6 | Lesson 1: Governance and Democracy

1 Governance and Democracy

OBJECTIVEStudents will learn that there are different types of government around the world and understand the principles of democracy.

CURRICULUM LINKSICV.01; IC1.02; IC1.05; IC3.01

KEY WORDSgovernment, autocracy, oligarchy, democracy, theocracy, constitutional monarchy, representative democracy, principle

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What is the role of government?• What types of governments exist around the world? • How do other forms of government compare to

democracy?• What are some key principles of democracy?• Why is democracy important?

SUPPLEMENTARY TOOLS• PowerPoint 1: Governance and Democracy • Video: Government and Democracy • Handout 1.1: Principles of Democracy • Worksheet 1.2: What are the Principles of

Democracy? • Worksheet 1.3: Who Should Decide?

TEACHING STRATEGIESHook: 15 min1. Split the class into three groups and have them sit

together. Assign an actual or hypothetical decision (e.g., desk arrangements, theme for a school dance, charity fundraiser) and ask each group to brainstorm ideas for a few minutes. Provide enough time to allow all students to share their opinion.

2. Now assign each group one of the following decision-making models and ask them to make a final decision based on the rules given. These decision-making models are based on real types of government found around the world.

Group A – Only one person (i.e., the first person on the class list) will make the decision (autocratic) Group B – Only a select few (i.e., only males or females) may be involved in the decision-making process (oligarchic)

Group C – All group members will have an equal say in the decision-making process (democratic universal)

3. While groups are working out their decision, observe how each group is functioning and make mental note of engagement among those with power versus those without, interactions among members and length of time to make the decision. This will help bolster lively discussions afterwards. (Alternatively, you can ask one student to be the observer in each group and take notes.)

Teacher Note: Group A may become unruly as most members of the group will lack a voice — but this will make for a productive discussion afterwards.

Bring the groups back together and ask each to describe their experience. Ask each group to mention their thoughts on the following discussion questions:

• How quickly was a decision made? • Did everyone agree with the decision? • How happy were you with the decision made?

Why? • What kind of feeling developed within the

group? • How engaged were all members in the activity?

Instruction: 10-15 minVarious types of governments exist in the world and they make decisions for their people in different ways. The type of government is distinguished by the allocation of power and the types of rights and freedoms afforded to its citizens.

a) An autocracy is a type of government where one person has full control through the use of a party or military, without the participation or consent of the people. Autocratic countries are generally socialist, communist or fascist societies with restrictive individual rights, freedoms and civil liberties, with a high level of security and restricted media (e.g., Syria, Kazakhstan, North Korea). Human rights abuses are common. These countries are usually one-party states where there is little or no political opposition.

b) An oligarchy is a form of government system in which power rests with a small number of people, generally the people who are rich and powerful (due to bloodlines or wealth). People living under oligarchic

Lesson 1: Governance and Democracy | 7

rule have some rights and freedoms (e.g., Saudi Arabia, Kuwait, many African nations).

c) A democracy, or democratic government, is a type of government where power is shared by all the people and citizens are meant to participate equally in making decisions. Citizens elect people in their area to represent them in government. This is called a representative democracy. They can also try to become a representative – or run for office. In democratic countries the people have rights and freedoms such as the freedom of speech and religion, and free and fair elections. Examples include Canada, the United States, Japan and England.

d) A theocracy, or theocratic government, is a type of government where a god or deity is recognized as the supreme civil ruler. Government policy and leaders are determined by religious officials who are seen to be directly guided by a god or deity. Laws are interpreted by these religious authorities, such as bishops or mullahs, and are enforced by religious officials. Examples include Iran and Vatican City.

Discussion: 5-10 minWhat are the advantages and disadvantages of each type of government? Draw on observations from the Hook activity.

Activity: 30-40 min1. Review the concept of a principle (a fundamental

belief or rule of action). Explain that there are several principles that act as the foundation of democracy.

2. Divide students into groups and assign each group one or two principles of democracy (Handout 1.1). Give students 10-15 minutes to familiarize themselves with their principles and design a symbol or graphic that represents each. Provide chart paper so that students can write out their principle and draw the image or symbol. Each group should select one person to provide a short presentation to the class.

3. Give the groups one minute to introduce and explain each principle, as well as the symbol or image they chose. During the presentations have students take notes on Worksheet 1.2.

Teacher Note: Afterwards, post the presentations around the classroom for future reference.

Debrief: 5-10 minHave a brief closing discussion about governance and democracy. Alternatively, ask students to write a reflection in their election scrapbook (see Assessment Opportunities). • What does democracy mean to you?• Can you think of a better system of government? • How can democracy fail? Does it fail if citizens

do not participate? Does it fail if elected representatives do not effectively represent the people?

EXTENSION ACTIVITIESA. To further explore the advantages and disadvantages of decision-making models in a range of scenarios, assign students Worksheet 1.3. Discuss the answers as a class and debate the choices where applicable.

B. Use media and news stories to discuss global struggles to participate democratically (e.g., overcoming violence to vote, long waits to vote). In pairs or groups, have students choose a topic, search for a clip and present it to the class. Key discussion questions: What do these struggles signify? Does it make you appreciate our ability to vote in Canada?

C. Invite a guest speaker in to share their experience of living in a country with a different form of government than the one we have in Canada.

D. As a class or in groups, have students consider the principles of democracy and evaluate the current health of our democracy. Students should support their evaluation with examples of the effectiveness of the principles.

BACKGROUND INFORMATION FOR TEACHERSWhat is government?The people and institutions put in place to run or govern a country, state, province or community. The role of government is to make decisions and regulations for the people for whom it is responsible. The purpose of government is to protect its citizens and provide services.

What types of government exist?There are different government systems around the world. They are distinguished by how they are formed, the allocation of power and the types of rights and freedoms afforded to citizens.

An autocracy, or autocratic government, is a type of government where one person has full control without the participation or permission of the people. They often force their way to power or become leader because they were associated with or related to the previous leader, and citizens have few rights or freedoms. There is usually a heavy military presence and the media is limited on what it can report on. Examples include Syria, North Korea and Kazakhstan.

An oligarchy, or oligarchic government, is a type of government where power is held by a small number of people, generally the people who are rich and powerful (often due to family lines or wealth). People living under oligarchic rule usually have some rights and freedoms. Examples include Saudi Arabia, Kuwait and many African nations.

8 | Lesson 1: Governance and Democracy

A democracy, or democratic government, is a type of government where power is shared by all the people and citizens are meant to participate equally in making decisions. Citizens elect people in their area to represent them in government. This is called a representative democracy. They can also try to become a representative – or run for office. In democratic countries the people have rights and freedoms such as the freedom of speech and religion, and free and fair elections. Examples include Canada, the United States, Japan and England.

A theocracy, or theocratic government, is a type of government where a god or deity is recognized as the supreme civil ruler. Government policy and leaders are determined by religious officials who are seen to be directly guided by a god or deity. Laws are interpreted by these religious authorities, such as bishops or mullahs, and are enforced by religious officials. Examples include Iran and Vatican City.

What type of government do we have in Canada?Canada is a parliamentary democracy, which is a type of representative democracy. It is also a constitutional monarchy; the Queen, our head of state, holds symbolic power. A constitutional monarchy can be either a democracy or an autocracy.

What is a principle? What are the principles of democracy?A principle is a fundamental belief or rule of action. There are several principles that act as the foundation of democracy.

