Government Unit
1. Intro and course outline. We will start with an introduction to the teacher and with a look at what we plan to accomplish in the next 5 months!
2. Cellphones! Let's have a discussion on cellphones. As a class, we need to design a policy that works for students and teachers. First, let's watch a film that aptly captures the epidemic of cellphone use in society. Remember, cellphone overuse and multitasking have been linked to increases in anxiety, depression and insomnia. Is tweeting really worth the risks to your health and education? 3. Survey: I want to know more about you! Each student will receive a survey. They will help me alter the course based on student interests and assist me in trying to teach the best way possible! |
socials_11_course_outline_-_government_first_linear.doc | |
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socials_11_course_outline_-_government_first.doc | |
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Getting to Know Your Government!
1. First and foremost, Socials 11 is a Course about Canada and Canadian Identity. Thus, each student will come up to the board and write down one thing about Canada. Some possible items to think about: What does it mean to be Canadian? What are some prominent Canadian symbols? If someone were to ask you "what is Canada in under 5 words, what would you say?
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2. We will watch three videos: “I am Canadian Anthem” and “I am Canadian Clip.” And if time, "Canadian Please."
3. After the videos we will discuss "What is a Canadian" based on our list on board. What is Canadian Identity? We will then discuss negative construction vs. positive construction of identity (What we are vs. What we are not) Discuss how we create our identity – we are NOT Americans etc… Is it bad that a beer company does more to create our national identity than schools, government or families? (No other country in the world has a beer company that creates their identity). How many of you can tell me the first three PMs or sing the national anthem, how may of you can tell me the head of state? How does he end his speech? With a thank you – very Canadian. 4. As a class, we will play a game of SWAT to see if they can answer basic Canadian questions. We will play the same game at the end of the unit to see if I have taught them the material they need to know in order to have the basic civic knowledge that they need to be a "Canadian." |
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swat_questions.docx | |
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5. Students will sculpt something in play-dough with a partner that represents Canada to them and present to the class. Be Creative. Go beyond the stereotypes.
OR
Use White board to draw an important event from Canada's history and explain it.
OR
Use White board to draw an important event from Canada's history and explain it.
Introduction to Government: Why do we need it?
1. We will watch The Simpsons, "Das Bus" episode. Play from 6:30-9:20, 10:00-15:00, 16:00-18:15, 19:26-21:54 (about 12 minutes). Season 9, Episode 14.
Before we watch, students will be responsible for answering the following discussion questions at the end of the show.
A. Why would I show this in the government unit?
B. What do the Simpson kids do well, what did they do poorly
C. What does this clip say about human nature in general? Society?
D. What does it suggest about the need for rules (or what happens to our society with a lack of rules.)
E. What do the kids immediately do when they land on the island?
F. What happens when they are in nature? What does this say about humans? What do we need?
2. Class Discussion. (See above questions.)
3. Musical Chairs Game to test their knowledge of government. Break class into 2 groups. We will play a game of musical chairs wherein students need to answer questions about government.
4. Start government vocabulary sheet. Due the day of the test (TBA, but approx. 2 weeks). Students will be given all of the vocabulary that they must know for the unit of study. They must submit the sheet completely filled out by the day of the test. There will be some class time to work on it, however, some will need to be completed for homework. See document below for the vocab sheet and overview.
Before we watch, students will be responsible for answering the following discussion questions at the end of the show.
A. Why would I show this in the government unit?
B. What do the Simpson kids do well, what did they do poorly
C. What does this clip say about human nature in general? Society?
D. What does it suggest about the need for rules (or what happens to our society with a lack of rules.)
E. What do the kids immediately do when they land on the island?
F. What happens when they are in nature? What does this say about humans? What do we need?
2. Class Discussion. (See above questions.)
3. Musical Chairs Game to test their knowledge of government. Break class into 2 groups. We will play a game of musical chairs wherein students need to answer questions about government.
4. Start government vocabulary sheet. Due the day of the test (TBA, but approx. 2 weeks). Students will be given all of the vocabulary that they must know for the unit of study. They must submit the sheet completely filled out by the day of the test. There will be some class time to work on it, however, some will need to be completed for homework. See document below for the vocab sheet and overview.
overview_-_chapter_9.doc | |
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Government Key Terms to Know!
1. Discussion: how are cereal, an ipad and a piece of clothing influenced by government?
2. Students will go outside in groups of 4. Each group will use a cellphone or digital camera provided to take a picture of something they think is influenced by government. Students have 6 minutes to take picture and explain how it relates to government. Present to the class by emailing to Mr. Fitton --- [email protected] Mr. Fitton will place it on the overhead screen.
3. Define Key Terms - Mini Lecture. Mr. Fitton will provide definitions of the following key vocabulary terms. Students may write the definitions on the rear of their unit overview sheets. We will also discuss examples of each item.
Government: Formal Decision Making system.
