Please look at this file with questions to review the Unit on Government of Canada in preparation to the Unit Test
1. Government of Canada Review Questions 2. Government of Canada Kahoot -CLICK HERE Play the Kahoot (top 5 students get bonus marks) 3. Please consider the following notes for your review Canadian Government notes Operation of Government notes
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WHAT WE DID TODAY: 1. WE PRESENTED OUR GOVERNMENT PROJECT IN GROUPS OF 6 PRESENTATIONS: * IN GROUPS, NUMBER OFF THE PRESENTERS (WHO GOES FIRST, SECOND, THIRD, ETC) * EACH PRESENTER NEEDS A STOP WATCH SO THAT THEY CAN SEE THE RUNNING TIME FOR THEIR PRESENTATION. THEY MUST SPEAK: MINIMUM 8 MINUTES (IF YOU SAID EVERYTHING YOU WANTED AND THERE IS STILL TIME -TALK ABOUT YOUR FAVOURITE PART ONE MORE TIME OR ANSWER QUESTIONS FROM YOUR CLASSMATES) MAXIMUM 15 MINUTES * AFTER YOU FINISHED YOUR PRESENTATION, SIT DOWN AND WAIT UNTIL ALL PRESENTERS IN OTHER GROUPS ARE DONE AS WELL * GIVE YOURSELF A MARK (SELF-ASSESSMENT) AND EVERYONE IN THE GROUP GIVES YOU A MARK (PEER ASSESSMENT) ASSESSMENT RUBRIC -CLICK HERE WHEN EVERYONE FINISHED PRESENTING, THE REMAINDER OF CLASS: REVIEW FOR THE UNIT TEST A. CREATE THE UNIT MIND MAP( IN SMALL GROUPS) B. CANADA'S GOVERNMENT KAHOOT -CLICK HERE C. GOVERNMENT VOCABULARY JAM HOMEWORK: STUDY FOR THE UNIT TEST EXPLAIN YOUR MIND MAP (OF THE ENTIRE UNIT) TO A MEMBER OF YOUR HOUSEHOLD
What we did today:
TASK 1. WORK WITH THE GOVERNMENT MIND MAPS PARTNER TEACHES EVERYTHING FROM THE MIND MAP AND THEN SWITCH ROLES TIME: 6 MINUTES EACH. HAVE A TIMER OUT AND VISIBLE TASK 2. WORK ON YOUR GOVERNMENT PROJECT -45 MINUTES PROJECT "COMPARE CANADA'S GOVERNMENT TO GOVERNMENT OF ANOTHER COUNTRY" -CLICK HERE Assessment rubric -CLICK HERE TASK 3. WE PLAYED A VOCABULARY GAME IN TEAMS ON VOCABULARY.COM What we did today:
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constitution.pdf | |
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Task 3: Look at the Canada's Charter of Rights and Freedoms and in groups of 4-6 students receive and assignment to study a section of the Charter and present to class
Assignment:
1. In your group of 4, number off 1-4. Each student will receive a section from the Charter of Rights and Freedoms.
A. Read your section
B. Google the definitions of all important concepts and be able to explain them (e.g "peaceful assembly")
C. Come up with at least one example of each concept in your section: e.g. peaceful assembly is "the right to participate in peaceful demonstrations, protests, parades, meetings, picketing and other assemblies", so the example is "the UBC students walked out of their classes to peacefully protest food disparities on campus"
D. Present your explanations and examples to your group
2. #1 - Fundamental freedoms
#2 - Democratic rights and Mobility rights
#3 -Legal rights
#4 -Equality rights and Official languages rights (sections 16 and 20)
3. You will have 20 minutes to research the concepts and 10 minutes to present
Assignment:
1. In your group of 4, number off 1-4. Each student will receive a section from the Charter of Rights and Freedoms.
A. Read your section
B. Google the definitions of all important concepts and be able to explain them (e.g "peaceful assembly")
C. Come up with at least one example of each concept in your section: e.g. peaceful assembly is "the right to participate in peaceful demonstrations, protests, parades, meetings, picketing and other assemblies", so the example is "the UBC students walked out of their classes to peacefully protest food disparities on campus"
D. Present your explanations and examples to your group
2. #1 - Fundamental freedoms
#2 - Democratic rights and Mobility rights
#3 -Legal rights
#4 -Equality rights and Official languages rights (sections 16 and 20)
3. You will have 20 minutes to research the concepts and 10 minutes to present
Simplified Charter of Rights and Freedoms
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9-1-3f.pdf | |
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What we did today:
1. We learnt about the steps of how a bill becomes a law and recorded them in our Mind maps
2. We practiced passing a bill into a law in a simulation activity in class
3. We watched a video about passing a law
TASK 1 -OPEN THIS DOCUMENT AND GO THROUGH THE STEPS WITH A TEACHER -CLICK HERE
RECORD THE STEPS INTO THE MIND MAP
TASK 2 -WE ARE GOING TO MAKE GROUPS OF 4 PEOPLE
* CABINET -1 PERSON
* HOUSE OF COMMONS -1 PERSON
* PARLIAMENTARY COMMITTEE -1 PERSON
* SENATE -1 PERSON
A. CABINET WRITES A BILL
B. HOC HAS THREE READINGS (PARLIAMENTARY COMMITTEE IS BETWEEN 2ND AND 3D READING)
C. SENATE HAS 3 READINGS
AT ANY STAGE IN THE PROCESS A BILL CAN BE EITHER PASSED THROUGH OR STRUCK DOWN)
WE ARE GOING TO PASS A BILL (CREATE A NEW PROPOSAL FOR A LAW IN OUR SCHOOL)
Examples of issues you may consider to write your Bill about:
* Issues of Homework (e.g. making it mandatory, or cancelling it)
* Issues of Tests and Exams (e.g. "there should be no final exams or Provincial exams"
* Issues of Universities Admissions (e.g. "Universities should not consider the Grade 12 final grades for admissions"; or " Universities should consider a lottery system to admit students to programs"
1. Pick an issue that concerns you
2. Write a proposal (A Bill) to create a new policy, or amend (change) or cancel an existing policy (Person 1 -Cabinet drafts the bill)
3. Follow the steps in passing the bill into a law
A. Introduce your Bill (Person 2 -"House of Commons" reads the Bill in English and French (you can get creative and translate your bill into both Canada's official languages)
B. Vote on the bill "in principle" -Person 2 "votes"
4. Bill is sent to Parliamentary Committee
A. Person 3 -"Committee" looks at the bill and suggests any changes
5. Bill goes back to Person 2 -"the House" and goes through the 3d reading and a final vote
6. The bill is now passed to Person 4 -"Senate"
A. Person 4 looks at the bill and also makes suggestions
B. There are 3 readings in Senate and a final vote
7. Once the bill passed through both houses and a committee, it goes to the Governor General for a "Royal Assent"
8. Now the Bill is signed into a Law and is now "In Force"
TASK 3 -WATCH A REVIEW VIDEO ON HOW LAWS ARE PASSED IN CANADA
RECORD THE STEPS INTO THE MIND MAP
TASK 2 -WE ARE GOING TO MAKE GROUPS OF 4 PEOPLE
* CABINET -1 PERSON
* HOUSE OF COMMONS -1 PERSON
* PARLIAMENTARY COMMITTEE -1 PERSON
* SENATE -1 PERSON
A. CABINET WRITES A BILL
B. HOC HAS THREE READINGS (PARLIAMENTARY COMMITTEE IS BETWEEN 2ND AND 3D READING)
C. SENATE HAS 3 READINGS
AT ANY STAGE IN THE PROCESS A BILL CAN BE EITHER PASSED THROUGH OR STRUCK DOWN)
WE ARE GOING TO PASS A BILL (CREATE A NEW PROPOSAL FOR A LAW IN OUR SCHOOL)
Examples of issues you may consider to write your Bill about:
* Issues of Homework (e.g. making it mandatory, or cancelling it)
* Issues of Tests and Exams (e.g. "there should be no final exams or Provincial exams"
* Issues of Universities Admissions (e.g. "Universities should not consider the Grade 12 final grades for admissions"; or " Universities should consider a lottery system to admit students to programs"
1. Pick an issue that concerns you
2. Write a proposal (A Bill) to create a new policy, or amend (change) or cancel an existing policy (Person 1 -Cabinet drafts the bill)
3. Follow the steps in passing the bill into a law
A. Introduce your Bill (Person 2 -"House of Commons" reads the Bill in English and French (you can get creative and translate your bill into both Canada's official languages)