Democratic countries will exhibit some or all of these principles, including equality and human rights, economic freedom, a bill of rights, the rule of law, control of the abuse of power, free and fair elections, multi-party systems, citizen participation, accountability and transparency, an independent judiciary, political tolerance and accepting the results of elections.

EXTERNAL RESOURCES • Government Type, CIA World Factbook – • www.cia.gov • Life in North Korea (BBC State of Mind

Documentary) – www.youtube.com • The March of TIME: Nazi Germany – www.time.com • Ordinary Life in the USSR (1961) – www.youtube.com • Libya begins election amid violence, Al Jazeera

(June 25, 2014) – www.aljazeera.com• Ukraine votes in presidential poll amid fears of

violence, France24 (May 25, 2014) – www.france24.com

• Iraqis vote amid looming threat of violence, Al Jazeera (April 30, 2014) – www.aljazeera.com

• Zimbabwe voters stand in long lines for crucial election, The Associated Press (July 31, 2013) – www.ap.org

• Florida’s Long Lines On Election Day Discouraged 49,000 People From Voting: Report, Huffington Post (December 29, 2012) – www.huffingtonpost.com

Lesson 2: Democratic Rights and Responsibilities | 9

2 Democratic Rights and Responsibilities

OBJECTIVEStudents will understand that Canada is a representative democracy and they will develop an appreciation for the fundamental rights and responsibilities that exist within a democracy.

CURRICULUM LINKSICV.01; ICV.02; IC1.02; IC1.05; IC2.01; IC3.01; PCV.01; PC1.01

KEY WORDSrepresentative democracy, right, responsibility, elections, voter turnout, universal suffrage

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What is a representative democracy? • What rights and freedoms do we have in Canada?• What responsibilities come along with our rights?• What is universal suffrage?• Why is it important to exercise your right to vote?

SUPPLEMENTARY TOOLS • PowerPoint 2: Rights and Responsibilities in a

Democracy • Video: Government and Democracy • Handout 2.1: Highlights from the Canadian Charter

of Rights and Freedoms • Handout 2.2: History of Voting Rights in Canada • Worksheet 2.3: The Right to Vote• Handout 2.4: Voter Turnout by Age Group

TEACHING STRATEGIESHook: 15 minIn Australia, a country with a government system similar to Canada, non-voters are required by the Australian Electoral Commission to give a valid reason for not voting, or pay a $20 penalty. In small groups, students can evaluate the advantages and disadvantages of such a system.

Bring the class back to the big group and discuss each group’s experience. Ask the following discussion questions: • Would this enhance the value Canadians put on

voting? • Would it increase voter turnout?

Instruction: 15-20 min1. In Canada, political power is held by all voters

through elected representatives. Since it is not

practical for all Canadians to have a say on every matter, we vote for representatives to make decisions and pass laws on our behalf. Elections are the process by which our elected representatives are chosen.

2. All citizens living in a democracy have guaranteed rights and freedoms. A right is an abstract idea of something that is due to a person or governmental body by law, tradition or nature. Rights are not as much granted or endowed as they are fought for and claimed.

3. In Canada, our rights are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official languages of Canada and minority language education rights. Democratic rights include the right for every Canadian citizen, aged 18 and older, to vote in an election (Handout 2.1).

4. The right to vote in Canada has not always been universal. It has been withheld from many groups throughout history, including women and various ethnic and religious groups. See Handout 2.2 and other suggestions listed in the Resources section.

Teacher Note: Assign Worksheet 2.3 for homework.

10 | Lesson 2: Democratic Rights and Responsibilities

Discussion: 5-10 minWhat is a responsibility? What responsibilities do you have? What responsibilities come along with your rights as Canadians? Make a list of rights and corresponding responsibilities on the board.

Activity: 20-30 min1. Citizen participation is an essential component

of a healthy democracy. Review this democratic principle with your students. Do they agree or disagree?

2. Explain to students that in recent years, fewer people have been exercising their right to vote. Canada has seen a steady decline in voter turnout over the last two decades at all levels of elections. In the 2010 municipal elections in Ontario, less than half of eligible voters participated in the election. Review voting trends in Canada and/or your municipality.

3. Ask the class to brainstorm and discuss possible reasons why fewer people in the province have been casting their vote. Discussion questions: Is this acceptable? Is this decline in voter turnout disrespectful to those who had to fight for their right to vote? What should be done to improve voter turnout?

4. In groups or individually, have students explain the importance of exercising your right to vote. Students can create a short speech, comic strip, dramatic presentation, essay, news article, poster or multi-media presentation.

Debrief: 5 minHave a brief closing discussion about the right and responsibility to vote. Alternatively, ask students to write a reflection for their election scrapbook.• Will you vote when you become eligible? Why or

why not? • Should voters lose their right to vote if they choose

to skip an election? • Should voting be mandatory? Why or why not?• Should the voting age be lowered? Should the

voting age be increased?

EXTENSION ACTIVITIES A. Divide the class into four groups and provide each with a section from Handout 2.2 (or History of the Vote – www.elections.ca). Ask students to create a dramatic presentation to inform the rest of the class about the pathway to universal suffrage and improved accessibility.

B. Examine voter turnout rates by age group at the federal level (Handout 2.4). Which age group had the highest voter turnout? Which group had the lowest? Discuss the impact and possible reason for these differences. How does it influence the results? What does it say about different age groups? Who would

politicians want to speak to more? As a recap or an introduction, you could watch Rick’s Rant — March 29, 2011 (“The Rick Mercer Report”) with your class.

C. Ask students to imagine they are marketing advisors or a marketing firm hired by their municipality to attract young voters aged 18-24. In small groups or independently, design an advertising campaign that will increase youth participation in elections by incorporating digital, print and/or audiovisual elements. Post the advertisements around the school or play the video in the lead-up to Student Vote Day. Submit your productions to CIVIX by email or upload them to YouTube.

BACKGROUND INFORMATION FOR TEACHERSWhat is a representative democracy? Canadians elect representatives to speak on their behalf and to pass laws. An election is the process of choosing individuals from among a group of candidates who will run a government.

What rights and responsibilities do we have in Canada? The rights and freedoms of citizens are vital to a democratic government.

In Canada, citizens’ rights and freedoms are protected by the Canadian Charter of Rights and Freedoms. The Charter contains seven sections that define our rights as Canadians: fundamental rights, democratic rights, mobility rights, legal rights, equality rights, official languages of Canada and minority language education rights.

Democratic rights include the right for every Canadian citizen, 18 years and older, to vote in an election and to be a candidate, as well as the requirement that governments hold elections at least every five years and that these governments meet at least every year.

With all rights come responsibilities. A responsibility is a social force that binds you to your obligations and courses of action demanded by that force.

The right to vote comes with the responsibility to cast a ballot in an informed and purposeful manner.

What is universal suffrage? The extension of the right to vote to all adult citizens, including the removal of restrictions against women, minorities and property ownership requirements.

EXTERNAL RESOURCES • Voting in Canada: How a Privilege Became a Right,

CBC Digital Archives – www.cbc.ca • Women’s Right to Vote, Telling Times Documentary

– www.cpac.ca

Lesson 3: Governments in Canada | 11

3 Governments in Canada

OBJECTIVEStudents will learn about the roles and responsibilities associated with the three levels of government and understand how government policy and services influence their lives directly.

