

ation

• Li

sten

s an

d re

spon

ds e

ffecti

vely

to

oth

ers’

co

ntri

butio

ns.

• D

oes

not r

espo

nd

or g

ives

lim

ited

resp

onse

s.

• G

ives

som

e eff

ectiv

e re

spon

ses.

• O

ften

resp

onds

eff

ectiv

ely.

•

List

ens

care

fully

an

d re

spon

ds v

ery

effec

tivel

y.

Know

ledg

e,

Thin

king

/Inq

uiry

,Co

mm

unic

ation

• H

elps

to m

ove

the

disc

ussi

on a

long

w

ith fo

llow

-up

and

open

-end

ed

ques

tions

.

• D

oes

not q

uesti

on

or p

oses

irre

leva

nt

ques

tions

that

do

not

furt

her

disc

ussi

on.

• So

meti

mes

ask

s re

leva

nt q

uesti

ons

to fu

rthe

r di

scus

sion

.

• Ve

ry o

ften

ask

s re

leva

nt q

uesti

ons

to fu

rthe

r di

scus

sion

.

• Co

nsis

tent

ly a

sks

rele

vant

que

stion

s to

furt

her

disc

ussi

on.

Com

mun

icati

on•

Show

s re

spec

t for

ot

hers

’ opi

nion

s (li

sten

s, re

spon

ds

appr

opri

atel

y).

• Sh

ows

little

or

no

resp

ect f

or th

e op

inio

ns o

f oth

ers.

• So

meti

mes

sho

ws

resp

ect f

or th

e op

inio

ns o

f oth

ers.

• Ve

ry o

ften

sho

ws

resp

ect f

or th

e op

inio

ns o

f oth

ers.

• Co

nsis

tent

ly

show

s re

spec

t for

th

e op

inio

ns o

f ot

hers

.

Com

mun

icati

on•

Wai

ts fo

r tu

rn to

sp

eak.

• O

ften

inte

rrup

ts

othe

rs w

hen

they

ar

e sp

eaki

ng.

• So

meti

mes

in

terr

upts

oth

ers

whe

n th

ey a

re

spea

king

.

• Ve

ry o

ften

wai

ts fo

r a

turn

to s

peak

and

do

es n

ot in

terr

upt

othe

rs.

• Co

nsis

tent

ly w

aits

fo

r a

turn

to s

peak

an

d do

es n

ot

inte

rrup

t oth

ers.

Rubr

ic


67

Government Quiz

Name: __________________________________________ /12

Read all questions carefully. Each question filled in correctly is worth one mark. Good luck.

1. A form of government where all people have an equal say is a ____________________.

2. One must be _____ years old to vote in Canadian elections.

3. The process of voting by ________________ ballot means that a person’s vote is private.

4. The __________________ government is responsible for healthcare delivery, education, energy and the

environment.

5. The __________________ government is responsible for garbage, recycling, libraries, fire protection and

parks and recreation.

6. The person in Canada who represents the Queen at the federal level is the ___________________ general.

7. A _____________ lists the candidates running for election in a local riding.

8. If a party wins more than half the seats, they will form a _________________ government.

9. MP stands for Member of ______________________.

10. The name of my riding is ________________________.

11. The leader of the government in Canada is known as the _______________________.

12. Voting is both a right and a ____________________________.

Word Bank:responsibility parliament provincial 18

municipal governor general prime minister

majority democracy secret ballot

Quiz


68

TEACHER COPY: Government Quiz

1. A form of government where all people have an equal say is a democracy.

2. One must be 18 years old to vote in Canadian elections.

3. The process of voting by secret ballot means that a person’s vote is private.

4. The provincial government is responsible for health care delivery, education, energy and the environment.

5. The municipal government is responsible for garbage, recycling, libraries, fire protection and parks and

recreation.

6. The person in Canada who represents the Queen at the federal level is the governor general.

7. A ballot lists the candidates running for election in a local riding.

8. If a party wins more than half the seats, they will form a majority government.

9. MP stands for Member of Parliament.

10. The name of my riding is (answers may vary).

11. The leader of the government in Canada is known as the prime minister.

12. Voting is both a right and a responsibility.

Qui

z

GLOSSARY

69

Aacclamation — A candidate is

elected by acclamation if they have no opponents. No vote is held.

advance voting — An opportunity to vote before election day. Also sometimes called advance polling. There are four days of advance voting. You can vote on the 10th, 9th, 8th, and 7th day before election day (October 9-12, 2015) from noon to 8:00pm.

analyze — To examine methodically and in detail for the purpose of explanation and interpretation.

anarchy — A system defined by the absence of government or any enforced authority, giving each individual complete liberty.

apathy — A state of indifference, or a lack of feeling or emotion towards someone or something.

autocracy — See dictatorship.