B. Vote on the bill "in principle" -Person 2 "votes"
4. Bill is sent to Parliamentary Committee
A. Person 3 -"Committee" looks at the bill and suggests any changes
5. Bill goes back to Person 2 -"the House" and goes through the 3d reading and a final vote
6. The bill is now passed to Person 4 -"Senate"
A. Person 4 looks at the bill and also makes suggestions
B. There are 3 readings in Senate and a final vote
7. Once the bill passed through both houses and a committee, it goes to the Governor General for a "Royal Assent"
8. Now the Bill is signed into a Law and is now "In Force"
TASK 3 -WATCH A REVIEW VIDEO ON HOW LAWS ARE PASSED IN CANADA
HOMEWORK: Know the steps in the passing the law process
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
how_bill_becomes_law_steps.pdf | |
File Size: | 785 kb |
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What we did today:
1. We finished watching the video from last class
2. We Worked on worksheet about Electoral systems and figure out the pros and cons of each
3. We conducted a group work on voting
4. We working through the voting worksheets
TASK 1. WATCH A VIDEO about History of Federal Elections in Canada and then complete the reading
A. We will stop and write down the major milestones in history of Canada's elections
A. We will stop and write down the major milestones in history of Canada's elections
B. Read the following information -CLICK HERE
* For each subheading (1-10) make three points (record in your notes) to summarize the section
* For each subheading (1-10) make three points (record in your notes) to summarize the section
TASK 2. LOOK AT THE WORKSHEET ABOUT THE ELECTORAL SYSTEMS AND PROS AND CONS OF EACH
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electoral_systems.pdf | |
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TASK 3. WORK WITH THE VOTING WORKSHEETS
In groups of 4-6, look at one worksheet per group and prepare a short presentation explaining it to others
*everyone in your group must say something during presenting
*everyone in your group must say something during presenting
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b._rotating_stations_booklet_info_sheet.pdf | |
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c._rotating_stations_booklet_info_sheet.pdf | |
File Size: | 420 kb |
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change_e._rotating_stations_booklet_info_sheet.pdf | |
File Size: | 592 kb |
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d._election_ballots.pdf | |
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Task 4 Complete the worksheet 2E election process
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ss11_2e_election_process.pdf | |
File Size: | 114 kb |
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Homework:
1. Finish Task 4-worksheet and textbook work
2. Explain the lesson to a member of your household
1. Finish Task 4-worksheet and textbook work
2. Explain the lesson to a member of your household
Review Notes from last class-clickhere
In pairs, ask Questions using questions stems and your Gov't Mind maps
1. Open Blooms Questions stems
2. Ask 3 questions from each level of questions
2. Ask 3 questions from each level of questions
What we did today:
1. We completed a series of exercises and a political parties webquest
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7._political_spectrum_case_studies.pdf | |
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9._key_parties_and_issues_blank_note.pdf | |
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10._which_canadian_political_party.pdf | |
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Political parties web quest -Complete this and hand in on schoology (take pictures of your work)
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political_parties_webquest.pdf | |
File Size: | 83 kb |
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Homework: Complete the webquest (see above) and hand in on Schoology
What we did today:
1. We watched a documentary film and answered problem questions of lower voter turnout at the elections
Mr. Bloom's Presentation - CLICK HERE
tasks
1. Listen to a 6 minute interview titled "As It Happens The Drop: new documentary asks why young people don't vote" -CLICK HERE
A. Discuss the main points that you heard in the interview with your partner
B. Come up with THREE issues that you would address if you were in charge of increasing the youth vote in the elections. What would you do?
