Political Ideologies and the Political Spectrum
1. We will begin by trying the political spectrum quiz below to see what political ideology best suits you. Students can use their cellphone to see where they fit on the political spectrum.
Political Spectrum QUIZ: http://theadvocates.org/quiz/quiz.php
-For a more in depth and Canadian Quiz - choose the following one: http://canada.isidewith.com
2. Ideologies handout. 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)
3. As a class, we will mark together questions 1, 3, 4 on Elections chapter questions sheet. Students will write their responses on the board and we will use their responses as the basis of a "lecture" today.
4. We will revisit the concept of "Ideologies" through a drawing on the board that compliments last classes handout. Please see me for the handout since there is no electronic version at the moment.
A basic note to help students understand the concepts of "Right Wing" and "Left Wing" below.
Left Wing: Promote radical change and larger government, higher taxes.
Right Wing: Prefer tradition and smaller government, lower taxes
5. Politicows Overhead: An overhead to help show you about ideologies using "Cows"
Keep the concepts above in mind when we try to determine if something is left wing or right wing.
Political Spectrum QUIZ: http://theadvocates.org/quiz/quiz.php
-For a more in depth and Canadian Quiz - choose the following one: http://canada.isidewith.com
2. Ideologies handout. 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)
3. As a class, we will mark together questions 1, 3, 4 on Elections chapter questions sheet. Students will write their responses on the board and we will use their responses as the basis of a "lecture" today.
4. We will revisit the concept of "Ideologies" through a drawing on the board that compliments last classes handout. Please see me for the handout since there is no electronic version at the moment.
A basic note to help students understand the concepts of "Right Wing" and "Left Wing" below.
Left Wing: Promote radical change and larger government, higher taxes.
Right Wing: Prefer tradition and smaller government, lower taxes
5. Politicows Overhead: An overhead to help show you about ideologies using "Cows"
Keep the concepts above in mind when we try to determine if something is left wing or right wing.
politicows.doc | |
File Size: | 492 kb |
File Type: | doc |
The Political Spectrum
6.. Slideshow – Canadian Political Parties/Notes. As a class, we will look at the list of current political parties at the Federal and Provincial Level. As a class, we will try to place them on the political spectrum. Please go to Question 4 on your questions sheet. The slideshow will provide some answers for you.
-See below a video of the "Natural Law Party" Also, as an examples of the Rhino party
-See below a video of the "Natural Law Party" Also, as an examples of the Rhino party
political_parties.ppt | |
File Size: | 1430 kb |
File Type: | ppt |
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7. Here are the URLS of the Major Provincial and Federal Parties in Canada (we will skim the pages as a class):
http://142.165.149.53/index.php/can/polparties/ (Provincial)
http://142.165.149.53/docs/fin/Registered-Political-Parties-Information.pdf
http://www.elections.ca/content.aspx?dir=par&document=index&lang=e§ion=pol (Federal)
Read through election section of unit outline. So that students are cognizant of the steps in an election. Students all need to stand up to read. Once they have read, then can sit down. Keeps things active.
8. Watch video of Mr. Fitton reading the election story to Ethan
-Write on the board, the steps in an election and have students take it down (in ch. Questions if not done yet).
Dissolution, Enumeration, Nomination, Campaigning, Balloting, Tabulation. (Students should be able to explain each of these steps and be able to place them in the correct order.
http://142.165.149.53/index.php/can/polparties/ (Provincial)
http://142.165.149.53/docs/fin/Registered-Political-Parties-Information.pdf
http://www.elections.ca/content.aspx?dir=par&document=index&lang=e§ion=pol (Federal)
Read through election section of unit outline. So that students are cognizant of the steps in an election. Students all need to stand up to read. Once they have read, then can sit down. Keeps things active.
8. Watch video of Mr. Fitton reading the election story to Ethan
-Write on the board, the steps in an election and have students take it down (in ch. Questions if not done yet).
Dissolution, Enumeration, Nomination, Campaigning, Balloting, Tabulation. (Students should be able to explain each of these steps and be able to place them in the correct order.
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steps_in_an_election_book.pdf | |
File Size: | 5198 kb |
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7. Finish chapter questions, work on vocab (Final unit test will be upcoming)
8. Work on election campaign assignment. We will work on this for a couple of days and eventually have an election.
8. Work on election campaign assignment. We will work on this for a couple of days and eventually have an election.
political_party_assignnent_2015.doc | |
File Size: | 466 kb |
File Type: | doc |
political_party_assignnent.doc | |
File Size: | 458 kb |
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9. Class will watch an example of a political smear campaign in order to understand how politics work. Sometimes in an ideological struggle, some parties will discredit others instead of running a positive campaign where they extol their own virtues.