CURRICULUM LINKSICV.03; IC4.01; IC1.03

KEY WORDSmunicipal, provincial, federal, Member of Provincial Parliament (MPP), Member of Parliament (MP), legislative assembly, premier, subsidiarity, concurrency

QUESTIONS TO EXPLORE DURING THIS LESSON• How is your life affected by government? • How is government structured in Canada? • What roles and responsibilities are associated with

the three levels of government? • How are responsibilities divided among the levels of

government?

SUPPLEMENTARY TOOLS • PowerPoint 3: Government in Canada • Video: Canada’s Democracy • Video: The Levels of Government • Worksheet 3.1: Government in Canada • Handout 3.2: Federal, Provincial and Municipal

Responsibilities • Worksheet 3.3: Investigating Government • Worksheet 3.4: Whose Responsibility is it? • Worksheet 3.5: Government All Around • Political Trivia Jeopardy! (available online)

TEACHING STRATEGIESHook: 15-20 min1. Have an opening conversation: Do you think the

government impacts you or your life personally?

2. Ask students to name all of the activities they do on a daily or weekly basis and create a list on the board, overhead or SmartBoard.

Try to refine the list so that activities can be easily connected to government policy or services (e.g., make breakfast, listen to music, ride the bus, go to school, drive a car, go clothes shopping, go to the park/skate park, buy groceries, take out garbage).

3. Ask students if they know how government

affects these activities, either through funding or legislation.

For example:• Make food — farming/agriculture, use of

electricity• Music — Canadian Radio-television and

Telecommunications Commission, copyright laws/downloading music

• Bus — city transit, roads• School — curriculum outcomes, teachers,

school boards• Drive a car — driver’s license, traffic laws, speed

limits• Shopping — sales tax• Parks — development and maintenance • Festivals — tourism, celebrations

4. Choose one activity and ask students what would happen if there was no government involvement.

Instruction: 15-20 min1. Canada is a federal state with three levels of

government (federal, provincial/territorial, municipal).• The division of responsibilities is based on the

principle of subsidiarity (whoever is closest to the matter governs it). There are also cases where responsibilities are shared between levels of government (concurrency).

• The federal government takes responsibility for the whole country and matters of national and international concern, such as our armed forces, relations with other countries, money, fisheries and oceans, criminal law and public safety.

• Provinces and territorial governments are responsible for their own province or territory and regional matters including education, health care, natural resources and transportation/highways.

• Municipal governments are responsible for their city or town and local matters such as garbage and recycling, libraries, public transit, local parks and recreation.

2. Canada is a parliamentary democracy.• We elect members to represent us in our

federal parliament (Members of Parliament,

12 | Lesson 3: Governments in Canada

or MPs) and provincial legislature (Members of Provincial Parliament, or MPPs in Ontario). There are 308 federal MPs and 107 provincial MPPs. Members are responsible for proposing, studying, debating and voting on bills.

• The dominant political party in the parliament or legislature determines the leader of the government (prime minister, premier).

• The prime minister or premier selects a cabinet (made up of ministers) and is responsible for the operations and policy of their level of government.

3. Canada is a constitutional monarchy.• Canada’s head of state is a hereditary sovereign

(queen or king). • The sovereign is represented by the governor

general (GG) at the federal level and the lieutenant governor (LG) at the provincial level.

• The GG and LG have similar roles. They are responsible for ensuring there is a prime minister or premier and a functioning government. They summon, dissolve and prorogue parliament, call elections, give assent to acts of parliament and read the Speech from the Throne.

Teacher Note: Ask students to fill out Worksheet 3.1 as you review the terms and concepts above.

Activity: 20-25 min1. Watch “The Levels of Government” video with your

class to quickly impart knowledge of the roles and responsibilities at each level of government.

2. As a class or in groups play a game of political trivia (e.g. What is the title given to the leader of our country? Who holds this position? Which party do they represent?). You can use or modify the Political Trivia Jeopardy! game available online or create your own list of questions and answers. Worksheet 3.3 could also be used as a reference.

Debrief: 5-10 minHave a brief closing discussion about government in Canada. Alternatively, ask students to write a reflection for their election scrapbook.• What have you learned about government in

Canada? • Why is it important to know your elected

representative?• How involved should governments be in the lives of

their citizens?

EXTENSION ACTIVITIESA. Using online resources, ask students to fill out Worksheet 3.3. This could be completed in a computer lab or assigned for homework. Use the following links as a starting point:

The Governor General of Canada – www.gg.ca The Lieutenant Governor of Ontario – www.lgontario.ca The Library of Parliament (Canada) – www.parl.gc.caLegislative Assembly of Ontario – www.ontla.on.caElections Canada – www.elections.ca Elections Ontario – www.elections.on.ca

B. Whose responsibility is it? Students should become familiar with the responsibilities of each level of government. Assign Worksheet 3.4 during class time or for homework and take up the answers as a class. Or divide the class into small groups and assign responsibilities from Worksheet 3.4. Ask each group to create a dramatic presentation to act out the responsibility and have the rest of the class guess the responsibility and level of government.

C. Distribute copies of Worksheet 3.5: Government All Around and ask students, individually or in pairs, to label or identify all the government services in the picture. Take up the worksheet as a class and have a discussion about all the ways government impacts our lives.

BACKGROUND INFORMATION FOR TEACHERSHow is government structured in Canada?Canada is a federal state, parliamentary democracy and constitutional monarchy.

A federal state brings together a number of different political communities with a central government (federal) for general purposes and separate local governments (provincial/territorial) for local purposes.

In Canada’s parliamentary democracy, the people elect representatives (members) to the federal parliament and to the provincial and territorial legislatures. The local representative is called a Member of Parliament (MP) at the federal level and a Member of Provincial Parliament (MPP) at the provincial level in Ontario.

The dominant party in legislature or parliament (usually) determines the leader of the government. At the federal level, the leader of the government is called a prime minister. At the provincial level, the leader of the government is called a premier.

As a constitutional monarchy, Canada’s head of state is a hereditary sovereign (queen or king), who reigns in accordance with Canada’s constitution. The sovereign is represented by and chooses the governor general on the advice of the prime minister. In each of the 10 provinces the sovereign is represented by a lieutenant governor, who are each appointed by the governor general on the advice of the prime minister. Usually, the governor general and lieutenants governor have five-year terms.

Lesson 3: Governments in Canada | 13

How are responsibilities divided among the levels of government?Canada has three levels of government: federal, provincial and municipal. Each level of government has its own structure of elected and appointed representatives as well as a unique set of responsibilities.

The division of powers among the federal and provincial/territorial governments is found in Sections 91–95 of the Constitution Act. Municipal governments acquire their responsibilities from their province or territory.

The constitutional division of powers is based on the principle of subsidiarity, in which the government closest to the issue governs it. Some powers may overlap between federal and provincial jurisdictions. This is called concurrency. For example, federal, provincial and municipal governments are concurrently responsible for the environment. The federal government enforces the Canadian Environmental Protection Act and regulates waterways used for fishing and shipping. Provincial governments regulate land use, mining, manufacturing and harmful emissions. Municipal governments are responsible for zoning, garbage disposal, and sewage and water treatment.

What is the role of elected representatives? When elected representatives gather together they are responsible for proposing, studying, debating, and voting on bills (potential laws and by-laws) and raising issues that concern their constituents. They also spend their time meeting with their constituents to discuss their concerns and to provide guidance and advice relating to government services.