2. Watch the following TED Talk clip
A. Discuss the main points that you heard in the interview with your partner
B. Come up with THREE issues that you would address if you were in charge of increasing the youth vote in the elections. What would you do?
2. Watch the following TED Talk clip
3. What is the talker proposing? Do you agree or disagree with his points? Discuss with your partner
4. Think -write-pair share "Would I vote in the next elections? Why or why not?"
A. List as many reasons as possible and write a full paragraph
B. Share and discuss with your partner
4. Think -write-pair share "Would I vote in the next elections? Why or why not?"
A. List as many reasons as possible and write a full paragraph
B. Share and discuss with your partner
WHAT WE DID TODAY:
1. WE LEARNED ABOUT THE ELECTORAL PROCESS AND PUT THE STAGES ON THE MIND MAP
2. WE LEARNED ABOUT THE TYPES OF GOVERNMENTS (MAJORITY, MINORITY AND COALITION) AND PUT IT ON THE MIND MAP
3. WE WORKED ON AN ELECTION PROCESS WORKSHEET 2E
1. WE LEARNED ABOUT THE ELECTORAL PROCESS AND PUT THE STAGES ON THE MIND MAP
2. WE LEARNED ABOUT THE TYPES OF GOVERNMENTS (MAJORITY, MINORITY AND COALITION) AND PUT IT ON THE MIND MAP
3. WE WORKED ON AN ELECTION PROCESS WORKSHEET 2E
REVIEW FROM LAST CLASS:
GO TO THIS LINK -CLICK HERE AND DISCUSS CANADA'S MAJOR POLITICAL PARTIES
GO TO THIS LINK -CLICK HERE AND DISCUSS CANADA'S MAJOR POLITICAL PARTIES
Mr. Bloom's Presentation - CLICK HERE
TASK 1 -LISTEN TO A TEACHER'S PRESENTATION AND RECORD NEW THINGS IN YOUR MIND MAP
A. USE THIS CHART TO HELP YOU -CLICK HERE
B. USE THIS WORKSHEET TO HELP YOU EXPLAIN THE ELECTORAL SYSTEMS -CLICK HERE
TASK 2 -WATCH THE VIDEO THAT EXPLAINS CANADA'S ELECTORAL SYSTEMS AND MAKE NOTES WHEN DIRECTED BY THE TEACHER
A. USE THIS CHART TO HELP YOU -CLICK HERE
B. USE THIS WORKSHEET TO HELP YOU EXPLAIN THE ELECTORAL SYSTEMS -CLICK HERE
TASK 2 -WATCH THE VIDEO THAT EXPLAINS CANADA'S ELECTORAL SYSTEMS AND MAKE NOTES WHEN DIRECTED BY THE TEACHER
TASK 3 -COMPLETE THE WORKSHEET 2E (SEE BELOW)
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ss11_2e_election_process.pdf | |
File Size: | 114 kb |
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HOMEWORK: FINISH THE WORKSHEET 2E
What we did today:
1. We used social studies inquiry processes to analyze the differences in Indigenous governance structures. □
2. We compared and contrasted governance structures to understand how Indigenous sovereignty was affected by the imposition of the Indian Act.
1. Warm up:
a. Opening circle
b. Land acknowledgement
c. Question of the day
2. Learning Activities:
a. Respectful language versus legal language
b. Brief discussion, what we know going in?
c. Lecture: Indigenous Governance and the impact of the Indian Act
a. Opening circle
b. Land acknowledgement
c. Question of the day
2. Learning Activities:
a. Respectful language versus legal language
b. Brief discussion, what we know going in?
c. Lecture: Indigenous Governance and the impact of the Indian Act
Mr. Bloom's Presentation -CLICK HERE
Discussion: one wonder or insight based on what we learned?
Independent work time: Please complete this worksheet -CLICK HERE
Closure:
Independent work time: Please complete this worksheet -CLICK HERE
Closure:
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