Democracy gov’t where the people make the decisions
Direct democracy (referendums): every citizen votes on every decision
Representative democracy: elect a representative to make decisions on their behalf
Constitutional monarchy: Monarch is head of state, but must work within parameters of a constitution (set of rules)
4. Rick Mercer clip: Canada explained. We will watch a small clip from Rick Mercer in which he explains Canadian government and the Parliamentary system.
http://www.youtube.com/watch?v=yi1yhp-_x7A
2. Students will go outside in groups of 4. Each group will use a cellphone or digital camera provided to take a picture of something they think is influenced by government. Students have 6 minutes to take picture and explain how it relates to government. Present to the class by emailing to Mr. Fitton --- [email protected] Mr. Fitton will place it on the overhead screen.
3. Define Key Terms - Mini Lecture. Mr. Fitton will provide definitions of the following key vocabulary terms. Students may write the definitions on the rear of their unit overview sheets. We will also discuss examples of each item.
Government: Formal Decision Making system.
Democracy gov’t where the people make the decisions
Direct democracy (referendums): every citizen votes on every decision
Representative democracy: elect a representative to make decisions on their behalf
Constitutional monarchy: Monarch is head of state, but must work within parameters of a constitution (set of rules)
4. Rick Mercer clip: Canada explained. We will watch a small clip from Rick Mercer in which he explains Canadian government and the Parliamentary system.
http://www.youtube.com/watch?v=yi1yhp-_x7A
4. Lecture- What is government? what does government look like in Canada?
5. Work on vocabulary for the unit.
5. Work on vocabulary for the unit.
new_government_notes_shorter.docx | |
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Lecture on Canadian Government and Its Structure (Provincial, Federal, Municipal).
1. Students will watch a small video that goes over the Prime Ministers of Canada. (50 seconds to 3:40 ish)
2. Lecture #2 - Mr. Fitton will take students through a hand draw handout that he has created. Students will need to fill in the necessary information. This lecture goes over the levels and branches of government. Please get the "Government Lecture Handout" 11 1/2 X 17 sheet of paper from Mr. Fitton. The lecture will take place in class, but if you missed it or want to watch it again, there is a videotaped version below.
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3. Rick Mercer sleepover clip: We just looked at former Prime Ministers and so now we are going to look at our current Prime Minister.
4. ON THE RIGHT LEVEL Sheet. Students will try to determine which level of government has which responsibilities. Fill in what level is responsible for what, use government lecture from beginning of the unit if necessary.
4. Government Street Activity. Have students take government street sheet and on the left side of the sheet, write “provincial, municipal, federal” down the side with space between each. Then write down the examples from the sheet of each one. Sheet available in class.
5. Field Trip - let's apply knowledge of the course using our own technology.
Use cell phones to:
-Go outside and find the items out in the real world. -Use cellphones to find the items & take pic.
- 3 items from Municipal and 3 Provincial; 3 Items Federal
-Must take the picture and write on a paper how they know each item is each.
-You have 15 minutes.
-Ie: Mr. Grady is administrator provincially; library; Street signs. Schools, Exhaust pipes, RCMP
4. ON THE RIGHT LEVEL Sheet. Students will try to determine which level of government has which responsibilities. Fill in what level is responsible for what, use government lecture from beginning of the unit if necessary.
4. Government Street Activity. Have students take government street sheet and on the left side of the sheet, write “provincial, municipal, federal” down the side with space between each. Then write down the examples from the sheet of each one. Sheet available in class.
5. Field Trip - let's apply knowledge of the course using our own technology.
Use cell phones to:
-Go outside and find the items out in the real world. -Use cellphones to find the items & take pic.
- 3 items from Municipal and 3 Provincial; 3 Items Federal
-Must take the picture and write on a paper how they know each item is each.
-You have 15 minutes.
-Ie: Mr. Grady is administrator provincially; library; Street signs. Schools, Exhaust pipes, RCMP
on_the_right_level_structure_of_government_key_passinga_bill_activity.doc | |
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How a Bill Becomes A Law
1. The class we will read textbook picture on Page 308 – Why it takes so long to pass a bill into law? (make no mistakes, go through all viewpoints etc…)
2. We will watch "Schoolhouse Rock" Bill becomes a law.
2. We will watch "Schoolhouse Rock" Bill becomes a law.
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3. Students will add to their unit vocabulary: other way to pass a law:
“Order in Council” – government passes a law without parliaments consent when parliament is not in session.
4. We will review "free-vote" and "party whip"
5. Students will receive name tags (steps in a bill becoming a law) and an explanation of what each step means. One student will become “Bill” and walk through all the steps until he becomes a law. Each step reads their card.
“Order in Council” – government passes a law without parliaments consent when parliament is not in session.
