Government and Democracy - Student Votestudentvote.ca/oncivic2014/wp-content/uploads/2014/09/ELE-EN... · and by the type of rights and freedoms given to their citizens. a) ... government

6 | Lesson 1: Government and Democracy

1 Government and Democracy

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

CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 6 Social Studies (Canada’s Links to the World), Grade 4 Language Arts, Grade 5 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts, Grade 8 Language Arts

KEY WORDSgovernment, autocracy, oligarchy, democracy, representative democracy, theocracy

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

democracy?• Why is democracy important?

SUPPLEMENTARY TOOLS• PowerPoint 1: Government and Democracy• Video: Government and Democracy• Worksheet 1.1: Survivor Island• Worksheet 1.2: Types of Government• Worksheet 1.3: Who Should Decide?

TEACHING STRATEGIESHook: 15 min1. Split the class into groups and have them sit

together. Explain that each group should 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 all 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.

3. Bring the class back to the big group and discuss each group’s answers to the questions from Worksheet 1.1. Emphasize differences between organization (independent versus team work/ self-serving versus helping others), the selection of the leader (democratic process or by virtue or desire) and rules (individual rights versus common good/freedom versus control). Offer alternative options for students to consider if 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?

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

Instruction: 10-15 minGovernments are responsible for making decisions and creating rules for people living within its borders (e.g., education/schools, transportation/roads, health care/ hospitals). There are different types of government around the world and they make decisions for their people in different ways. You can compare governments based on how they share power and by the type of rights and freedoms given to their citizens. a) An autocracy, or autocratic government, is a type of government where one person has full control without the participation or permission of the people. They often force their way to power or become leader because they were associated with or related to the previous leader, and citizens have few rights or freedoms. There is usually a heavy military presence and the media is limited on what it can report on. Examples include Syria, North Korea and Kazakhstan.

b) An oligarchy, or oligarchic government, is a type of government where power is held by a small number of people, generally the people who are rich and powerful (often due to family lines or wealth). People living under oligarchic rule usually have some rights

Lesson 1: Government and Democracy | 7

and freedoms. Examples include Saudi Arabia, Kuwait and many African nations.

c) A democracy, or democratic government, is a type of government where power is shared by all the people and citizens are meant to participate equally in making decisions. Citizens elect people in their area to represent them in government. This is called a representative democracy. They can also try to become a representative – or run for office. In democratic countries the people have rights and freedoms such as the freedom of speech and religion, and free and fair elections. Examples include Canada, the United States, Japan and England.

d) A theocracy, or theocratic government, is a type of government where a god or deity is recognized as the supreme civil ruler. Government policy and leaders are determined by religious officials who are seen to be directly guided by a god or deity. Laws are interpreted by these religious authorities, such as bishops or mullahs, and are enforced by religious officials. Examples include Iran and Vatican City.

Activity: 10-15 minAs a class, create a list of benefits (pros) and challenges (cons) for the following: • no government (anarchy)• autocratic government• democratic government

Students can take notes using Worksheet 1.2. Debrief: 10 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)..• Write about a time you were involved in a

democratic decision. Write about a time you were involved in an autocratic decision. How did you feel during each decision-making process?

• Would you prefer to live in an autocracy or a democracy? Why?

• What does democracy mean to you?

EXTENSION ACTIVITIESA. To further explore the benefits and challenges of decision-making models in various scenarios, assign students Worksheet 1.3. Alternatively, students could form groups and act out one of the scenarios, keeping the decision-making model secret for the rest of the class to guess. Have a follow-up discussion about which type of decision-making model makes the most sense and why. B. Use stories in the media and news to spark discussions about people around the world struggling to participate democratically in their government (e.g., overcoming violence to vote, long waits to vote).

Some examples are provided in the External Resources section of this lesson. Do you think democracy is worth fighting for? Why or why not? Do you feel lucky to live in Canada? C. Ask students to write a story about a country without a government. What would happen if there were no leaders to decide on laws or to create programs to help citizens live their lives.

BACKGROUND INFORMATION FOR TEACHERSWhat is government?The people and institutions put in place to run or govern a country, state, province or community. The purpose of government is to serve and protect the people. Government is responsible for providing services and making laws (rules) for the good of all the people. Without government, there would be confusion and conflict, and little would be accomplished. How are governments distinguished?There are different government systems around the world. They are distinguished by how they are formed, the allocation of power, and the types of rights and freedoms afforded to citizens.

An autocracy: Rule by one. A system of government run by a ruler with total power and authority over all aspects of life. This ruler is called a dictator and often has the support of the military. People living under autocratic rule do not have individual rights and freedoms.

An oligarchy: Rule by a few or the privileged. A form of government system in which power rests with a small number of people, generally the people who are rich and powerful (due to bloodlines or wealth). People living under oligarchic rule have some rights and freedoms.

A democracy: Rule by many. A system of government in which power is retained by all the people and all citizens are equal under the law. Citizens have access to power and they also have guaranteed rights and freedoms. Since it is not practical to have every citizen contribute to every decision that needs to be made, representatives are usually selected by the people to make decisions on their behalf. This is called a representative democracy.

A theocracy: Rule where a god or deity is recognized as the supreme civil ruler. A form of government where policy is determined by religious leaders who are seen to be directly guided by a god or deity. Laws are interpreted by religious authorities, such as bishops or mullahs, and are enforced by religious officials.

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

8 | Lesson 1: Government and Democracy

monarchy; the Queen, our head of state, holds symbolic power. A constitutional monarchy can be either a democracy or autocracy.