Bbackbencher — A member of

parliament or legislative assembly who is not a party leader, cabinet minister or opposition critic.

ballot — A document used by voters to indicate their preference in an election, electoral event or referendum.

bias — A preconceived opinion, a one-sided view or a prejudice against something, someone or an issue formed without evidence or adequate reasoning.

bill — Proposed legislation or law introduced to the parliament or legislative assembly. It becomes an act when passed

by the parliament or legislative assembly and given royal assent.

by-election — An election held in a particular riding to fill a vacancy in the House of Commons or legislature at any time other than during a general election. Several by-elections may be held on the same day.

Ccabinet — This governing

body is made up of the ministers of government departments. This body advises the prime minister. The ministers are appointed by the governor general on the recommendation of the prime minister and are usually chosen from elected members of the party that forms the government.

cabinet minister — A member of the cabinet or executive council. Cabinet ministers introduce and debate bills. They also administer specific government departments and formulate government policy.

candidate — A person who seeks election to public office. A candidate running in a federal election or by-election is trying to become a Member of Parliament.

caucus — A group composed of Members of Parliament (MPs) of a given party.

candidate representatives — Individuals representing a candidate at the polling place to observe the voting and the counting of the ballots. Only one candidate representative per candidate is permitted to remain in the polling place at any one time. Also known as scrutineers.

centre (spectrum) — A political party or individual holding moderate views or middle-of-the-road opinions.

Chief Electoral Officer (CEO) — An independent officer of the House of Commons appointed by the prime minister on the recommendation of the House of Commons. The Chief Electoral Officer is responsible for the administration of the federal electoral process.

coalition government — When two or more political parties join together to form a government, neither of which would be able to form a majority government on their own.

concurrency — When federal and provincial/territorial, and/or municipal/local government powers overlap in jurisdictional responsibilities.

conservatism — A political ideology advocating the preservation of society and opposing radical changes.

constituency — See riding.

constituent — An individual who lives in a geographically and politically defined area with an elected representative.

constitutional monarchy — A government headed by royalty. Canada is a constitutional monarchy in that the Queen is the official head of state, represented by the governor general at the federal level and lieutenant governors at the provincial level.

Ddemocracy — A type of

government where power is held by all the people and citizens are meant to participate equally in making decisions.

Glossary

GLOSSARY

70

department — A specialized department of the government with a specific area of responsibility (e.g., Health, Finance, Transport).

deputy returning officer (DRO) — The election official who supervises a polling station. The deputy returning officer’s tasks include making decisions about a person’s eligibility, counting the ballots and certifying the results.

dictatorship — A type of government where one person has power. Power is maintained through the use of a party or military, without the consent of the people. Citizens have limited rights and freedoms.

Eearned media — Awareness

gained through efforts other than advertising, such as news coverage or external blogs/websites.

editorial — A newspaper article written by or on behalf of a publisher, editor or editorial team that shares an opinion on a topical issue or analysis of particular event or situation.

election — The process where citizens vote for a person to act as their representative at the federal, provincial/territorial or municipal/local level. Elections are usually held at regular intervals.

election worker — An individual who staffs a polling place.

Elections Canada — A non-partisan, independent office of the House of Commons, which is responsible for administering the federal electoral process.

elector — A person eligible to vote. Also known as a voter.

electoral district — See riding.

electoral system — The process by which votes are translated into seats in a parliament or legislature. In Canada we use the First-Past-The-Post system (FPTP) or Single-Member Plurality.

electorate — The whole body of electors.

enfranchise — Extend the right to vote to a particular group of people.

executive branch — The branch of government that implements and enforces laws, rules and regulations.

Ffederal — Referring to one of the

three levels of government in Canada; pertaining to the whole country.

first-past-the-post — The system in which the candidate who has more votes than any other single candidate wins the election.

freedom — The power or right to act, speak or think as one wants without hindrance or restraint.