4. We will review "free-vote" and "party whip"
5. Students will receive name tags (steps in a bill becoming a law) and an explanation of what each step means. One student will become “Bill” and walk through all the steps until he becomes a law. Each step reads their card.
bill_become_law_name_tags.docx | |
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6. Re-write School House Rock lyrics for Canada on big paper. Present one stanza (sing or say)
im_just_a_bill_blanks.docx | |
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7. Read Page 308 onwards- why it takes so long; what process is. The most debate is after second reading. Why? This is often a government exam question.
Some questions to discuss:
-Why do you think there are so many steps;
-Do you agree with the amount of steps
-Do we need a senate? -Why are so many politicians former lawyers or teachers? (education)
-What stage is the most important?
8. Work on Election chapter questions if time. Questions 1, 3, 4 Due Thursday, rest are due Friday
Some questions to discuss:
-Why do you think there are so many steps;
-Do you agree with the amount of steps
-Do we need a senate? -Why are so many politicians former lawyers or teachers? (education)
-What stage is the most important?
8. Work on Election chapter questions if time. Questions 1, 3, 4 Due Thursday, rest are due Friday
Continuation of a Bill Becoming a Law
IMPORTANT: Quiz on everything we have covered (up to a bill becoming a law) FRIDAY. Study the three note handouts you have received in class so far. Vocab will help (first page). Mr. Fitton will post some of the questions on the website Thursday night.
1. Review levels of government with government street hand out.
2. Review game for Bill becomes a law
-give steps to bill becoming a law in form of name tags. Students must put themselves in the correct order. Then, teacher will ask them questions. The correct step must answer (if they can’t their group can help them).
3. Video clip: Rick Mercer at Queen’s university mock parliament, shows us the house of commons) AND Question Period in House of Commons.
1. Review levels of government with government street hand out.
2. Review game for Bill becomes a law
-give steps to bill becoming a law in form of name tags. Students must put themselves in the correct order. Then, teacher will ask them questions. The correct step must answer (if they can’t their group can help them).
3. Video clip: Rick Mercer at Queen’s university mock parliament, shows us the house of commons) AND Question Period in House of Commons.
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4. Class will now be divided into Conservatives (Official Opposition) and Liberals (The Governing Party), we will simulate passing a bill through the HOC. I will be the Speaker of the House.
B. Give them each their bill and tell them to decide on the wording (decriminalize, legalize? Legalize all or part (ie. is selling legal too?), introduce to House, go prepare debates in caucus (must be for or against according to party policy, must think about counter arguments and how you will defeat them). Vote. Then I either reject or accept and sign. Loudest side wins, neigh or yay , can bang desks in support. Can address me as Mr. Speaker.
B. Give them each their bill and tell them to decide on the wording (decriminalize, legalize? Legalize all or part (ie. is selling legal too?), introduce to House, go prepare debates in caucus (must be for or against according to party policy, must think about counter arguments and how you will defeat them). Vote. Then I either reject or accept and sign. Loudest side wins, neigh or yay , can bang desks in support. Can address me as Mr. Speaker.
bill_becomes_a_law_activity_sheet.doc | |
File Size: | 72 kb |
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5. Work on election questions Due: 1 , 3, Wednesday, rest Friday (2, 5, 5, 6) (These are for our next unit)
chapter_10_questions_2015.doc | |
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End of the Unit - Reviewing what we've learned
1. Review bill becoming a law in a quiz (not for marks)
2. Musical chairs review for the quiz
3. Political Spectrum Quizzes. You have made a law; now lets see which party you would support based on your beliefs.
- Website: http://theadvocates.org/quiz/quiz.php
-For a more in depth and Canadian Quiz - choose the following one: http://canada.isidewith.com
4. Mark together questions 1, 3, 4 on Elections
5. Draw on the board the ideologies….(another handout tomorrow to go over it based on parties) Put radical Change and Society on the left and Tradition and the individual on the right. Read over first side of political spectrum sheet, will do Canadian parties tomorrow.
-Give students the sheet with policy on it, get them to guess if they are right or left policies and put them on the spectrum. Get students to make statements (ie: gun control; larger military, abortions) and we’ll put them on Spectrum. Same with characters (Hitler, Mussolini, Stalin)
6. Continue working on ch. Q’s.
2. Musical chairs review for the quiz
3. Political Spectrum Quizzes. You have made a law; now lets see which party you would support based on your beliefs.
- Website: http://theadvocates.org/quiz/quiz.php
-For a more in depth and Canadian Quiz - choose the following one: http://canada.isidewith.com
4. Mark together questions 1, 3, 4 on Elections
5. Draw on the board the ideologies….(another handout tomorrow to go over it based on parties) Put radical Change and Society on the left and Tradition and the individual on the right. Read over first side of political spectrum sheet, will do Canadian parties tomorrow.
-Give students the sheet with policy on it, get them to guess if they are right or left policies and put them on the spectrum. Get students to make statements (ie: gun control; larger military, abortions) and we’ll put them on Spectrum. Same with characters (Hitler, Mussolini, Stalin)
6. Continue working on ch. Q’s.