EXTERNAL RESOURCES• How Canadians Govern Themselves –

www.parl.gc.ca • Discover Canada – www.cic.gc.ca • Government of Ontario website – www.ontario.ca • Government of Canada website – www.gc.ca • Association of Municipalities Ontario –

www.amo.on.ca

14 | Lesson 4: Your Municipality

4 Your Municipality

OBJECTIVEStudents will gain an understanding of the role of municipal governments and how they are organized, with a focus on their own area.

CURRICULUM LINKSA1.2; B1.1; B1.3; B2.4; C1.2; C2.3; C3.1; C3.3

KEY WORDSmunicipality, candidate, incumbent, mayor/reeve, councillor/alderman, regional councillor, council, single-tier, upper-tier, lower-tier, at-large system, ward system, tax, property tax

QUESTIONS TO EXPLORE DURING THIS LESSON• What are the key features of municipalities?• Why do municipalities need to be governed

differently than provinces or a whole nation?• How is my municipality structured and how does it

function?• What are municipal government responsibilities?• What is the role of a councillor and council?

SUPPLEMENTARY TOOLS• PowerPoint 4: Municipal Government• Video: Municipalities in Ontario• Worksheet 4.1: My Municipality Fact Sheet• Municipality Profiles found at

www.studentvote.ca/oncivic2014

TEACHING STRATEGIESHook: 10-15 minIn pairs or small groups, have students make a list of the five best things and five worst things about their municipality. Have students share their answers and discuss as a class.

Instruction: 10 min 1. Ontario is divided into 444 communities called

municipalities. Municipalities have a specific geographic area and can be called a city, town, village, county, township or region. • Municipalities receive their powers

and responsibilities from the provincial government, such as public transit, social housing, garbage, water and sewage. They also have the ability to tax people (require people to contribute a portion of money to the government).

• Municipalities are classified as one of three

types; single, lower or upper-tier. A single-tier municipality operates on its own whereas upper-tier municipalities include one or more lower-tier municipalities and share some of their responsibilities. Each municipality has an elected council made up of councillors or alderman and the leader of the council is called a mayor or a reeve. Depending on the size of the municipality and its number of voters, they are either elected at-large (by all eligible voters in a municipality), or by a ward system (where the municipality is broken down into smaller areas).

• Each lower-tier or single-tier municipality has an elected council made up of a head of council (mayor or reeve) and council members (councillors or aldermen). Depending on the size of the municipality and its number of voters, councillors and aldermen are elected at-large (by all eligible voters in a municipality), or by a ward system (where the municipality is broken down into smaller areas).

2. Councils are responsible for the planning, growth and safety of the community. Council members govern the municipality by listening to the concerns and ideas of their constituents (people living in their community), attending meetings and creating, discussing and voting on bills or rules (by-laws) they believe will improve the municipality.

Discussion: 5-10 minDo you know anyone that works for your municipality? What do they do? Have you ever met anyone who sits on council? Where and how?

Activity: 50-75 min (Over two classes would be ideal)1. Divide students into groups and ask each

group to research a different set of information about their municipality. Use information from your municipality’s website, Stats Can and the municipality profiles posted on the Student Vote project site (www.studentvote.ca/oncivic2014).

Suggested themes:• Background Information: History of the town/

city, municipality type, slogan, geographic boundaries and population. Who are we and what are we about? How has our city/town changed or grown over the last decade?

Lesson 4: Your Municipality | 15

• Services: Describe the services provided or available to people living in our municipality and give examples of specific programs. How does the government try to help or support its citizens?

• Tourism/Activities: Name the major features, attractions and activities offered in your municipality. What is unique to our city or town? What can we do for fun? Why do people visit?

• Council: Number of council members, title of the head of council, type of election (ward/at-large), recent announcements, by-laws and major decisions. What does our council look like? How are members elected? What has council been working on recently?

• Budget/Property Taxes: What are the annual revenues and expenses? What are the largest expenses? Where do the revenues come from? What is our property tax rate? How does it compare to other municipalities?

2. Have each group prepare and deliver a presentation to the rest of the class. Students should be creative and incorporate different ways to deliver information (e.g., drama, posters, charts).

3. During the presentations have students make notes using Worksheet 4.1.

Teacher Note: Alternatively, you could use a jigsaw method or book a computer lab and ask students to conduct research independently before discussing as a group.

Debrief: 5 min Have a brief closing discussion about municipalities or your municipality with your class. Alternatively, students could be asked to write a reflection for their election scrapbook.• What did you learn about your municipality? Do

you now think differently about where you live?• Do you like living in your municipality? Why or why

not?• If you became mayor or reeve of your municipality,

what would your three top priorities be over the next four years? How would you improve your municipality or community?

EXTENSION ACTIVITIESA. Create a new logo, slogan and poster to advertise your municipality to tourists in 10 years. Compare your future vision with the current vision of your municipality and determine what steps the council should take to achieve your plans. Or, design an advertising strategy to encourage people to move into your municipality. What would be your key message? What would you highlight about your municipality? Students can create a poster or other multi-media tools to deliver their message.

B. Research a few interesting by-laws recently passed by your municipality. Have students identify the underlying purpose and evaluate the impact of the by-law on members of the community. This can be completed in groups, individually or as a class.

C. Invite a public servant that works for themunicipality into your class to discuss their role and the related services provided to the public. Encourage students to reflect on all of the different career options in government outside of being a politician. As a debrief, ask students to consider a specific career in the public service and to share their aspirations to the class.

D. Ask students to compare their municipality to another local municipality by looking at population, demographics, the size of council, annual expenses and property tax rate.

BACKGROUND INFORMATION FOR TEACHERSWhat is the role and what are key features of a munici-pality?Municipalities are responsible to their constituents for the planning, growth and safety of their community.The key features of a municipality are: powers are assigned by the province, defined geographic area, elected council and power to tax. How is my municipality structured and how does it function?There are 444 municipalities in Ontario and they vary greatly in composition. There are several terms that describe municipalities such as counties, townships, regions, villages, towns or cities. Each are classified as one of three types; single-tier, lower-tier, or upper-tier.

A single-tier municipality operates on its own, whereas lower and upper-tier municipalities work in conjunction, with one upper-tier municipality encompassing several lower-tier municipalities (e.g. Regional Municipality of Halton is the upper-tier municipality for Oakville and Burlington, which are lower-tier municipalities). This allows various municipal responsibilities to be shared amongst a group of municipalities for efficiency.

Candidates can be elected to a lower-tier or upper-tier municipality directly or, in some cases, each lower-tier municipal council, once elected, determines which councillors will represent them on the upper-tier municipal council.

Find information about your own municipality by visiting its website. How is a local council formed?The elected council of a single or lower-tier municipality is composed of a head of council (mayor or reeve) and council members (councillors or

16 | Lesson 4: Your Municipality

aldermen). The heads of council are all elected at-large (by all eligible voters in the municipality). However the other council members can be either elected at-large or by a ward system, where the municipality is broken down into smaller sections that vote for their own representatives. Municipalities may also use a mix of ward and at-large systems.

Employees of the municipality accept the direction of the council in managing the municipality.

What about County Councils?The head of a county council is called a warden. The county council is composed of designated elected members from the lower-tier municipalities. The county council itself selects the warden from among its members.