EXTERNAL RESOURCES• Government Type, CIA World Factbook —

www.cia.gov• Libya begins election amid violence, Al Jazeera

(June 25, 2014) – www.aljazeera.com• Ukraine votes in presidential poll amid fears of

violence, France24 (May 25, 2014) – www.france24.com

• Iraqis vote amid looming threat of violence, Al Jazeera (April 30, 2014) – www.aljazeera.com

• Zimbabwe voters stand in long lines for crucial election, The Associated Press (July 31, 2013) – www.ap.org

• Florida’s Long Lines on Election Day Discouraged 49,000 People from Voting: Report, Huffington Post (December 29, 2012) – www.huffingtonpost.com

Lesson 2: Democratic Rights and Responsibilities | 9

2 Democratic Rights and Responsibilities

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

CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 8 History (Confederation), Grade 8 History (Canada: A Changing Society), Grade 4 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts

KEY WORDSdemocracy, government, representative, 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• 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: The Right to Vote

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

Last year, there was a lot of bullying among 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 board held meetings at the school 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 you have in the classroom or at school? What responsibilities come with those 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 students can see their responses.

Instruction: 20-25 min1. Citizens (people) who live 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 expression), the choice to worship your god (freedom of religion), and the right to gather and discuss with one another, or to protest (freedom of assembly).

2. In 1982, the Canadian government created a document called the Canadian Charter of Rights and Freedoms to protect our rights (Handout 2.1). One section is dedicated to our democratic rights, which includes the right of every Canadian citizen, 18 years of age and older, to participate or vote in government elections. An election is the process of choosing individuals to represent the people and run the government.

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

10 | Lesson 2: Democratic Rights and Responsibilities

right to vote to all adult citizens, including taking away restrictions against women and individuals of various ethnic backgrounds (Handout 2.2).

Activity: 20 min plus homework1. Explain to students that fewer and fewer people

are voting in government elections. In the 2010 municipal elections, less than half of eligible voters participated in the election. Is the decrease in voter turnout 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 on October 27. 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.• How important is it that individuals are responsible

members of society?• Will you vote 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. As a class, review the Canadian Charter of Rights and Freedoms. Together or in pairs, ask students to consider the responsibilities that go along with each right. Write the rights and responsibilities on chart paper and post them around the classroom. B. Divide the class into groups and assign each an interest group that had to fight for the right to vote (e.g., women, native people, religious groups, immigrants). Provide each group with a cue card outlining who they are and why they feel it is important for them to receive the right to vote. Have each group present their case to the class in a debate-style format. Take on the role of the government and argue against the inclusion of these groups.

C. Ask students to remember 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 experience 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 2.4.

BACKGROUND INFORMATION FOR TEACHERSHow does Canada’s democracy work?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 government. Free and fair elections are the cornerstone of a democratic society. Scrutineers and election officials are put in place to make sure the system is run fairly and efficiently. What rights and responsibilities do we have in a democracy?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 languages of Canada and minority language education rights. Democratic rights include the right for every Canadian citizen, 18 years and older, to vote in an election and to be a candidate, as well as the requirement that governments hold elections at least every five years and that these governments meet at least every year. 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? The extension of the right to vote to all adult citizens, including the removal of restrictions against women, minorities and property ownership requirements.

EXTERNAL RESOURCES• Extending the Vote, Canada: A People’s History —

www.cbc.ca• How a Privilege Became a Right, CBC Digital

Archives — Voting in Canada, www.cbc.ca• History of the Vote — www.civilization.ca

Lesson 3: Three Levels of Governments | 11

3 Three Levels of Government

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

CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 8 History (Confederation), Grade 4 Social Studies, Grade 6 Language Arts, Grade 7 Language Arts

KEY WORDSmunicipal, provincial, federal, prime minister, premier, mayor, reeve, Member of Provincial Parliament (MPP), Member of Parliament (MP), councillor, House of Commons, Ontario Legislature, city/town hall

QUESTIONS TO EXPLORE DURING THIS LESSON• How is your life affected by government?• How is government structured in Canada?• What roles and responsibilities are associated with

each of the three levels of government?

SUPPLEMENTARY TOOLS• PowerPoint 3: Three Levels of Government• Video: Canada’s Democracy• Video: The Levels of Government• Worksheet 3.1: Investigating Government• Handout 3.2: Federal, Provincial and Municipal

Responsibilities• Worksheet 3.3: Government All Around

TEACHING STRATEGIESHook: 5 minWrite the following on the board. Ask students to match the two columns.

Federal Government ___ A - Classroom TeacherProvincial Government ___ B - School PrincipalMunicipal Government ___ C - School Board

Similar to within government, there is a division of responsibility in the school system.

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

For example: Police – Chief of Police, Sergeants, ConstablesBusiness Office – President/Executive Director, Manager, Staff

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

Instruction: 15-20 min1. Canada has three levels of government: federal,

provincial/territorial and municipal.• The federal government takes responsibility

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

• Provinces and territorial governments are responsible for their own province or territory and regional matters including education, health care, natural resources and transportation/highways.

• Municipal governments are responsible for their city or town and local matters such as garbage and recycling, libraries, public transit, local parks and recreation.

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). There are 308 MPs across the country, each representing a different area (called a riding or electoral district).

• In Ontario, the representative at the provincial level is called a Member of Provincial Parliament (MPP). There are 107 MPPs across Ontario.

• The representative at the municipal level is called a councillor (or alderman).

3. The representatives gather together to suggest, debate and approve laws, and to discuss concerns facing the country, province or city/town, and people living in the geographic areas they represent (also known as a constituency).• MPs meet in Ottawa at the House of Commons

within the Parliament buildings.• MPPs meet at the Ontario Legislature at

12 | Lesson 3: Three Levels of Government

Queen’s Park in Toronto.• Councillors meet at the city or town hall.

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

minister.• The leader at the provincial level is called a

premier.• The leader at the municipal level is usually

called a mayor or reeve.

Teacher Note: Have students make notes during the instruction on Worksheet 3.1 or assign it as group work or for homework.

