Action and Participation Voices in Democracy Action and Participation

Introduction to Democracy and Participation Getting Started

What are democratic values? What principles support democracy? How do citizens participate in democracy?

Vocabulary: Compromise: to decide on a settlement that satisfies all parties Diversity: people from varied cultures and backgrounds Majority rule: decisions are determined by 51 percent or more of recorded votes Values: principles about how people should act. Values are also standards for what we consider important and just.

I can: appreciate and explain that because Canada is a democracy, all Canadians have rights. appreciate and explain that it is important for people to be actively involved in their community. describe democracy using terms such as justice, equity, freedoms, and representation. explain the things that people are entitled to (rights) and the things people are expected to do (responsibilities) when they live in a representative democracy.

I can: use communication technologies both to gather and to share information with individuals outside the class. recognize when a situation in my community is unfair, and I know who to contact to bring attention to the situation. select appropriate ways to present opinions, perspectives and information to meet the needs of my audience. use technological tools to effectively share information with different audiences.

Examples of Types of Society Refer to Teacher Resource p. 50-51 Page 2 Examples of Types of Society Refer to Teacher Resource p. 50-51 Society 1: Cuba Leader today- Raúl Castro (Fidel Castro’s younger brother) Society 2: Canada Society 3: Dubai

Democracy means…. citizen participation majority rule Page 3 Democracy means…. citizen participation majority rule freedom to disagree decisions made by elected representatives equality protection of rights and freedoms voting in elections

Share examples of democracy that you have experienced, read about, or are aware of. Which idea(s) does it fit with?

Key ideas: Democracy & Participation Getting Started is an introduction to our journey in social studies this year. Key ideas: Democracy & Participation

Inquiring Minds Here are some questions to guide your inquiry throughout this book: How does our government reflect democratic principles? In what ways does democracy encourage people to participate in bringing about change?

Read Aloud (1st 3 paragraphs) Page 4 Read Aloud (1st 3 paragraphs) Question: What kind of voting opportunities have you participated in? ( family decisions, class decisions)

Read Aloud ideas paragraph With an elbow partner discuss what would happen if these ideas hadn’t been put in place? (Discuss each bullet point with different partner.) Read remainder of page and discuss as a whole class what would happen if these values weren’t followed?

Complete “Democratic Values” in handout in your pods We will discuss answers in 10 minutes.

Page 5 Volunteer Reader-discuss each principle and a current example of each. Democracy Freedoms People have the right to think and speak as they wish. Representation Elected representative act on behalf of citizens. Equity Individuals and groups have the same opportunities in life. Justice Fair treatment of individuals and groups.

Examples of principles of democracy Representation Freedom Democracy is… Justice Equity

Pillars Poster Divide class into 4 groups. Each group is responsible for one “pillar” of democracy. Create a poster with the title illustrations and words that represent that principle leave room to add to the poster Once posters are complete, we will present our ideas to the class and list the examples on “Principles of Democracy” in handout.

Example of “Pillar Poster” Justice Court of Law Police Balancing the scale of truth and justice

Read p. 6-7 as a class. With a partner record: key ideas Page 6-7 Read p. 6-7 as a class. With a partner record: key ideas things that surprised you questions or things that need further clarifying Upon completion you will share your recorded material with the class. (Have a minimum of three things written down.)

Democracy Rights/ Freedoms Responsibilities right to eat a snack a recess Responsibilities responsibility to dispose of garbage or recycling

Complete “History of Democracy” in handout as a whole class.

Rules In what areas of your life do rules exist? Think-Pair-Share

With a partner, think of a game and write down 3 rules. What are rules? How do the rules make the game fair for all players? Discuss the questions on the photo caption on page 10.

Why Do We Have Rules? Page 11 What do you know about the terms “government” and “democracy”.

Inquiring Minds Why is it important for people and government to work together in a democracy? (page 11)

What are Society’s Rules? Brainstorm Think-Pair-Share Write them in Democracy booklet

What are Society’s Rules? Waiting for light to change when using crosswalk Don’t go on other people’s property Don’t steal Attend school regularly

What would life be like with no rules??

What would life be like with no rules??