What about Regional Councils?The head of a regional council is called a Regional Chair. The chair is chosen by a vote of the members of regional council or directly elected.

Other members of regional council are selected in various ways. Some are elected directly by the voters to sit on regional council. Some are elected to sit on both the regional council and the local municipal council. In some municipalities, members of local municipal councils are appointed by their councils to serve at the regional level. The head of council of a local municipality is a member of the regional council.

What does a council member do? Council members govern the municipality by listening to concerns and suggestions from citizens, attending meetings, and making by-laws and decisions for the municipality. Councillors support and participate in activities and events in their community.

EXTERNAL RESOURCES• Ministry of Municipal Affairs and Housing –

www.mah.gov.on.ca• Association of Municipalities Ontario –

www.amo.on.ca• Association of Municipal Managers, Clerks and

Treasurers of Ontario – www.amcto.com• Statistics Canada – www.statcan.gc.ca

Lesson 5: Municipal Candidates and Local Issues | 17

5 Municipal Candidates and Local Issues

OBJECTIVEStudents will gain an understanding of current issues in their municipality, while researching and getting to know their local candidates.

CURRICULUM LINKSA1.2, B1.1, B1.3, C1.2, C2.3, C3.1

KEY WORDSacclamation, political spectrum, right, left, centre, political ideology, political party, liberalism, conservatism, socialism, communism, fascism, candidate, campaign, slogan, speech, platform, plank, mayor/reeve, councillor/aldermen

QUESTIONS TO EXPLORE DURING THIS LESSON• What is a political ideology?• What is the political spectrum?• What experience and qualifications do the

candidates have who are running in the upcoming municipal election?

• What are the key municipal election issues?• Where do the candidates stand on these election

issues? Does it matter?

SUPPLEMENTARY TOOLS • PowerPoint 5: Political Ideologies• Worksheet 5.1: Where Are You on the Political

Spectrum? • Guide 5.2: The Basic Political Spectrum • Worksheet 5.3: Getting to Know the Candidates• Guide 5.4: Suggestions for Organizing an

All-Candidates Debate• Worksheet 5.5: Evaluating the Candidates Debate

TEACHING STRATEGIESHook: 15-20 min 1. Give students a political spectrum questionnaire.

You can use Worksheet 5.1, or another of your choosing.

2. Analyze the results of the questionnaire and review the terms and perspectives associated with a linear political spectrum (Handout 5.2).

Instruction: 10 min 1. A political ideology is a set of ideas and beliefs

about how politics and government should function. For example, some people believe that government should play a large role in the lives of

its citizens and help people when necessary. Others believe that government should leave people alone and allow them to live their own lives without interference from the government.

2. Candidates campaign during elections to share their ideas and try to convince fellow citizens to vote for them. A political platform is a series of declared principles and proposed policies on issues concerning government and the public.

3. The political spectrum is a tool that allows us to characterize beliefs, values and priorities, and provides a visual and conceptual framework in which to view and evaluate political candidates and policies.

4. Although municipal politicians in Ontario are not affiliated with political parties, candidates still share their vision and political ideologies. It is their intention is to get elected and create meaningful political change at the local level.

Discussion: 10 minIf you were a candidate running for council, what would your platform focus on? What ideas or issues would you promote to voters?

Activity: 50-160 min 1. Review the list of candidates running for your local

municipality council. Refer to your municipality’s website.

2. Divide the class into groups and assign each a candidate. Each group should collect campaign literature and articles from the local paper, visit the candidate’s website and conduct research into the following:• What is the candidate’s background,

qualifications and experience?• What do the candidates’ advertisements focus

on and what are the person’s main priorities or policy ideas (platform) for this election campaign? How do they want to improve the community?

• Where does this person appear to sit on the political spectrum?

3. Each group will prepare a short biography and presentation about their candidate. The presentation could be a role play, an oral

18 | Lesson 5: Municipal Candidates and Local Issues

presentation or incorporate an audio-visual component. Students should include pictures of their candidate as well as the promises they pledge and their position is on local issues (e.g., taxes, policing, land use planning, public transit, community and social services).

4. Have each group present their candidate to the rest of the class and have students make notes using Worksheet 5.3. Afterwards have students vote on the candidate they like best – excluding their own candidate. Also discuss what characteristics and ideas drew them to the candidate they voted for.

Teacher Note: Organize a presentation schedule that would allow each group to visit other classes in the school on a rotational basis to help inform and prepare the student electorate for the upcoming Student Vote Day. Alternatively, you could coordinate a school-wide assembly or set up information booths during lunch in the lead up to the election.

Debrief: 5 min Have a brief closing discussion about your local municipal candidates with your class. Alternatively, students could be asked to write a reflection for their election scrapbook.• What did you learn about the candidates running

for election?• Did you notice anything common among the

candidates or were they all different? • What advantages or disadvantages might there be

for a politician at the municipal level considering a lack of affiliation with a political party?

• Would you ever run for local office? Why or why not?

EXTENSION ACTIVITIESA. As a class, generate a list of the most important issues impacting your community. Create a list of three to five questions you could ask your local candidates. Email the questions to each of the candidates and give them a few days to respond. Compare the responses received and ask students to decide who they agree with the most. Alternatively, you could invite each of the candidates in for a visit as lead up to Student Vote Day. (If your council member is acclaimed, invite them to your class for a discussion. Encourage students to share their ideas for improving the community.)

B. For the duration or remainder of the campaign, build a news wall with information about the municipal candidates and issues. Create a schedule for one or more students to bring in an article about the municipal election every day. Ask students to read or summarize the article and have a class debrief afterwards. What are the main issues being discussed? What are the candidates saying? Do you agree with their positions?

C. The all-candidates debate is an opportunity for the candidates to share their ideas, criticize their opponents’ ideas and perform in front of the electorate. Coordinate your own all-candidates debate (Guide 5.4), watch a video of a debate organized locally or encourage students to attend a public event. Afterwards, have students evaluate the performance of each candidate with Worksheet 5.5.

BACKGROUND INFORMATION FOR TEACHERSWhat is a political ideology?A political ideology is a set of ideas or beliefs about how society and government should function. Common ideologies include liberalism, conservatism and socialism. Other examples are communism and fascism. What is a political party? Are there political parties at the municipal level?A political party is a group of like-minded individuals with a shared vision and similar political ideas who want to win elections, form the government and achieve their goals. Both the provincial and federal systems of government are based on political parties. However, at the municipal level in Ontario there are no political parties. The council candidates still have a list of ideas or goals for the community but they work independently.

What is the political spectrum? The political spectrum is a means of characterizing beliefs, values and priorities, and provides a conceptual framework in which to view and evaluate political parties, candidates and policies. A linear spectrum is represented as a horizontal line, with parties on the left embracing change and parties on the right favouring tradition.

What is acclamation?A candidate is elected by acclamation if he or she has no opponents. No vote is held for that race and the lone candidate becomes a representative. What are the most important issues facing my municipality? Each person’s political views are highly subjective. Just as personalities are unique and influenced by personal feelings, tastes and opinions, so are political views. Therefore, each person is responsible for forming his or her own opinions. Sometimes those opinions can be formed by listening to other people whose opinions you respect, researching information through media, and sometimes it simply takes a period of reflection to come to your own conclusions.

No one can tell you how to vote, although this is the primary objective of all candidates. It is up to you, the voter, to decide what is most important, who you should listen to and, ultimately, who you will support.