Activity: 20 minDistribute copies of Worksheet 3.3 and ask students, individually or in pairs, to label or identify all the government services in the picture. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives.

Debrief: 5-10 minHave a brief closing discussion about government. Alternatively, ask students to write a reflection for their election scrapbook.• How does government affect your life?• Is government important? Why or why not?• Why is it important for you to know your elected

representative?• Which level of government affects your life the

most? Why? EXTENSION ACTIVITIESA. Ask students to identify an area of responsibility they care about at the municipal 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, provincial or federal government by highlighting the key words that reveal this information. Have students answer the following questions and share their findings with the class: What is this news story/article about? What are the arguments or supporting points being made? Who is this story most 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 separate local governments (provincial/territorial) for local purposes. In Canada’s parliamentary democracy, the people elect representatives (members) to the federal parliament and to the provincial and territorial legislatures. The local representative is called a Member of Parliament (MP) at the federal level and Member of Provincial Parliament (MPP) at the provincial level in Ontario. The dominant party in legislature or parliament (usually) determines the leader of the government. At the federal level, the leader of the government is called a prime minister. At the provincial level, the leader of the government is called a premier. As a constitutional monarchy, Canada’s head of state is a hereditary sovereign (queen or king), who reigns in accordance with Canada’s 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 a lieutenant governor, who are each appointed by the governor general on the advice of the prime minister. Usually, the governor general and lieutenants governor have five-year terms. How are responsibilities divided among the levels of government?Canada has three levels of government: federal, provincial and municipal. 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. Some powers may overlap between federal and provincial jurisdictions. This is called concurrency. For example, federal, provincial and municipal 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 governments are responsible for zoning, garbage disposal, and sewage and water treatment.

Lesson 3: Three Levels of Governments | 13

What is the role of elected representatives? When elected representatives gather together they are responsible for proposing, studying, debating, and voting on bills (potential laws and by-laws) and raising issues that matter to their constituents. They also spend their time meeting with their constituents to discuss their concerns and to provide guidance and advice relating to government services. EXTERNAL RESOURCES• How Canadians Govern Themselves —

www.parl.gc.ca• Discover Canada — www.cic.gc.ca• Government of Canada — www.gc.ca• Legislative Assembly of Ontario — www.ontla.on.ca• Association of Municipalities Ontario –

www.amo.on.ca

14 | Lesson 4: Your Municipality

4 Your Municipality

OBJECTIVEStudents will gain an understanding of the role of municipal governments and how they are organized, with a focus on their own area.

CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 4 Language Arts, Grade 5 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts, Grade 8 Language Arts

KEY WORDSmunicipality, mayor/reeve, councillor/alderman, regional councillor, council, single-tier, upper-tier, lower-tier, at-large system, ward system, tax

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What are the key features of municipalities?• What are the different types of municipalities in

Ontario?• How is my municipality organized and how does it

function? Who leads it?• What are municipal government responsibilities?• What is the role of a councillor and council?

SUPPLEMENTARY TOOLS• PowerPoint 4: Municipal Government• Video: Municipalities in Ontario• Worksheet 4.1: My Municipality Fact Sheet• Worksheet 4.2: My Municipality Score Card• Municipality Profiles found at

www.studentvote.ca/oncivic2014

TEACHING STRATEGIESHook: 10-15 minIn pairs or small groups, have students make a list of the five best things and five worst things about their community. Have students share their answers and discuss as a class.

Instruction: 10 min1. Ontario is divided into 444 communities called

municipalities. Municipalities have a specific geographic area and can be called a city, town, village, county, township or region.• Municipalities receive their powers and

responsibilities from the provincial government, such as public transit, social housing, garbage, water and sewage. They also have the ability to tax people (require people to contribute a

portion of money to the government).• Municipalities are classified as one of three

types; single, lower or upper-tier. A single-tier municipality operates on its own whereas upper-tier municipalities include one or more lower-tier municipalities and share some of their responsibilities.

• Each lower-tier or single-tier municipality has an elected council made up of a head of council (mayor or reeve) and council members (councillors or aldermen). Depending on the size of the municipality and its number of voters, councillors and aldermen are elected at-large (by all eligible voters in a municipality), or by a ward system (where the municipality is broken down into smaller areas).

2. Councils are responsible for the planning, growth and safety of the community. Council members govern the municipality by listening to the concerns and ideas of their constituents (people living in their community), attending meetings and creating, discussing and voting on bills or rules (by-laws) they believe will improve the municipality.

Discussion: 5-10 minDo you know anyone that works for your municipality? What do they do? Have you met any council members? Where and how? What did they say?

Activity: 50-75 min (Over two classes would be ideal)Divide students into groups and ask each group to research a different set of information about their municipality. Use resources from your municipality, or print information from your municipality’s website.

Suggested themes:• Background Information: History of the town/city,

municipality type, slogan, geographic boundaries and population. Who are we and what are we about? How has our city/town changed or grown over the last 10 years?

• Services: Describe the services provided or available to people living in the municipality, give examples of specific programs. How does the government try to help or support its citizens?

• Tourism/Activities: Name the major features, attractions and activities offered in your municipality. What is unique to our city or town?

Lesson 4: Your Municipality | 15

What can we do for fun? Why do people visit?• Council: Number of council members, title of the

council leader, type of election (ward/at-large), recent announcements, by-laws and major decisions. What does our council look like? How are members elected? What has council been working on recently?

• Budget: Where does our municipality get its money from? Where does it spend the money?

Have each group prepare and deliver a presentation to the rest of the class. Students should be creative and incorporate different ways to deliver information (e.g., drama, posters, charts).

During the presentations have students make notes using Worksheet 4.1.

Teacher Note: Alternatively, you could use a jigsaw method or book a computer lab and ask students to conduct research independently before discussing as a group.