Below is an example from SS11 - Final block of the day SS11 - Linear Block 2014 2015
Below is an example from SS11 - Final block of the day SS11 - Linear Block 2014 2015
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10. See below for actual campaign ads.
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Lesson: Our Electoral System
1. Mr. Fitton will explain the difference between a minority government, coalition and majority government. There is ALWAYS an exam question about the three types of government outcomes:
Students need to take notes on the following:
Minority ---The party who takes power has less than 51% of the seats in the House of Commons.
Majority – A party wins more than 51% of all of the seats in the House of Commons.
Coalition – 2 or more parties band together and their seats are enough to run the House of Commons. Can also occur in times of War, when all parties decide to work together and not criticize one-another.
2. We will now watch a slide show that helps us to understand chapter question #2. (Which you were not supposed to do - this slideshow will assist)
Students need to take notes on the following:
Minority ---The party who takes power has less than 51% of the seats in the House of Commons.
Majority – A party wins more than 51% of all of the seats in the House of Commons.
Coalition – 2 or more parties band together and their seats are enough to run the House of Commons. Can also occur in times of War, when all parties decide to work together and not criticize one-another.
2. We will now watch a slide show that helps us to understand chapter question #2. (Which you were not supposed to do - this slideshow will assist)
first_past_the_post.ppt | |
File Size: | 3049 kb |
File Type: | ppt |
3. Watch Video on 1st past the post to clarify it more
4. Work on Election assignment + Present Election Campaign and conduct class vote. (Campaign, Balloting, Tabulation).
4. Work on Election assignment + Present Election Campaign and conduct class vote. (Campaign, Balloting, Tabulation).
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Lesson: How to Influence Your Government!
1. How to influence government?
-Get class to brainstorm and make a web of ways that they could influence government on an issue.
-Why join a party (how does this influence government – especially if the party isn’t in power?)
-We will read the section in the textbook on how to influence government. We will also review the answers to the chapter questions.
2. Students will receive a handout of the notes from the chapter. They should be thrilled that they do not have to copy them themselves. This will help them study. While the class reads over the notes, students should draw pictures to go with notes…(especially the ways to influence) – pics on outside in.
-Get class to brainstorm and make a web of ways that they could influence government on an issue.
-Why join a party (how does this influence government – especially if the party isn’t in power?)
-We will read the section in the textbook on how to influence government. We will also review the answers to the chapter questions.
2. Students will receive a handout of the notes from the chapter. They should be thrilled that they do not have to copy them themselves. This will help them study. While the class reads over the notes, students should draw pictures to go with notes…(especially the ways to influence) – pics on outside in.
notes_for_chapter_10_for_class.doc | |
File Size: | 33 kb |
File Type: | doc |
3. To help students understand the concept of Civil Disobedience, we will watch some video clips that serve as examples --- Gandhi; Martin Luther King; Tiananmen square, Gandhi 2 (Passive Resistance)
4. Review reasons something is an example of civil disobedience. Why was Clayoquot Sound an example? Read the textbook on Clayoquot sound to help students comprehend.
5. Unit test is on Tuesday. Students will have time to review, work on unit vocabulary and work on chapter question completion to assist them in studying for the unit test.
Students expressed an interest in clarifying the following: "How a Bill Becomes a Law, Steps in an Election and some of the Unit Vocabulary" We will make time to address any concerns.
6. We will learn about the Canadian Charter of Rights and Freedoms (and the Freedoms we have) to concluded our Government unit. See below the videos for a look at the "Charter." For the test, students will need to know the main types of freedoms we have "Fundamental Freedoms, Democratic Rights, Mobility Rights, Legal Rights, Equality Rights, Minority Language Rights.) See slideshow below.
4. Review reasons something is an example of civil disobedience. Why was Clayoquot Sound an example? Read the textbook on Clayoquot sound to help students comprehend.
5. Unit test is on Tuesday. Students will have time to review, work on unit vocabulary and work on chapter question completion to assist them in studying for the unit test.
Students expressed an interest in clarifying the following: "How a Bill Becomes a Law, Steps in an Election and some of the Unit Vocabulary" We will make time to address any concerns.
6. We will learn about the Canadian Charter of Rights and Freedoms (and the Freedoms we have) to concluded our Government unit. See below the videos for a look at the "Charter." For the test, students will need to know the main types of freedoms we have "Fundamental Freedoms, Democratic Rights, Mobility Rights, Legal Rights, Equality Rights, Minority Language Rights.) See slideshow below.
charter_of_rights_and_freedoms.ppt | |
File Size: | 3188 kb |
File Type: | ppt |
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