Lesson 5: Municipal Candidates and Local Issues | 19

How can I learn about my candidates and the issues they support? There are many ways to gather information about local candidates. Community groups hold town hall meetings where constituents are invited to listen to candidates speak on issues they support. Information can also be found on radio and television, and in newspapers and magazines. Individuals may also visit campaign offices, attend campaign events or have a chance to talk to the candidate when he or she visits homes during door-to-door canvassing. The Internet is also a very accessible source of information. Information is easily found online through candidate websites, media websites and social media platforms.

20 | Lesson 6: School Boards and Trustees

6 School Boards and Trustees

OBJECTIVEStudents will learn about the role of school boards and trustees, and get to know their trustee candidates.

CURRICULUM LINKSA1.2, B1.1, B1.3, C2.3, C3.1

KEY WORDStrustee, school board, school trustee, student trustee, public board, Catholic or separate board

QUESTIONS TO BE EXPLORED DURING THIS LESSON• What school board does our school belong to?• What does a school board do? How is it organized?• How do school trustees have an impact on the

education of students?• What are the most important issues facing my

school board?• How can I learn about my school trustee candidates?

SUPPLEMENTARY TOOLS• PowerPoint 6: School Boards and Trustees • Video: School Boards in Ontario• Handout 6.1: The Role of the School Board• Worksheet 6.2: My School Board Fact Sheet• Worksheet 6.3: School Board Trustee Candidate

Profile

TEACHING STRATEGIESHook: 5-10 min If you could change anything about school, what would it be? Encourage students to consider educational programs, technology, extracurricular activities, school facilities or any other issues relevant to your local school/school board.

Instruction: 15 min 1. The purpose of school boards is to operate schools

and provide education to students living within their geographic area. This is made possible with the money provided by the provincial government. School boards are responsible for supporting student achievement, making rules for its schools (policy-making), reviewing where money is spent and assessing progress towards education goals.

2. School boards are led by locally elected representatives known as school trustees. Trustees are members of the board, not employees. They

are elected every four years during municipal elections. Trustees can be elected at-large or by ward/region. The composition of boards varies across the province.

3. Each board of elected trustees selects and hires a Director of Education who is responsible for the daily operations of the school board. Trustees alone do not make decisions; it is the whole board of trustees that make decisions. Trustees are an important link between communities and their school boards, bringing issues and concerns of parents and students to board meetings for discussion and decision-making.

4. Something special about Ontario is that each school board also has between one and three student trustees. Student trustees are not board members but do have many of the same rights and responsibilities. They participate in board meetings and make suggestions on issues. Student trustees are a direct link for students to have a voice at their school board.

Discussion: 15 min Using Handout 6.1, review the main functions and responsibilities of school boards. Afterwards discuss the qualities and experience you would like to see in a school board trustee.

Activity: 30 min or more 1. As a class, complete a fact sheet (Worksheet 6.2)

about your school board, including the board’s name, geographic boundaries, student population, number of elementary and secondary schools, total annual expenses, largest expenses, number of trustees, sub-committees and any other interesting facts (including potential issues in the upcoming school board elections in your community). Use information from your school board’s website.

2. Review the list of school trustee candidates running for election to your school board (www.elections.ontarioschooltrustees.org).

3. Organize students into groups, and assign each group one of the school trustee candidates. Using media, campaign literature and online resources, students should collect information about their

Lesson 6: School Boards and Trustees | 21

candidate relating to their background and experience, and the issues they want to address as school trustee. If information is not readily available or further information is desired, try to contact the candidates by email with a list of questions.

4. Have each group complete Worksheet 6.3 and compare the qualities or characteristics the class discussed earlier in the lesson with this individual that they have researched.

5. Each group prepares a short presentation about their candidate. The presentation could be a role play, an oral presentation, or incorporate an audio-visual component. Students should include pictures of their school trustee candidate as well as key priorities they mention or promise to fulfill as a school trustee.

Teacher note: If your candidate was acclaimed, invite them into your school for a dialogue session. Have a discussion about the strengths and weaknesses of your school community and/or school board, and the opportunities and challenges that lie ahead.

Debrief: 5-10 min Review each school trustee candidate’s profile. Ask students to respond to the following questions as a reflection in their election scrapbook.• What are the strengths or weaknesses of each

candidate?• Who is best suited for the role of school trustee?• Who do you feel will most effectively serve the

school board’s community?• What are the pros and cons of having a board

decision-making or governance model?

EXTENSION ACTIVITIESA. Select three school board policies that directly impact students in your school board. Ask students to change each policy to their liking, and describe how this change would affect students in their school (consider advantages and potential drawbacks). Ask students to share their changes and together as a class determine the best amendments. Use the exercise to evaluate the overall significance of the decisions made by a board of trustees and their process for making decisions.

B. Over the years, a number of educational commentators and experts have discussed whether school boards are still a necessary institution and whether they should be elected. Research articles and develop an argument in favour of or in opposition to preserving elected school boards in Ontario.

C. Invite one of the student trustees in your school board for a dialogue session. Discuss with them why they decided to run, what they thought of the whole

experience, what they felt they accomplished, how they would change the school board (if they could), what key priorities they think need addressing. Afterwards, ask students if they would consider running for this position in the future, and why or why not?

D. Ask students to identify what they think should be a priority or main priorities of the newly elected school board by considering the following questions: What should schools be teaching? What are you not learning at school that you think you should? What could be done to make school better? Invite students to share their ideas with the candidates or with the new board after the election.

BACKGROUND INFORMATION FOR TEACHERSWhat is a school board? School boards are the institutions responsible for providing education to students in their region using funding they receive from the provincial government. School boards are led by local representatives known as school trustees.

What is a school trustee? Trustees are members of the board, not employees. School trustees provide a link between local communities and the school board, bringing the issues and concerns of their communities to board discussions and decision-making. Trustees have no individual authority; the board of trustees makes decisions as a whole.

What types of school boards do we have in Ontario?There are four types of publicly funded school boards in Ontario: 31 English public boards, 29 English Catholic boards, 4 French public boards, and 8 French Catholic boards. Additionally, there are 10 school authorities established for schools located in hospitals and geographically isolated areas of Ontario.

What is the role of a school board? School boards are responsible for education leadership and planning, promoting student achievement and well-being, policy-making, monitoring and evaluation and resource allocation and financial oversight. Some of the specific responsibilities of the school board include creating a vision and goals for education for the board, working in partnership with parent committees and school councils, providing a link to the public, responding to local concerns, setting goals for student achievement, promoting continuous improvement, approving textbook and learning materials, determining the number, size and location of schools, monitoring the effectiveness of school policies, gauging public satisfaction, approving a balanced annual budget and demonstrating financial accountability.

How is a school trustee elected? School trustees are elected every four years during

22 | Lesson 6: School Boards and Trustees

municipal elections. Since the territories of many school boards include more than one municipality, the geographic area a trustee represents often includes more than one municipality or more than one municipal ward. Some school boards divide the board into smaller areas and use the term ‘ward’ to refer to geographic areas they have established. Each year, the trustees elect one of their members to act as Chair of the school board.

What is a student trustee? Ontario is unique in that each school board also has one to three student trustees. Student trustees act as a link between students and the board. Student trustees are not board members but do have many of the same rights and responsibilities. Student trustees participate in board and committee meetings. Student trustees may suggest motions to advance issues and may cast a non-binding vote. Student Trustees are a direct way for students to have a say at the school board level.