Debrief: 5 minHave a brief closing discussion about municipalities or your municipality with your class. Alternatively, students could be asked to write a reflection for their election scrapbook or learning log. • What did you learn about your municipality? Do

you now think differently about where you live?• Do you like living in your municipality? Why or why

not?• If you became mayor or reeve of your municipality,

what would be your main goal over the next four years? How would you improve your municipality or community?

EXTENSION ACTIVITIES A. Create a new logo, slogan and poster to advertise your municipality to tourists or to encourage people to move into your municipality. What would be your key message? What would you highlight about your municipality? Students can create a poster or use other multi-media tools to advertise their municipality.

B. Research a few interesting by-laws recently passed by your municipality. Have students analyze their pros and cons and think about members of the community impacted by the by-law. This can be completed in groups, individually or as a class.

C. Invite a public servant that works for the municipality into your class to discuss their role and the services they provide to the public (e.g., What do you do? How did you get this job? Do you like it? Why?). This could be someone that works at the city or town hall, or a fire fighter or police officer.

D. Ask students to evaluate aspects of their municipality using Worksheet 4.2 (e.g., public transit, parks and recreation, libraries, safety, roads, cleanliness). Discuss the answers as a class and select the top three issues that matter most to your students for the election.

BACKGROUND INFORMATION FOR TEACHERSWhat is the role and what are key features of a municipality?Municipalities are responsible to their constituents for the planning, growth and safety of their community.The key features of a municipality are: powers are assigned by the province, defined geographic area, elected council and power to tax. How is my municipality structured and how does it function?There are 444 municipalities in Ontario and they vary greatly in composition. There are several terms that describe municipalities such as counties, townships, regions, villages, towns or cities. Each are classified as one of three types; single-tier, lower-tier, or upper-tier.

A single-tier municipality operates on its own, whereas lower and upper-tier municipalities work in conjunction, with one upper-tier municipality encompassing several lower-tier municipalities (e.g. Regional Municipality of Halton is the upper-tier municipality for Oakville and Burlington, which are lower-tier municipalities). This allows various municipal responsibilities to be shared amongst a group of municipalities for efficiency.

Candidates can be elected to a lower-tier or upper-tier municipality directly or, in some cases, each lower-tier municipal council, once elected, determines which councillors will represent them on the upper-tier municipal council.

16 | Lesson 4: Your Municipality

Find information about your own municipality by visiting its website. How is a local council formed?The elected council of a single or lower-tier municipality is composed of a head of council (mayor or reeve) and council members (councillors or aldermen). The heads of council are all elected at-large (by all eligible voters in the municipality). However the other council members can be either elected at-large or by a ward system, where the municipality is broken down into smaller sections that vote for their own representatives. Municipalities may also use a mix of ward and at-large systems.

Employees of the municipality accept the direction of the council in managing the municipality.

What about County Councils?The head of a county council is called a warden. The county council is composed of designated elected members from the lower-tier municipalities. The county council itself selects the warden from among its members.

What about Regional Councils?The head of a regional council is called a Regional Chair. The chair is chosen by a vote of the members of regional council or directly elected.

Other members of regional council are selected in various ways. Some are elected directly by the voters to sit on regional council. Some are elected to sit on both the regional council and the local municipal council. In some municipalities, members of local municipal councils are appointed by their councils to serve at the regional level. The head of council of a local municipality is a member of the regional council.

What does a council member do? Council members govern the municipality by listening to concerns and suggestions from citizens, attending meetings, and making by-laws and decisions for the municipality. Councillors support and participate in activities and events in their community. EXTERNAL RESOURCES • Ministry of Municipal Affairs and Housing –

www.mah.gov.on.ca• Association of Municipalities Ontario –

www.amo.on.ca• Association of Municipal Managers, Clerks and

Treasurers of Ontario – www.amcto.com• Statistics Canada – www.statcan.gc.ca

Lesson 5: Municipal Candidates and Local Issues | 17

5 Municipal Candidates and Local Issues

OBJECTIVEStudents will gain an understanding of current issues in their municipality and will research and get to know their local candidates. CURRICULUM CONNECTIONSGrade 4 Social Studies, Grade 5 Social Studies, Grade 8 Geography, Grade 4 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts, Grade 8 Language Arts

KEY WORDSpolitical ideology, candidate, campaign, slogan, speech, platform, plank, mayor/reeve, councillor/aldermen QUESTIONS TO EXPLORE DURING THIS LESSON• What is a political ideology?• What is the experience level and qualifications of

the candidates running in the upcoming municipal election?

• What are the key municipal election issues?• Where do the candidates stand on these election

issues? Does it matter? SUPPLEMENTARY TOOLS • PowerPoint 5: Political Ideologies• Worksheet 5.1: Where do you Stand?• Worksheet 5.2: Getting to Know the Candidates • Worksheet 5.3: Graphic Organizer• Guide 5.4: Suggestions for Organizing an All-

Candidates Debate TEACHING STRATEGIESHook: 15-20 min Play a game of Agree/Disagree with your students. Post two signs in the classroom on either side of the room, one with “Agree” and one with “Disagree”. 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.• Companies that pollute our air and water should

suffer consequences.• Canada should not welcome any more immigrants.• 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 child care for all families.

• The size of government should be small with limited services, so that we do not have to pay a lot of taxes.

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

Alternatively, you could assign Worksheet 5.1 and discuss the responses as a class. Instruction: 10 min1. A political ideology is a set of ideas and beliefs

about how politics and government should function. For example, some people believe that government should play a large role in the lives of its citizens and help people when necessary. Others believe that government should leave people alone and allow them to live their own lives without the government interfering.

2. People with similar ideas, beliefs and interests form groups and they work together to achieve their goals. In politics, these groups are called political parties. Both the provincial and federal system of government is based on political parties. At the municipal level there are no political parties. The council candidates still have a list of ideas or goals for the community but they work independently.

