topic-6-and-7.doc

1. We reviewed and discussed the specific responsibilities of the three levels of government, the representation of Aboriginal concerns in provincial and federal government, and examples of what being an active and informed citizen involve.

1. Students paraphrased in their notes the things the Charter of Rights and Freedoms guarantees and protects for Canadians.
2. Students followed along through a mind-map explanation (with me drawing on the board) of how Canada came to be the country that it is.
3. Letters typed and editted for the Prime Minister were due today.

1. Today was a ‘fun’ class, but unfortunately we ‘learned’ a lot at the same time. (Go figure!)
2. Last class, students constructed a list of the Rights we enjoy as citizens of Canada. Today, we filled in the second part to that chart by listing the related ‘responsibility’ we all have with each right. For example, we have the Right to free health care. Our Responsibility is to not abuse that freedom and use it sparingly or when it is necessary.
3. The fun part in this class came from the impromptu role playing, examples that showed positive and negative examples, etc.

1. For Monday’s class, students need to have a typed copy of their letter to the Prime Minister. I have asked that they have their parents read it for editing to involve parents in the process of what the students are doing.
2. We began topic four of the unit which focuses on Rights and Responsibilities of Canadians in our Democratic society. We discussed some of the privileges we have in our school and what the correlating responsibilities are that go with them. We will continue this discussion on Monday.

1. We began the class in the classroom with the projector and I showed the students several video clips of different parts of debates in the House of Commons. Seeing that what goes on there isn’t always calm and formal makes it surprising for some that things are accomplished in government, if that is how they act sometimes. But it was clear this is how rules and laws are changed to make lives better for Canadians.
2. We returned to the class and students reviewed their topics to possibly discuss in their letter to the Prime Minister. This letter should be written out in rough draft by next class on Thursday.

1. I recorded some of the heated debates in the House of Commons  from February 1st (yesterday) for students to watch. As they watched, they were asked to look for the aggression between members, how each person had to address the Speaker of the House of Commons, and how it seemed topics could jump around. I asked the students to consider, “How do you think anything gets done when it’s crazy like this?”
2. Students were asked to write a letter to our Prime Minister to be sent to Parliament. They were encouraged to write about what they’ve been learning in class on elections, their own experience with elections recently, and any questions they had for him.
3. After this, there was more reading in the handout from the other day.

1. Students initially had a discussion about whether the current decision-making group elected to power were following the promises they made in their campaign debate. Some people clearly remembered the boys saying they would have free baking every Thursday while others heard a bake ‘sale’. Some disagreement was had over the price of the baking, which seemed higher than normal rates.

2. We read through some handouts that discussed the process for Federal Elections, how the Prime Minister is restricted to a certain amount of time he can be in office, how the people elected in the ridings are what comprise the House of Commons members and these numbers are what creates the majority group.

3. We had some interesting side discussions about what it is actually like in the House of Commons in that members are not allowed to speak directly to each other but have to speak through the Speaker of the House of Commons. We also talked about some of the controversy that’s formed when one member of Parliament will ‘cross the floor’ and switch from say the Liberal Party to the Conservative or vise versa. It was an interesting day of discussions.

   
   

4. PS: I think the boys (who won the election and have to now do all these things they promised) wouldn’t mind if someone proved that they weren’t doing their job and were forced to give up their power to the next group with the most votes. I think they’re a little tired of the criticism and complaints. Welcome to politics, gentlemen!

   

1. Today we started with a list of positive things we observed during the election process for the Grade 8 election. We also constructed a list of negative things or criticisms we had. We had a good discussion of some of the things observed during the process.
2. We looked at Leaders of political parties and how they are chosen. Between Stephen Harper and Peter McKay, Harper was the one chosen to represent the Conservative Party. We looked at the differences between these two men: one is a family man, the other single; one is in his early forties and greying, the other is in his late thirties and a very attractive, fit man. It is differences like these that may have contributed to the decision of who to lead the Conservative Party.
3. The students were left with some questions to ponder and have a Reflective Journal-type assignment to have completed for Wednesday’s class. What are your final thoughts about the process of the election and its outcomes?

1. Students did some last minute prepping and got themselves ready for their debate on the stage of the gym.
2. The voting students, Grades 5-9, joined us in the gym to listen to what the candidates had to say in their promises. The grade 8s did a great job in addressing some issues in the school they would like to improve and coming up with some practical ways of going about it.
3. The election results found Chris B and Cole H (and their group) were the ones with the most votes with Ashley B and Erik B next, Reagan M and Kyle W following, Amanda and Shawna next, and Jaylee I and Josh B last.
4. It is now up to Chris and Cole to actually follow through on some of the promises they gave their voters. If they fail to follow through within the next five days, the group with the most votes next gets their chance to take over. It all starts tomorrow!
    Some last minute prepping.

   
    Waiting for the debate!

   

   The grades 5 to 9 participated in the vote. Thanks all!

   

   Ashley B. and Erik B. gave the students their plans and promises if elected.

   

   Who knew Shane M. would actually voluntarily sing?!

    

   The students voted and followed the same practices as a Federal Election Vote. Their names were checked off, to ensure they only voted once, they voted in the privacy of a voting booth, folded their ballot and handed it to the Deputy Returning Office (me.. lol) and I put it in the box myself to ensure no one was able to ‘stuff’ the ballot box. It sounded like the kids enjoyed the process.

1. Some students have been working well on their campaigning for the Grade 8 Class Election. Today in class, students will work on creating a campaign platform, a poster to represent their group and what they stand for, and possibly, if time and ability allows for it, a quick little debate between party leaders. Glad to see some are making such an effort to be involved!