EXTERNAL RESOURCES• Ministry of Education – 2014 School Board Elections

www.edu.gov.on.ca/eng/trustee-elections• Ontario School Trustees Election Site –

www.elections.ontarioschooltrustees.org• Ontario Catholic School Trustees’ Association –

www.ocsta.on.ca• Ontario Public School Boards’ Association –

www.opsba.org• L’Association des conseils scolaires des écoles

publiques de l’Ontario – www.acepo.org• L’Association franco-ontarienne des conseils

scolaires catholiques – www.afocsc.org• Ontario Student Trustees’ Association –

www.osta-aeco.org

Lesson 7: The Voting Process | 23

OBJECTIVEStudents will acquaint themselves with the voting process while continuing to evaluate candidates in preparation for Student Vote Day.

CURRICULUM LINKSPC2.04; PC3.05; ACV.04; AC4.04

KEY WORDSelector, candidate, issue, constituent, ballot, secret ballot, valid ballot, rejected ballot, spoiled ballot, voters’ list, voting place, advance voting

QUESTIONS TO BE EXPLORED DURING THIS LESSON• Why is voting by secret ballot an important feature

of elections? • Who is eligible to vote in Ontario municipal and

school board elections? • How does the voting process work? • How do I mark my ballot? • How do I make my decision about who to vote for?

SUPPLEMENTARY TOOLS• PowerPoint 7: The Voting Process• Worksheet 7.1: Preparing to Vote• Student Vote Operations Manual

TEACHING STRATEGIESHook: 10 min1. Demonstrate the importance of voting by secret

ballot through a mock vote or through the following discussion points:• If you had to tell the class your favourite song,

which would you choose? What song would you choose if it was anonymous? Would you answer differently depending on whether others would know what you chose?

• Have you ever voted publicly (i.e., voting by raising hands)? Did public voting offer a true reflection of how you felt about the issue?

2. There are a lot of people in the world who do not have the chance to vote due to violence, intimidation, discrimination or corrupt politics. Discuss the importance of voting by secret ballot in government elections, and the effort to preserve individual choice and fair elections. What are the advantages of voting in private? Do you think the results between public and private votes would be different?

Instruction: 20 min1. To be eligible to vote in the municipal and school

board elections, you must:• Reside in the municipality or own or rent

property in the municipality,• Be a Canadian citizen,• Be at least 18 years of age on election day.

Your name must be on the voters’ list in order for you to cast a ballot. A preliminary list is created by the Municipal Property Assessment Corporation (MPAC) based on data it keeps on home ownership and tenancy. If you need to be added to the voters’ list or update your information, you will need to show identification to establish that you are eligible to vote. This can be done in advance or on election day.

2. An electoral system sees citizens’ choices, expressed as votes, translated into legislative seats. There are different types of systems used around the world. Canada uses a system called First-Past-the-Post. Citizens choose one candidate per position and the candidate with the most votes is the winning candidate.

3. Municipal and school board elections are coordinated locally by the city/town clerk or election office of the municipality. In recent years, some municipalities have incorporated alternative voting methods to make the process more accessible and improve voter turnout (e.g. voting by mail, phone or online).

4. It is up to your municipal council to decide what methods will be used to cast votes in the election. Some use traditional voting (paper ballots), while others use alternative voting (phone, mail, touch-screen). The Student Vote election will use traditional voting/paper ballots. Schools will be provided with municipality-specific ballots with the names of the candidates running (head of council, council member, school trustee, and regional councillor if applicable). To indicate your preference for a candidate, you can mark an X, shade the circle or use a checkmark. If you write your name or anything else on the ballot, your ballot will be rejected.

Teacher Note: Please review the election rules for your municipality. If there is only one candidate being

7 The Voting Process

24 | Lesson 7: The Voting Process

This presentation should demonstrate what happens at the voting place and how to fill out the ballot for your municipality. Schedule time to make the presentation to each participating classroom or broadcast it on the AV system.

C. Several Ontario municipalities are using alternative voting methods, such as online voting and voting by mail. Have students research some examples of alternative voting methods and the voting system your municipality will be using. What are some reasons why municipalities may try alternative voting methods? What are the advantages and disadvantages? Are they more or less convenient for voters? Is coercion or security a risk? Have a class discussion or debate, or have students write an opinion piece about whether or not they support alternative voting methods.

D. Create a pledge-to-vote activity for all Student Vote participants. This could include a ceremony or an official “I am a Voter” agreement, whereby students pledge to vote when they become eligible.

BACKGROUND INFORMATION FOR TEACHERSWho can vote?To be eligible to vote in an Ontario municipal and school board election, you must:• Reside in the municipality or own or rent property

in the municipality,• Be a Canadian citizen,• Be at least 18 years of age on election day. What do I need in order to vote?If you are qualified to vote and your name is on the voters list, you will be sent a voter information card in the mail. The voter information card indicates your voting place on election day and the dates, times and locations of your advance voting places. Bring your voter information card with you when you go to vote plus one piece of ID with your name on it. If you do not have a voter information card or have misplaced it, you will need to provide identification that proves who you are and where you live.

What is an electoral system? An electoral system is the organizing of citizens’ choices, expressed as votes, which are translated into legislative seats. Electoral systems differ based on the the way choices are presented and the method for determining which candidate gets elected or wins. How does First-Past-The-Post work?First-Past-The-Post (FPTP) is the electoral system used in Canada. Voters are allowed to choose one candidate in each race or for each position. The successful candidate must receive at least one more vote than any of the other candidates (plurality).

elected, you can only choose one candidate. If two (or more) candidates are being selected for your ward or at-large, you can select two (or more) candidates. The number of choices needs to match the number of positions.

Activity: 20 min and homework1. Review the different races that students are able

to vote for in the election (head of council, local council member - ward if applicable, regional councillor if applicable, school trustee - ward if applicable).

2. Using Worksheet 7.1, have students evaluate the campaign issues, local candidates and platforms.

3. Allow students the opportunity to share their views of the candidates and the campaign. Some individuals may jump at the opportunity to share their opinions and even try to persuade others to adopt their choices. Others may opt for silence and prefer to keep their politics personal.

Teacher Note: This could turn into a fruitful discussion about the privacy of voting decisions (see Extension Activity A).

4. Encourage students to take their worksheets home and start a discussion with their family and friends. Have students ask their parents or guardians if they plan to vote and whether they have chosen a candidate to support. Suggest to students that they visit their municipality’s website to find out where and when their parents/guardians can vote, and even accompany them to the voting place.

Debrief: 10 minHave a brief closing discussion about casting your ballot. Alternatively, ask students to write a reflection for their election scrapbook.• Do you feel ready to vote? Why or why not? • What effect have the class activities, campaign

events, dialogue with family and friends, and media had on your decision to vote for a particular candidate? What has had the biggest impact on your decision?

• Why is voting important? What do you think the impact of the Student Vote program will be on you and your peers?

EXTENSION ACTIVITIESA. Recently there has been discussion about changing the way we vote in municipal elections. Some groups have been advocating for a ranked ballot, where voters can rank their choices instead of only choosing one candidate. Research the pros and cons of First-Past-the-Post and ranked ballots.