Ggeneral election — An election

usually held at regular intervals or at fixed dates in which candidates are elected in the ridings of the nation or province/territory.

government — Refers to the governing body of a country, province/territory, city or town, which makes and administers laws.

governor general — The federal representative of the Queen and the ceremonial head

of state. This person is appointed by the Queen on the recommendation of the prime minister. The governor general opens, suspends and dissolves the Parliament, and gives or withholds royal assent to bills.

HHouse of Commons — The federal

body that creates, implements and enforces laws, rules and regulations for the entire country. Located in Ottawa, the House of Commons will consist of 338 MPs after the election, each MP representing a different riding.

Iincumbent — The existing

holder of a political office. A riding without an incumbent candidate is known as an open seat.

independent — A candidate or elected representative who does not represent a political party.

issue — An important topic of debate and discussion.

Jjudicial branch — The branch of

government that interprets the law and punishes those who violate established laws, rules and regulations.

Lleft (spectrum) — On the political

spectrum, one who favours policies that promote social equality, socialist or progressive views.

legislative assembly — A legislative body composed of elected members at the

Glo

ssar

y

GLOSSARY

71

provincial or territorial level. The role of the legislative assembly is to pass provincial/territorial legislation, approve public finances and scrutinize government.

legislative branch — The branch of government that has the power to create, change and repeal proposed and existing bills.

legislature — The building in which the legislative assembly gathers.

liberalism — A political ideology that favours individual liberty but acknowledges the need for some form of government intervention in the economy.

lieutenant governor — The provincial representative of the Queen and the ceremonial head of state. This person is appointed by the governor general on the recommendation of the prime minister. The lieutenant governor opens, suspends and dissolves the legislative assembly, and gives or withholds royal assent to bills passed by the legislative assembly.

local (government) — See municipal.

Mmajority government — A

government formed by the party or the coalition of parties holding the majority of seats in the House of Commons.

Member of Parliament (MP) — An individual elected by the people in a particular federal riding to represent them in the House of Commons.

minister — See cabinet minister.

minority government — A government that does not hold a majority of seats, but it

usually holds more than any other party and must maintain the confidence of parliament to continue in power.

municipal — Referring to one of the three levels of government in Canada. Municipalities are the most local level of government, existing as a result of provincial or territorial legislation.

Nnew media — Refers to media

content that is easily accessible, such as online sources and social media platforms. New media is typically interactive, user-driven, functions in real-time and is deemed borderless.

non-partisan — An individual or organization with no party affiliation or bias.

Oofficial opposition — The party

that holds the second-largest number of seats in parliament. It is accorded certain financial and procedural advantages over other parties in opposition.

old media — Refers to traditional media sources in broadcast and print format, such as television, newspaper, radio, magazines and pamphlets/flyers. Old media is typically one way communication, delivered at a specific time, has limited jurisdictional reach and strives to maintain journalistic integrity and standards.

oligarchy — A form of government system in which power rests with a small number of privileged people.

opposition party — A political party that is neither the governing party nor part of

a coalition of parties forming the government.

owned media — Internally managed promotional platforms, such as a website, blog, Twitter feed, Facebook page and YouTube channel.

Ppaid media — Publicity or

awareness gained through paid advertising.

parliament — The term used for Canada’s federal legislature. It is also the period from the opening of the first session immediately following a general election to the end of a government’s term and the calling of another election at the federal level. Each parliament consists of one or more sessions.

parliamentary democracy — A type of representative democracy in which members are elected to parliament. The political party with the greatest number of seats or elected representatives in the parliament or legislature determines the leader of the government.

partisan — Support of a political party, cause or person.

party leader — An individual chosen or elected to act as the head of a political party.

party member — An individual who belongs to a political party.

party platform — A party platform is a series of declared principles and policies on jurisdictional issues concerning government and the public. Parties announce their platforms and spread their ideas in order to attract support from the electorate and, ultimately, secure votes.