3. While all the candidates may agree that the community needs improvements, each candidate may have different ideas about how to improve the system or which aspect to focus on. This is called a campaign platform. It outlines the candidates’ positions on specific issues and is used to attract support from voters.

Discussion: 10 minIf you were a candidate running for council, what would your platform focus on? What ideas or issues would you promote to voters?

Activity: 50-60 min 1. Review the list of candidates running for your

local council (including head of council and council - for your ward if applicable). Refer to your municipality’s website.

2. Divide the class into groups and assign each a

candidate. Each group should collect campaign

18 | Lesson 5: Municipal Candidates and Issues

literature and articles from the local paper, visit the candidate’s website and conduct research into the following:• What is the candidate’s background,

qualifications and experience?• What do the candidates’ advertisements focus

on and what is their slogan? • How do they want to improve the community?

What ideas do they have? What promises are they making?

3. Each group will prepare a short biography

and presentation about their candidate. The presentation could be a role play, an oral presentation or incorporate an audio-visual component. Students should include pictures of their candidate as well as the promises they make and their position on local issues (e.g., taxes, policing, land use planning, public transit, community and social services).

4. Have each group present their candidate to the rest

of the class and have students make notes using Worksheet 5.2. Afterwards have students vote on the candidate they like best – excluding their own candidate. Also discuss what characteristics drew them to the candidate they voted for.

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.• What did you learn about the candidates running

for election? • Did you notice anything common among the

candidates or were they all different?• Which candidate would you support or vote for?

Why? • Would you ever run for local office? Why or why

not? EXTENSION ACTIVITIESA. As a class, generate a list of the most important issues that impact your community. Create a list of three to five questions you could ask your local candidates. Email the questions to each of the candidates and give them a few days to respond. Compare the responses received and ask students to decide which candidate they agree with the most. Alternatively, you could invite each of the candidates in for a visit in the lead up to Student Vote Day. (If your council member is acclaimed, invite them to your class for a discussion. Encourage students to share their ideas for improving the community.) B. For the duration or remainder of the campaign, organize an ongoing media activity focused on the municipal candidates and issues. Create a schedule for one or more students to bring in an article about the

municipal election every day. Ask students to cover the basics in terms of “who”, “what”, “where”, “when”, “why”, and “how” (Worksheet 5.3). Subsequently, encourage students to share their opinions about the issue and candidate(s). The articles can be posted on an ‘election wall’ in your classroom. C. An all-candidates debate is an opportunity for the candidates to share their ideas, criticize their opponents’ ideas and perform in front of the voters. Coordinate your own candidates debate (Handout 5.4) or watch a video of a debate organized locally. Afterwards, have students evaluate the performance of each candidate. Which candidate had the best responses? Which candidate looked most like a leader? BACKGROUND INFORMATION FOR TEACHERSWhat is a political ideology?A political ideology is a set of ideas or beliefs about how society and government should function. Common ideologies include liberalism, conservatism and socialism. Other examples are communism and fascism. What is a political party? Are there political parties at the municipal level?A political party is a group of like-minded individuals with a shared vision and similar political ideas who want to win elections, form the government and achieve their goals. Both the provincial and federal systems of government are based on political parties. However, at the municipal level in Ontario there are no political parties. The council candidates still have a list of ideas or goals for the community but they work independently.

What is the 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, candidates and policies. A linear spectrum is represented as a horizontal line, with parties on the left embracing change and parties on the right favouring tradition.

What is acclamation?A candidate is elected by acclamation if he or she has no opponents. No vote is held for that race and the lone candidate becomes a representative. What are the most important issues facing my municipality? Each person’s political views are highly subjective. Just as personalities are unique and influenced by personal feelings, tastes and opinions, so are political views. Therefore, each person is responsible for forming his or her own opinions. Sometimes those opinions can be formed by listening to other people whose opinions you respect, researching information through media, and sometimes it simply takes a period of reflection to come to your own conclusions.

Lesson 5: Municipal Candidates and Local Issues | 19

No one can tell you how to vote, although this is the primary objective of all candidates. 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 support. Information can also be found on radio and television, and in newspapers and magazines. Individuals may also visit campaign offices, attend campaign events or have a chance to talk to the candidate when he or she visits homes during door-to-door canvassing. The Internet is also a very accessible source of information. Information is easily found online through candidate websites, media websites and social media platforms.

20 | Lesson 6: School Boards and Trustees

6 School Boards and Trustees

OBJECTIVEStudents will learn about the role of school boards and trustees, and get to know their trustee candidates.

CURRICULUM CONNECTIONSGrade 4 Language Arts, Grade 5 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts, Grade 8 Language Arts

KEY WORDStrustee, school board, school trustee, student trustee,public board, Catholic or separate board QUESTIONS TO BE EXPLORED DURING THIS LESSON• What school board does our school belong to?• What does a school board do? How is it organized?• How do school trustees have an impact on the

education of students?• What are the most important issues facing my

school board?• How can I learn about school trustee candidates

and the issues they support?

SUPPLEMENTARY TOOLS• PowerPoint 6: School Boards and Trustees • Video: School Boards in Ontario• Worksheet 6.1: My School Board

TEACHING STRATEGIESHook: 10-15 minIf you could change anything about school, what would it be? Encourage students to consider educational programs, technology, extracurricular activities, school facilities or any other issues relevant to your local school/school board.

Instruction: 15 min1. The purpose of school boards is to operate schools

and provide education to students within their geographic area. This is made possible with the money provided by the provincial government. School boards are responsible for supporting student achievement, making rules for its schools (policy-making), reviewing where money is spent and assessing progress towards education goals.

2. School boards are led by locally elected representatives known as school trustees. Trustees are members of the board, not employees. They are elected every four years during municipal

elections. Trustees can be elected at-large or by ward/region. The composition of boards varies across the province.

