Gr.+10+-+Civics+-+Political+Leadership

Group Members: Maria Dipardo and Bruce Williamson Subject: Civics Grade: 10 Open

Key Learning: Being a thoughtful citizen requires me to make an informed decision for who I am voting for which includes understanding my personal beliefs and values as well as who would best reflect me.

Critical Challenge: Which federal political leader and party most effectively represents my beliefs and values?

Type of Challenge: Judge the better or best

Criteria: the party leader that BEST represents me will: - match my values and beliefs - principled - follows through with their promises
 * Students will need to identify what issues of the government are most important for them and their lives.

Background Knowledge: leadership, the political spectrum, definition of ideology, principled, bias, values, beliefs and what their needs are, knowledge on the political parties and their platforms, key issues, types of government, levels and branches of government.

Habits of Mind: critically minded and self-reflective

Thinking Strategies: 1. Students will use a __"Values Auction" chart__ where they will have fictious money to spend on various items of life choices thus outlining for them what they value and deem as important in life. 2. Students will then have a lesson on the political spectrum and then fill out a __survey__ on-line at [|www.politicalcompass.org]. 3. Students will be divided into four groups (of each political party) to research the party platform. (Political Party Research Chart) 4. __Rating Scale__ for comparison of leader and values.

Critical Thinking Vocabulary: argument, bias, evaluation, analysis, criteria facts, interpretation, judgement, justify, opinion, reasoned judgement

PRE-PLANNING: 1. Students should have prior knowledge on the leadership styles and the role of political parties within a parliamentary system. They also should have prior knowledge on the types, branches and levels of government. 2. Teachers will need a copy of the Values Auction from []. 3. Teachers will need to have students figure out where they fit on the political spectrum by either using the website - [|www.politicalcompass.org] or using the Political Parties in Canada resource (see attachment). 4. Teachers will need platform summaries of the four local parties within their municipalities.

Session 1: Values Auction (Blackline Master #1) - Discuss with students what is a value and what sorts of things do they value. - Have students look at the Values Chart (Blackline Master 1) where they will chose 5-10 top choices. - Teacher will then conduct the auction according to the instructions given. - Have students complete the writing activity for the Values Auction

Session 2: Political Parties in Canada (Blackline Master #2, 3) - Students should have prior knowledge on the leadership styles (authoritative, democratic, laissez faire) from the beginning of the course or unit. As well, discussion of the types, branches and levels of government is needed before this activity. Have students research and define political parties, draw party logos, party platform, examples of actual positions/stances on issues taken by the party using Blackline Master #2. - In a computer lab, have students research local parties and members using the Blackline Master #3 Preparing to Vote.

Session 3: Political Spectrum (Blackline Master #4) - After students have learned what the political spectrum is and how it works, have students go to the website [|www.politicalcompass.org] to see where they fit on the spectrum. If there is time, the teacher may want to use the Blackline Master 4 to compare their results to the website or incase they can not get computer access.

Session 4: Political Party Comparison (Blackline Master #5, 6, 7) - Put students into groups of 4, (the four local political parties) to research and be the expert on their assigned party. See blackline master #5, 6 Political Party Expert Group. - Then jigsaw students so each political party is represented in the four groups. - Have each polical party representative present their findings to the group so they can complete Blackline Master #7 Political Party Comparison Chart. - Then have students score each party based on their values.

Session 5: Position Paper (Blackline Master #8, 9) - Students will write a one page persuasive piece where they will discuss and justify who they chose and how that party and leader best represents them based on their values. An example of the assignment is Blackline Master 8 - The rubric to help assess their reasons is Blackline Master 9

Session 6: Mock Vote - Teacher may want to end the unit with a mock vote.