STAGE 1 – DESIRED RESULTS

Unit Title: Elections

Established Goals: ​Students will gain a stronger understanding of the democratic process in Canada, with examples in their
classroom. They will explore the different factors that contribute to the electoral process, including the different ideals that are
represented through candidates and through elections. Students will develop their critical thinking and decision making skills
based upon their own personal principles and beliefs.

Understandings: ​Students will understand that… Essential Questions:

• 6.1 there exists a dynamic relationship between • ​What is democracy?
governments and citizens as they engage in the democratic
process. • What are the rights and responsibilities of individuals living
• 6.1.1 recognize how individuals and governments interact in democratic societies?
and bring about change within their local and national
communities. • What does it mean to be fair?

Students will know: Students will be able to:

• 6.1.4 analyze the structure and functions of local
governments in Alberta
• 6.1.6 analyze how individuals, groups and associations
within a community impact decision making of local and
provincial governments
• Critically think about their lives and their community and
make decisions that will benefit the majority.
• Formulate questions and opinions about candidates or
ideas
• Express their different perspectives

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
1. Listening exercise + election sign creation: students Frequent reflections and class discussions throughout the
will note the platform of each candidate after unit will be conducted.
listening to their songs and messages, then make a
decision on the candidate they would choose to be
their classroom mascot.
2.

Key Criteria:
Students will understand the importance of voting in a democracy, and analyze the impact that they can make on the
community through a variety of methods.
A rubric will be made to assess their campaign brochure.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

Animal Mascot: Students will be given an introduction to elections through listening to persuasive messages from animal
candidates that are running to be the class mascot. They will each be given a graphic organizer to take notes about the
candidate’s platform that were discussed through the messages/songs. ​The students must then create a small sign for the
animal candidate to be their mascot. ​The students could have a class discussion/debate about why they chose their candidate
to be their mascot.
- students will be told that their expertise in bylaws has made it possible for them to choose their school mascot. But
first they needed to listen to the different platforms of the animals. First I'll show the animal posters and ask the
students which candidate they would vote for based on the poster. Then I'll hand out the note sheet and inform them
that they need to jot notes about what each candidate stands for (their platform). We will discuss the importance of
voting responsibly (why shouldn't you vote just because of a slogan or a fake promise. they'll listen to the persuasive
messages and afterwards vote on who they believe is the best for the class. Spark debate! The students may then
doodle a campaign poster with one factor on why we should vote that class mascot.

The Voting Process: Show the Google Slide associated with this lesson. Students will discuss the importance of voting as
review.
-- in your life, what is fair and what is not fair? Eg. parents telling you when to go to bed, what you can eat, etc. In visual
journals?
- show the CNN Student News video (Dec 5, 2017) and have the students think about what is fair and just in their
society. We will have a discussion on fairness and what they believe to be fair, about their perceptions and opinions.
 We will then connect to homeless animals and ask if that is fair. In their visual journals, the students will be asked to
draw what they think is fair and right, and what they think is not fair on a T-chart.

Start with why students think it’s important to vote. Review the Charter of Rights and Freedoms. What rights do we have?
Show the video: ​https://youtu.be/gFD3san49W8​ Women’s Suffrage (the Famous Five) - why were women not allowed to vote
in Canada? Do you think this was fair? Think, Pair, Share or write a reflection and share with the class.
http://www.cbc.ca/news/canada/north/first-nations-right-to-vote-granted-50-years-ago-1.899354​ or
http://www.histori.ca/voices/page.do?pageID=316​ read this article with students on Indigenous suffrage (if second article,
have more advanced readers read). Explain enfranchisement and “status Indian”. Canada is how old? First Nations were
given the right too late?? They will also do a Think, Pair, Share or a reflection to share with the class.
After reviewing that many people were not given the right to vote, we will examine the diversity in the classroom and gain an
understanding of how many of them would not have been able to vote (three generations “Canadian). What is a Canadian?

We will discuss the importance of lobbying or petitioning for fair rights -- how would you stand up for something you believe
in? Video on lobbying ​https://www.youtube.com/watch?v=MjY5Zkt51wY​ that you will need to read out loud. Talk
about the different ways that the students can contribute to change in their community.
- We will begin bywatching a video on Gandhi: ​https://www.youtube.com/watch?v=GWhCniD9VkI​ and then talk about
his march and how that was a courageous act.
- Read book “Malala’s Magic Pencil” and talk about how current she is, how she stood up for rights despite being shot,
how this was incredibly brave.
- Students will each get a “magic pen” in which they can create their own perfect world on paper. Remind them that
sometimes magic doesn’t exist and they must go get it for themselves
- What i want them to get out of this lesson is that they can make a change through voting, through lobbying, protests,
going to council meetings and writing letters

Process of Municipal Elections: Show the Google Slide “the voting process” and scroll down to “How do you know if you are
eligible to vote?” going through voter identification and eligibility, ballots, and advance voting. Students will create their own ID
cards on flashcards before they take part in “Democracy for Lunch”, a secret ballot election.

Why Participate in a Democracy: show the Google Slide associated with this lesson, particularly to define their worldview. Is
the glass half empty or half full? Have students discuss their own worldview. What is a worldview? Why would someone
choose to run in an election?
Then go over the project in which they will create their campaign brochure as if they are running in the grade 5+6 election.
They all have to fill out a worksheet of things that they must include on their brochure. If they wish to participate in the
election, they must write a speech.
- Demonstrate the worksheet with them and define your own leadership qualities.
- Show the different campaign brochure examples
 Running in an Election 
 
People who want to be considered for a local government position are called ​candidates​. 
Each candidate prepares for an election by thinking about the following questions: 
 
1. What qualities do I have that make me a good leader? 
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2. What responsibilities do I have at home and at school? 
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3. What experience do I have with leadership? 
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4. Why do I want to represent my school community? 
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5. What do the students in my school need that I would like to make happen? 
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