3. Each board of elected trustees selects and hires a Director of Education who is responsible for the daily operations of the school board. Trustees alone do not make decisions; it is the whole board of trustees that make decisions. Trustees are an important link between communities and their school boards, bringing issues and concerns of parents and students to board meetings for discussion and decision-making.

4. Something special about Ontario is that each school board also has between one and three student trustees, elected each year by students to represent them. Student trustees are not board members but do have many of the same rights and responsibilities. They participate in board meetings and make suggestions on issues. Student trustees are a direct link for students to have a voice at their school board.

Discussion: 10 minWhat characteristics or qualifications should a school trustee have?

Activity: 20 min 1. Inform students about the basics of your school

board, including the name, number of schools, student population, teacher population, geographic area and the number of trustees that sit on the board. Refer to your school board’s website. Have students fill out Worksheet 6.1 for this activity.

2. Explain to students how your school trustees are elected – either at-large or by ward/region. If applicable, reinforce the name of your ward or area and how many trustees are elected. List the names of registered candidates running for trustee in your area on the blackboard or whiteboard.

Teacher note: A list of registered candidates, contact information and some biographies can be found at http://elections.ontarioschooltrustees.org.

3. Read the bios of the registered candidates running for school trustee without mentioning their name. This information may need to be compiled by

Lesson 6: School Boards and Trustees | 21

you by visiting candidate websites, your local newspaper website or the Ontario school trustee website listed above.

4. Ask students to evaluate the candidates by using the characteristics and qualifications mentioned in the discussion activity. Afterwards, ask students which candidate they would vote for based on their biography and then reveal the identity of candidates.

Debrief: 5 minHave a closing discussion about local school board issues and school trustee candidates with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log.

• What have you learned about school boards and school trustees?

• How can a voter learn about their school trustee candidates?

• How do you evaluate the school trustee candidates? What qualities and qualifications or experience would you look for?

EXTENSION ACTIVITIESA. Discuss two or three school board policies that directly impact students in your school board (e.g. Length of recess, use of cell phones in the classroom, eating food in class, uniforms). Ask students to think about how each policy could be changed so that they approved of it. Students should discuss how those changes would be good for students, or bad for students. Compare this experience to how important the decisions are that are made by the board of school trustees. B. Approximately 30 per cent of school trustees are acclaimed. Explain the idea of election by acclamation to your students. If your candidate was acclaimed, invite them into your school for a dialogue session. Have a discussion about the strong points and weak points of your school community and/or school board, any current issues and ideas for improvements. C. Invite one of the student trustees who won the last election in your school board for a dialogue session. Why did they run for office? Have they had a good experience? What was their best memory? Worst memory? Do they feel like they have improved things in the school board or in the schools? Why or why not? What advice would they share with students who might be interested in becoming a student school trustee in the future?

D. Ask students to collectively write to the soon-to-be elected school board trustees with a proposal to improve their school in an area where it is lacking. Ensure proper and professional letter writing etiquette, and make sure to request a letter in response.

BACKGROUND INFORMATION FOR TEACHERSWhat is a school board? School boards are the institutions responsible for providing education to students in their region using funding they receive from the provincial government. School boards are led by local representatives known as school trustees.

What is a school trustee? Trustees are members of the board, not employees. School trustees provide a link between local communities and the school board, bringing the issues and concerns of their communities to board discussions and decision-making. Trustees have no individual authority; the board of trustees makes decisions as a whole.

What types of school boards do we have in Ontario?There are four types of publicly funded school boards in Ontario: 31 English public boards, 29 English Catholic boards, 4 French public boards, and 8 French Catholic boards. Additionally, there are 10 school authorities established for schools located in hospitals and geographically isolated areas of Ontario.

What is the role of a school board? School boards are responsible for education leadership and planning, promoting student achievement and well-being, policy-making, monitoring and evaluation and resource allocation and financial oversight. Some of the specific responsibilities of the school board include creating a vision and goals for education for the board, working in partnership with parent committees and school councils, providing a link to the public, responding to local concerns, setting goals for student achievement, promoting continuous improvement, approving textbook and learning materials, determining the number, size and location of schools, monitoring the effectiveness of school policies, gauging public satisfaction, approving a balanced annual budget and demonstrating financial accountability.

How is a school trustee elected? School trustees are elected every four years during municipal elections. Since the territories of many school boards include more than one municipality, the geographic area a trustee represents often includes more than one municipality or more than one municipal ward. Some school boards divide the board into smaller areas and use the term ‘ward’ to refer to geographic areas they have established. Each year, the trustees elect one of their members to act as Chair of the school board.

What is a student trustee? Ontario is unique in that each school board also has one to three student trustees, elected each year by students to represent them. Student trustees act as a link between students and the board. Student trustees are not board members but do have many of the same

22 | Lesson 6: School Boards and Trustees

rights and responsibilities. Student trustees participate in board and committee meetings. Student trustees may suggest motions to advance issues and may cast a non-binding vote. Student Trustees are a direct way for students to have a say at the school board level.

EXTERNAL RESOURCES• Ministry of Education – 2014 School Board Elections

www.edu.gov.on.ca/eng/trustee-elections• Ontario School Trustees Election Site –

www.elections.ontarioschooltrustees.org• Ontario Catholic School Trustees’ Association –

www.ocsta.on.ca• Ontario Public School Boards’ Association –

www.opsba.org• L’Association des conseils scolaires des écoles

publiques de l’Ontario – www.acepo.org• L’Association franco-ontarienne des conseils

scolaires catholiques – www.afocsc.org• Ontario Student Trustees’ Association –

www.osta-aeco.org

Lesson 7: The Voting Process | 23

OBJECTIVEStudents will learn about the voting process while continuing to evaluate candidates in preparation for Student Vote Day.

CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 4 Language Arts, Grade 6 Language Arts, Grade 7 Language Arts, Grade 8 Language Arts

KEY WORDSelector, candidate, issue, constituent, ballot, secret ballot, valid ballot, rejected ballot, spoiled ballot, voters’ list, voting place, advance voting

QUESTIONS TO BE EXPLORED DURING THIS LESSON• Why is voting by secret ballot important?• Who can vote in Ontario municipal and school

board elections?• 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• Worksheet 7.1: Preparing to Vote• Worksheet 7.2: A Trip to the Voting Place TEACHING STRATEGIESHook: 10 min1. Ask students to write down answers to the

following questions, or choose questions that will work for your class. Consider questions that may not always elicit truthful answers.

a) Do you like One Direction?b) What is your favourite song?

2. Ask students the same questions again, but this

time instead of writing answers on paper, students must stand up and share their answers aloud in front of the class.

3. Have a follow-up discussion and introduce the

concept of a secret ballot. Discussion questions: Did anyone answer differently in the two votes? What are the benefits of voting in private?

4. Discuss the importance of voting by secret ballot in

government elections.

Instruction: 15 min1. To be eligible to vote in the municipal and school

board elections, you must:• Reside in the municipality or own or rent

property in the municipality,• Be a Canadian citizen,• Be at least 18 years of age on election day.

2. Your name must be on the voters’ list in order for you to cast a ballot. A preliminary list is created by the Municipal Property Assessment Corporation (MPAC) based on data it keeps on home ownership and tenancy. If you need to be added to the voters’ list or update your information, you will need to show identification to establish that you are eligible to vote. This can be done in advance or on election day.

3. When you arrive at the voting place, you must show identification to prove that you are the person whose name appears on the voters’ list. The identification must show your name and address.

4. It is up to your municipal council to decide what methods will be used to cast votes in the election. Some use traditional voting (paper ballots), while others use alternative voting (phone, mail, touch-screen). The Student Vote election will use traditional voting/paper ballots. Schools will be provided with municipality-specific ballots with the names of the candidates running for each local office or position (e.g., mayor/reeve, councillor/alderman, regional councillor, school trustee). To indicate your preference for a candidate, you can mark an X, shade the circle or use a checkmark. If you write your name or anything else on the ballot, your ballot will be rejected.

Teacher Note: Please review the election rules for your municipality. If there is only one candidate being elected for your ward or the office, you can only choose one. If two or more candidates are being selected for your ward, you can select more than once candidate.

Activity: 20 min and homework1. Review the different races that students are able

to vote for in the election (head of council, local council member - ward if applicable, regional councillor if applicable, school trustee - ward if applicable).

7 The Voting Process

24 | Lesson 7: The Voting Process

D. Sometimes adults can be intimidated by the voting process as well. 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 voting place and fill out Worksheet 7.2.

BACKGROUND INFORMATION FOR TEACHERSWho can vote?To be eligible to vote in an Ontario municipal and school board election, you must:• Reside in the municipality or own or rent property

in the municipality,• Be a Canadian citizen,• Be at least 18 years of age on election day. What do I need in order to vote?If you are qualified to vote and your name is on the voters list, you will be sent a voter information card in the mail. The voter information card indicates your voting place on election day and the dates, times and locations of your advance voting places. Bring your voter information card with you when you go to vote plus one piece of ID with your name on it. If you do not have a voter information card or have misplaced it, you will need to provide identification that proves who you are and where you live.

What is an electoral system? An electoral system is the organizing of citizens’ choices, expressed as votes, which are translated into legislative seats. Electoral systems differ based on the the way choices are presented and the method for determining which candidate gets elected or wins. How does First-Past-The-Post work?First-Past-The-Post (FPTP) is the electoral system used in Canada. Voters are allowed to choose one candidate in each race or for each position. The successful candidate must receive at least one more vote than any of the other candidates (plurality).

Example of FPTP:

VOTE TOTALS BY CANDIDATE Lucy (Banana Party) 40 Muhammad (Pear Party) 15 Sofia (Apple Party) 11 Norman (Independent) 34

In this case, Lucy becomes the elected representative because she has the most votes. Note that Lucy 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. If this was a ward where there were two positions, both Lucy and Norman would be elected.

2. Using Worksheet 7.1, have students evaluate the campaign issues, local candidates and platforms.

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. Others may opt for silence and prefer to keep their politics personal.

Teacher Note: This could turn into a fruitful discussion about the privacy of voting decisions. 4. Encourage students to take their worksheet home

and start a conversation with their family and friends. What do they think about the candidates? Do they know who they are going to vote for? Challenge students to help their family members find out when and where to vote, and educate them on the choices.

Debrief: 10 minHave a brief closing discussion about the voting process and current election campaign with your class. Alternatively, ask students to write a reflection for their election scrapbook or learning log.• Do you feel ready to vote? Why or why not?• Do you feel that you know more about the election

than your parents?• Why is voting important? What do you think the

impact of the Student Vote program will be on you and your peers?

• Are there any issues that you feel have been ignored by the candidates?

EXTENSION ACTIVITIESA. Have students make a presentation to prepare the rest of the student voters in the school. This presentation should demonstrate what happens at the voting place and how to fill out a ballot. Schedule time for students to make the presentation to each classroom participating in the Student Vote program. 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 election results. Distribute cue cards to each student and ask them to guess the outcome of either the official election or Student Vote parallel election (or both). Include a prediction about the percentage of votes each candidate will receive. Each prediction should be written on its own cue card for easy comparison. Make sure students sign the back of their cue card so that you can announce the winner after the election.

