PA+8.4

=Power and Authority= ====**Outcome PA 8.4 -** **Assess the impact of citizens’ willingness and ability to actively engage in the Canadian political processes.** ==== ====The Big Idea: What are the benefits of participating in the political process, as officers, as voters? Why do people engage, or not engage, in the political process?====

=
a. Present the reasons community members have chosen to run for office or to accept a leadership appointment (e.g., student representative council member; municipal or band council member; Member of the Legislative Assembly; school board member; health board member; community service organization leader). ======

__**Ideas for the Clas** **sroom**:__ Can do PA 8.2, 8.3 and 8.4 together

Send an email to MLA, MP, Reeve, and ask them why they got involved or have them come and speak to your class MLA []

Get students involved in talking with people who think getting involved in the electoral process is important

Why do we want to get students involved in the electoral process?

__**Resources:**__

=
b. Describe examples of legislation or policy at a variety of governance levels (federal, provincial, First Nation, or Métis) which were initiated, modified, or rejected as a result of public pressure. ======

**// ﻿ // **
__**Ideas for the Classroom: **__ Comparison to Australia where you have to vote, contrast to countries where women/people are not allowed to vote “that’s not fair”
 * **Question Period versus Committee Work

__**Resources:**__



__**Ideas for the Classroom:**__ Webpage evaluation of the site and the way it is processed

Or a different take, learn about the political parties or difference levels of government and create your own web page to present this information

__**Resources:**__

=
d. Articulate the reasons a person would get involved in the Canadian political system and the possible actions which might be taken (e.g., lobby Members of Parliament, hold elected members accountable, work for a political party, be informed). ======

__**Ideas for the Classroom:** __

__**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Resources: **__

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**//<span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt;">﻿ //**
__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas for the Classroom: ** __

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Have conversations about voting for people, not based on popularity, but by something more meaningful.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**//﻿//** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**//﻿//** __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">﻿Resources: **__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**//﻿//**

=
f. Propose avenues for people to individually and collectively influence the Canadian political system (e.g., voting, civil disobedience, participation in political parties, labour organizations, non-governmental organizations). ======

__**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas for the Classroom: **__ __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Resources: **__

=
g. Speculate about the characteristics of the school or community environment without the involvement of people in its leadership and decision-making processes (e.g., What if no one runs for student council office; no one participates in SRC planned events; no one runs for local government office; no one belongs to community organizations). ======

__** Ideas for the Classroom: **__ If you don’t participate in the electoral process, there can be consequences __**Resources:**__

__<span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">**Ideas for the Classroom:** __

__<span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">**Resources:** __

__**Ideas for the Classroom:**__

__**Resources:**__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">**﻿**

Some Ideas: for your classroom: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">1. Use a Frayer Model for terms, definitions and recording information. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">2. RAN Charts (reading and analyzing non-fiction) as an alterative organizer to the KWLS. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">3. Venn Diagrams are very useful for comparing and contrasting information. //