B. Have students make a tutorial or presentation to prepare the rest of the school for Student Vote Day.

Student Vote Resource | 25

Example of FPTP:

VOTE TOTALS BY CANDIDATE Lucy (Banana Party) 40 Muhammad (Pear Party) 15 Sofia (Apple Party) 11 Norman (Independent) 34

In this case, Lucy becomes the elected representative because she has the most votes. Note that Lucy wins even though 60 per cent of the voters chose other candidates. Under FPTP, it is not necessary to win more than 50 per cent of the votes — the candidate simply needs to win the most votes. If this was a ward where there were two positions, both Lucy and Norman would be elected.

How do I get on the voters list? The Municipal Property Assessment Corporation (MPAC) is responsible for preparing the preliminary list of electors for each municipality. Your municipality receives this preliminary list from MPAC and creates and posts the voters list. Being on the voters list ensures that electors receive their voter information cards telling them where and when to vote. Voters can check and see if they are on the voters list by contacting their municipality or by visiting the Voter Lookup website (www.voterlookup.ca).

Where do I vote? During the election period, you can find your voting place on your municipality’s website and in local newspapers. In addition, voter information cards are usually delivered to all residences.

How does the voting process work at a voting place?1. Once you confirm your eligibility, you are given a

ballot. 2. Go behind a voting screen and mark your ballot. 3. Hand your folded ballot back to the poll clerk. 4. Your ballot is recorded and counted.

What is a secret ballot?Voting across Canada is done by secret ballot. This ensures the privacy of each voter’s choice. No one except the voter knows the choice that was made.

What does a ballot look like? How do I mark my ballot?A ballot lists the names of the candidates running for each position in your local elections. There is a space beside each candidate’s name on the ballot. As long as you clearly mark the ballot for your preferences, your votes will be valid. This includes a checkmark, X, shading in or another marking. What is a rejected vote? A rejected vote is declared invalid by the Deputy Returning Officer because it was not properly marked. For example, the voter selected more than the number of candidates they were allowed to choose. In the case

of municipal elections, one race or section may be declared valid and another may be deemed invalid.

What is a spoiled ballot? A spoiled ballot is one that was kept separate and never placed in the ballot box because it was mistakenly marked or torn and exchanged for a new ballot.

What is advance voting? What are other ways to vote? Electors who are away, busy or unable to vote on election day, have the option of participating in advance voting. Advance voting is held prior to election day.

Please consult with your own municipality or elections office to find out how this works for your municipality.

How do I prepare to vote?Get informed. Learn about the candidates and the issues. Voting requires that you do your research and devote the time.

How do you know if you are ready to vote?You feel confident in your ability to make a choice.

EXTERNAL RESOURCES• 2014 Voters’ Guide for Ontario Municipal and

School Board Elections – www.mah.gov.on.ca• Ministry of Education – 2014 School Board Elections

www.edu.gov.on.ca/eng/trustee-elections

26 | Lesson 8: Post-Election Analysis

8 Post-Election Analysis

OBJECTIVEStudents will analyze the results of the official election and Student Vote election, and reflect on the outcome and their participation.

CURRICULUM LINKSIC4.05; IC4.06; PC1.02; PC1.03; ACV.04; AC1.02; AC3.02

KEY WORDSanalyze, popular vote percentage, voter turnout

QUESTIONS TO BE EXPLORED DURING THIS LESSON• How and why do I analyze election results? • What was the outcome of the Student Vote

elections? • What was the outcome of the official municipal and

school board elections? • How did campaign events influence the outcome of

the election?

SUPPLEMENTARY TOOLS• Student Vote results – www.studentvote.ca/

oncivic2014

TEACHING STRATEGIESHook: 10 min1. Announce the results of your school’s Student Vote

election. Who won the most number of votes for each position? Was it a close race?

2. Compare the results of your school’s election with the results of other schools in your municipality. Are they similar or different? How did the results vary between schools? (Individual school results can be found at www.studentvote.ca/oncivic2014)

Teacher Note: Remember to wait until the day following the official election to share the Student Vote results. Student poll officials at your school should be sworn to secrecy.

Discussion: 5-10 minWhich local candidates won in the Student Vote election? Which local candidates won in the official election?

Activity: 25-40 min1. In groups, have students analyze and compare

the results of the official election and the Student Vote election for head of council, council member,

school trustee and other positions, if applicable. Ask each group to make a short presentation or report. Tasks can include analysis, commentary and creating graphs or charts.

Teacher Note: You can also use the 2010 election results for comparison.

2. Compare news stories from several different media websites or local newspapers. Analyze the portrayal of the election outcome and results. Did all the sources report the story in a similar way? Can you detect any biases? Why would some media outlets report the story differently? What groups seem the most happy, or most unhappy, with the results?

3. Have a follow-up conversation after analyzing the results and media reports. Consider posing some of the following questions:

• Were there any big surprises or upsets in the election results?

• Did the Student Vote results reflect the official election results? Why or why not?

• Which type of graph works best for displaying the local election results?

• Why is it important to analyze the results? What is there to be learned?

Debrief: 5 minHave a brief closing discussion about the outcome of the election and participation in the Student Vote program. Alternatively, ask students to write a reflection for their election scrapbook. • Did the election results turn out as expected? Were

there any events that might have skewed the results? • What did you learn about politics and the election

process from your participation in the Student Vote program? Will you vote in the future?

• In what ways can you influence local government during and between elections?

EXTENSION ACTIVITIESA. Once a candidate is elected, he or she has to make decisions about which issues to pursue on behalf of his or her community. Have students write to one of the newly elected representatives to identify an issue they believe should be considered important based on the priorities or campaign platform of the candidate.

Lesson 8: Post-Election Analysis | 27

Which issues will be forefront on the agenda for the new council? The new council will determine its plans and initiatives based on the platforms and promises of the elected candidates. Is there an issue you would like to see addressed? Get in touch with your councillor/alderman or mayor/reeve to let them know.

B. Ontario municipalities are made up of a very diverse population. Do you feel that your municipal government represents your community? Provide reasons for your answers.

C. Choose a local candidate who received a significant proportion of the votes in the Student Vote election but was not elected. Invite the candidate into your class for a post-election debrief to discuss their experience and future plans.

BACKGROUND INFORMATION FOR TEACHERSHow and why do we analyze election results? Election results can be examined by looking at the number of votes cast for each candidate compared to the total number of votes in a given race. This analysis provides an indication of the level of support across the municipality or within a ward and is expressed by a percentage (popular vote percentage).

Who will form the new local council? The new council will be comprised of the candidates who received the most votes in the election. Depending on your council composition, it may include a head of council (mayor or reeve) and numerous council members (councillors or aldermen).

What about County and Regional Councils?The county council will be composed of designated elected members from the lower-tier municipalities. The county council itself selects the warden (head of council) from among its members.

Members of the regional council are selected in various ways. Some will be comprised of candidates who received the most votes in the election (elected directly by voters). Some are elected to sit on both the regional council and the local municipal council. In some municipalities, members of local municipal councils are appointed by their councils to serve at the regional level. The head of council of a local municipality is a member of the regional council.

The head of a regional council is called a Regional Chair. The chair is chosen by a vote of the members of regional council or directly elected. Consult with your regional municipality for information about how your regional council is formed.

Who will form the new school board? The school board will be comprised of the school trustee candidates who received the most votes in the election. The elected school trustees will elect a Chair to lead the board.