Lesson 7: The Voting Process | 25

How do I get on the voters list? The Municipal Property Assessment Corporation (MPAC) is responsible for preparing the preliminary list of electors for each municipality. Your municipality receives this preliminary list from MPAC and creates and posts the voters list. Being on the voters list ensures that electors receive their voter information cards telling them where and when to vote. Voters can check and see if they are on the voters list by contacting their municipality or by visiting the Voter Lookup website (www.voterlookup.ca).

Where do I vote? During the election period, you can find your voting place on your municipality’s website and in local newspapers. In addition, voter information cards are usually delivered to all residences.

How does the voting process work at a voting place?1. Once you confirm your eligibility, you are given a

ballot. 2. Go behind a voting screen and mark your ballot. 3. Hand your folded ballot back to the poll clerk. 4. Your ballot is recorded and counted.

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.

What does a ballot look like? How do I mark my ballot?A ballot lists the names of the candidates running for each position in your local elections. There is a space beside each candidate’s name on the ballot. As long as you clearly mark the ballot for your preferences, your votes will be valid. This includes a checkmark, X, shading in or another marking. What is a rejected vote? A rejected vote is declared invalid by the Deputy Returning Officer because it was not properly marked. For example, the voter selected more than the number of candidates they were allowed to choose. In the case of municipal elections, one race or section may be declared valid and another may be deemed invalid.

What is a spoiled ballot? A spoiled ballot is one that was kept separate and never placed in the ballot box because it was mistakenly marked or torn and exchanged for a new ballot.

What is advance voting? What are other ways to vote? Electors who are away, busy or unable to vote on election day, have the option of participating in advance voting. Advance voting is held prior to election day.

Please consult with your own municipality or elections office to find out how this works for your municipality.

How do I prepare to vote?Get informed. Learn about the candidates and the issues. 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• 2014 Voters’ Guide for Ontario Municipal and

School Board Elections – www.mah.gov.on.ca• Ministry of Education – 2014 School Board Elections

www.edu.gov.on.ca/eng/trustee-elections

26 | Lesson 8: Post-Election Analysis

8 Post-Election Analysis

OBJECTIVEStudents will analyze the results of the official election and Student Vote parallel election, and reflect on the outcome and their participation. CURRICULUM CONNECTIONSGrade 5 Social Studies, Grade 4 Language Arts, Grade 4 Math, Grade 5 Math, Grade 6 Language Arts, Grade 6 Math, Grade 7 Language Arts, Grade 7 Math, Grade 8 Language Arts, Grade 8 Math

KEY WORDSanalyze, popular vote percentage, voter turnout QUESTIONS TO BE EXPLORED DURING THIS LESSON• How and why do I analyze election results?• What was the outcome of the local Student Vote

parallel election?• What was the outcome of the official municipal and

school board elections?• How did campaign events impact the outcome of

the election? SUPPLEMENTARY TOOLS• Student Vote results –

www.studentvote.ca/oncivic2014

TEACHING STRATEGIESHook: 5 min1. Announce the results of your school’s Student Vote

parallel election. Who received the most votes for each position? Was it a close race?

2. Compare the results of your school’s vote with the results of other schools in your municipality. Are they similar or different? How did the results vary between schools? (Individual school results can be found at www.studentvote.ca/oncivic2014)

Teacher Note: Remember to wait until the day following the official election to share the Student Vote results. Student poll officials at your school should be sworn to secrecy. Discussion: 5 min Which local candidates won in the Student Vote election? Which local candidates won in the official election?

Activity: 30-35 min1. In groups, have students analyze and compare

the results of the official election and the Student Vote election for head of council, council member, school trustee and other positions, if applicable. Ask each group to make a short presentation or report. Tasks can include analysis, commentary and creating graphs or charts.

Teacher Note: You can also use the 2010 election results for comparison.

2. Have a follow-up conversation after analyzing the results and media reports. Consider posing some of the following questions: • Were there any big surprises or upsets in the

election results?• Did the Student Vote results reflect the official

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

the local election results? • Why is it important to analyze the results?

What is there to be learned?

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.

Lesson 8: Post-Election Analysis | 27

The head of a regional council is called a Regional Chair. The chair is chosen by a vote of the members of regional council or directly elected. Consult with your regional municipality for information about how your regional council is formed.

Who will form the new school board? The school board will be comprised of the school trustee candidates who received the most votes in the election. The elected school trustees will elect a Chair to lead the board.

Which issues will be forefront on the agenda for the new council? The new council will determine its plans and initiatives based on the platforms and promises of the elected candidates. Is there an issue you would like to see addressed? Get in touch with your councillor/alderman or mayor/reeve to let them know.

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

• Did the election results turn out as expected? Were there any events that might have contributed to the results?

• In what ways can you influence local government during and between elections?

EXTENSION ACTIVITIESA. Once a candidate is elected, he or she has to make decisions about which issues to pursue on behalf of his or her community. Have students write to one of the newly elected representatives to identify an issue they believe should be considered important based on the priorities or campaign platform of the candidate.

B. Choose a local candidate who received a significant portion of the votes in the Student Vote election but was not elected. 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 TEACHERSHow and why do we analyze election results? Election results can be examined by looking at the number of votes cast for each candidate compared to the total number of votes in a given race. This analysis provides an indication of the level of support across the municipality or within a ward and is expressed by a percentage (popular vote percentage).

Who will form the new local council? The new council will be comprised of the candidates who received the most votes in the election. Depending on your council composition, it may include a head of council (mayor or reeve) and numerous council members (councillors or aldermen).

What about County and Regional Councils?The county council will be composed of designated elected members from the lower-tier municipalities. The county council itself selects the warden (head of council) from among its members.

Members of the regional council are selected in various ways. Some will be comprised of candidates who received the most votes in the election (elected directly by voters). Some are elected to sit on both the regional council and the local municipal council. In some municipalities, members of local municipal councils are appointed by their councils to serve at the regional level. The head of council of a local municipality is a member of the regional council.