Glossary

GLOSSARY

72

plank — Individual topics or issues in a party’s platform.

political ideology — A political ideology is a set of shared ideals or beliefs about how politics and government should function. Common ideologies include liberalism, conservatism, socialism, communism and fascism.

political party — A political party is a group of like-minded individuals with a shared vision and similar political ideals whose intention is to achieve power through an election, form government and create meaningful political change.

political spectrum — The political spectrum is a means of characterizing beliefs, values and priorities, and provides a conceptual framework in which to view and evaluate political parties and policies.

poll clerk — The official who assists the deputy returning officer at a polling place by checking to see if a person’s name is on the voters list and dealing with the paperwork.

polling division — Each riding is divided into defined geographic areas called polling divisions. Eligible voters residing within each polling division vote at the polling place designated for their area.

polling place — A location to which electors are assigned for the purposes of voting.

popular vote percentage — The percentage of all ballots cast for a particular party or candidate. A reflection of support across a jurisdiction.

premier — The leader of a provincial or territorial government. After a provincial or territorial election, the

leader of the party with the greatest number of elected members leads the government as premier. In accordance with consensus government, the premier of Nunavut and Northwest Territories is directly elected by the non-partisan members of the legislative assembly.

prime minister — The leader of the federal government. After a federal election, the leader of the party with the greatest number of elected members usually heads the federal government as prime minister.

provincial — Referring to one of the three levels of government in Canada; pertaining to the province.

Rrejected ballot — A ballot that has

been placed in the ballot box, but declared unacceptable for counting by the deputy returning officer. A ballot that has not been marked properly.

representative democracy — Representatives are selected by the people through elections to make decisions on their behalf.

responsibility — A responsibility is a social force that binds you to your obligations and courses of action demanded by that force.

returning officer (RO) — The election official responsible by law for the administration of the electoral process within a single riding. Returning officers are appointed by the Chief Electoral Officer.

riding — A geographical area represented by an elected official. Also known as an electoral district or constituency. There are 338 ridings being contested in the 2015 federal election.

riding association — An organization formed for riding as the local organization of a political party. Also known as a constituency association.

right — A right legally entitles you to take certain actions. A right is a protected freedom.

right (spectrum) — On the political spectrum, one who favours conservative views and tradition. Individuals on the right believe that government should not interfere with people and businesses.

Sscrutineer — See candidate

representatives.

seat count — The number of seats that each political party has in the parliament or legislature. The party or coalition of parties with the highest seat count traditionally forms the government.

secret ballot — Canada uses a secret ballot, which means no one except the elector knows the choice that was made.

single-member plurality — An electoral system based on single-member districts, where the successful candidate is elected if they win the most votes in their riding. Also known as First-Past-The-Post.

slogan — A catchy phrase created and repeated in advertising and politics.

socialism — A political ideology that favours a system in which the means of production, distribution and exchange are owned by the community collectively, usually through the state.

Glo

ssar

y

GLOSSARY

73

Glossary

speech from the throne — The speech delivered by the governor general for each new session of parliament. This speech outlines the government’s plans and initiatives for the session. Also known as the Throne Speech.

spoiled ballot — A ballot that has been kept separate and never placed in the ballot box because it was mistakenly marked or torn and exchanged for a new ballot.

subsidiarity — The principle regarding the division of responsibilities among the different levels of government; where the government closest to the issue governs it.

Ttabulation — The counting of

ballots following an election. Ballots are counted and recounted to ensure an accurate election result is recorded.

territorial — Referring to one of the three levels of government in Canada; pertaining to the territory.

territorial commissioner — The territorial representative of the federal government. The territorial commissioner opens, suspends and dissolves the legislative assembly, and gives or withholds royal assent to bills passed by the legislative assembly.

Uuniversal suffrage — The

extension of the right to vote to all adult citizens, including the removal of restrictions against women, various ethnic and religious groups, and property ownership requirements.

Vvalid ballot — A ballot that is

properly marked for only one candidate.

voter turnout — The total number of people accepting ballots in an election or participating in the electoral process. Usually expressed as a percentage of the total number of qualified voters.

voters list — The list of names and addresses of all eligible electors, which is used at the polling place.

voting screen — The place at the polling station where electors go to mark their ballot in private. Also known as a privacy screen.

Wwrit of election — The document

signed by the Chief Electoral Officer that instructs the returning officer in a riding to conduct an election on a specific date. After the election, the returning officer signs the writ containing the voting result and returns it to the Chief Electoral Officer.

74

Not

es

75

Notes

76

Not

es

what is the purpose of the student vote program? -...

Documents