“Words Matter” “Thinking it Through” On page 12 read: “Words Matter” “Thinking it Through”

How do you think rules are made for a society? On the handout answer the following question. Come up with at least 2 ideas. How do you think rules are made for a society? Throughout this text we will be learning about how different societies make rules and we will come back and add to this list.

What do you value? (what you believe about how people should behave) Write your values on a corner of placemat. Discuss in groups of 4. Record values shared by everyone in the center of the placemat. Share your group’s common values with class.

Why do different people hold different values? Where do your values come from? Do our values change over time? Why or why not?

How do values affect the laws a society has?

How do values affect the laws a society has? People will make laws to protect principles that are important to them. People will make laws to promote behavior that they believe is right. Read Page 12

Booklet “Rules” page Think, Pair, Share “What are some rules that you can think of for society?”

“What are some rules that you can think of for society?”

How do you know if you are a Canadian citizen?

How do you know if you are a Canadian citizen? Born here Family underwent citizenship process

What is a citizen?

What is a citizen? Someone who has the rights and responsibilities a country gives its citizens. Refer to “Info Spot” (TR p. 65) for more information on Canadian Citizenship. Read Page 13 in text

“Rule or Law I Would Like Changed” Handout http://www.lufa.ca/news/news_item.asp?NewsID=7235 http://www.ironhorsetrail.ca/bylaws.html http://www.cic.gc.ca/english/newcomers/before-laws.asp http://www.hrsdc.gc.ca/eng/labour/labour_law/index.shtml

What is the difference between needs and wants What is the difference between needs and wants? (Draw on a piece of paper and complete) WANTS NEEDS

This section will focus on identifying people’s needs and exploring how we work together to fulfill society’s needs.

How does the government help meet society’s needs and wants?

Why Do We Need Government? Read page 14 first paragraph to class. Jigsaw strategy for the rest of page. (Divide class into groups. Assign each group a topic on page 14 to reread and discuss what they have learned. Answer questions provided. Arrange students into groups that consist of one student from each of the original groups. These students share their information with others.) Have original groups reform and share all that they have learned by each student creating a graphic organizer. (on following slide)

Government

Handout “ Why Do We Need Government?” Use page 14 from text to answer.

Paired reading- page 15 What are the most important words on this page? Do the speakers share a similar message? If so, what is that message? Add important words and ideas to your original graphic organizer.

Citizens’ Responsibilities

Popcorn reading page 16. I like the idea of school uniforms. I am going to bring this up at the next staff meeting.

Complete “Telling fact From Opinion” in handout.

Page 17 “Practice the Skill: In pairs read and answer the questions. Followed by class discussion.

Why Is It Important to Contribute? Pages 18-25 Why Is It Important to Contribute?

In what ways have your actions improved the lives of other people? In groups of 4, brainstorm ways that you participate in your class, school, and community.

Something that requires planning: Teacher example- planning a classroom Christmas party- think aloud the process of planning this. What have you done that require planning? Examples: Sleeping over at a friend’s Attending a soccer tournament What did other people do that helped you? Could you have accomplished what you wanted to do without their help and/or permission?

Pages 18 In groups of 3, read page 18 using Say Something strategy. Each student reads a paragraph. Based on what you read , in your own words explain how citizen(s) are contributing to society.

Thinking It Through What issues are there in your school or community? What makes something an issue? What are some ways that we can respond to an issue?

Read page 19 independently. How is Lindsay an example of Dr. Jane Goodall’s comment? Over to You- Discuss Every individual matters. Every individual has a role to play. Every individual makes a difference. Dr. Jane Goodall

Should cellphones be allowed in class? Write this question and record your answers on a piece of paper. Include facts and reasons as well as opinions.

Read aloud introduction- Page 20 Student read viewpoints. Categorize each point of view by giving a thumbs up (for cellphones) or thumbs down (against cellphones). Did any of the views surprise you? Who changes their opinions after listening to a different point of view? Why or why not?

Do “Over to You” questions on page 21 individually. Discuss questions as a class. As a class, evaluate and rank the students’ cellphone rules (question 3). Most effective—explain your reasoning!

Students complete Unit 1 Study Guide Review Unit 1 Study Guide Exam