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Civics and Citizenship 

“[The common good] means protecting people, showing loving concern for each and every person, especially children, the elderly, those in need, who are often the last we think about.” 

- Pope Francis

PERIOD 2 GOOGLE CLASSROOM: Click  to join the Classroom OR use code obg3ir6

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Day 1 Jan 31 and Day 2 Feb 4

1. Complete student survey                                           

2. Intro to course expectations and course website.

3. Google Drive and work flow overview

4. Go to your Google Drive and create a Google Doc - title it "You are Political". 

  • Take one of the textbooks off the teacher's desk and read pages 4-5, answer questions Q1, Q2, and Q3 at the end of page 5; read pages 24-25, answer Q1, Q3 on page 25  

5. Begin Unit 1 Lesson 1: What is Civics? What is Political Thinking? (3-4 classes)

  • Intro to Civics in general - make a copy of this worksheet

  • Complete mind map of What is Civics

 

Day 3 Feb 6

  • Complete mind map of What is Civics

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Day 4 Feb 10 and Day 5 Feb 12

  • Overview of political thinking (continue worksheet)​

  • Coming up: Article analysis political thinking activity with assessment

    • using the criteria for the concepts of political thinking, read the article and apply the concepts to the issue using worksheet. Article will be ready next class!

Homework: So what does political thinking mean for you? Use My Political Perspective to figure this out.

Homework: For perspective we will use this case study on magic mushrooms to debate the different perspectives. Think about that issue from your assigned perspective!

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SNOW DAY 

PA DAY

FAMILY DAY

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Day 6 Feb 18

1. Election Day in Ontario is Feb 27!

We will pause our Unit 1 Lesson 1 now that we understand what politics is about and begin lessons related to the election. 

2. Unit 1 Lesson 2 - find your own copy of the Ontario Elections package in Google Classroom.

3. We will begin with Activity 1 

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Day 7 Feb 20

1. We will work on Activity 2 and 3 of the Ontario Elections package.

2. In small groups, you will research your assigned party/candidate and create a profile in canva template. This profile must be completed by February 24th (by end of class).

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Day 8 Feb 24

In small groups, you will research your assigned party/candidate and create a profile in canva template. This profile must be completed by end of class!

-make sure to complete Activity 3 on the candidate you were assigned

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Day 9 Feb 26

1. Whole class discussion of candidates and their party platforms - add to Activity 3 comparing all parties and their candidates in this school riding of Eglinton Lawrence.

2. Complete Activity 4 on your own.

3. Begin Activity 5 - one policy area will be modelled (health care) across two parties - Green and NDP

You must complete Activity 5 by examining one OTHER party's healthcare policy ideas on your own (either Liberal or Conservative). **You will get extra credit if you do both parties**

You may:

a. decide to choose another policy area (eg education, affordability) and compare all 4 parties on that area independently (**extra credit**)

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Day 10 Feb 28

1.Finish modelling NDP explanation of policy decisions on healthcare

2.Watch clips of the Ontario Elections Debate and complete Activity 6. Question 1 was completed as a whole class. Complete the rest of the questions independently. 

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Day 11 March 4

1. Complete Activity 7 as a whole class and small groups. 

2. Complete Activity 8 independently. 

SUBMIT YOUR U1L2 ELECTIONS ONTARIO ASSIGNMENT BY END OF DAY TODAY.

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Day 12 March 6

Political Perspective lesson

Homework: complete "Who am I - Personal Beliefs," and "Where am I From -Communities of Place" over the March break. This is on the U1L1 ‘Political Perspective’ worksheet.

 

Day 13 March 17

1. Explanation of U1L1 culminating assignment - complete in Google Classroom.

  • using the criteria for the concepts of political perspective and significance, read the article on TV food advertising laws and and apply the concepts to the issue using this worksheet. 

2. Continue Political Thinking Lesson - perspective and significance.

HOMEWORK: READ ARTICLE AND LOCATE POLITICAL PERSPECTIVES IN THE ARTICLE. TAKE NOTES ON THE SIDE WHERE INDICATED.

GOAL: SUBMIT THE ARTICLE ANALYSIS TO GOOGLE CLASSROOM BY _________

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Day 14 March 19 and Day 15 March 21

1. Wrap up political thinking.

2. Political thinking concepts article task - class time to work on it and submit final version

Permission form handed out for trip to Queens Park April 2nd. 

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Day 16 - March 25  and Day 17 - March 27

Begin lesson 2: Principles of Democracy

Use this slide deck to learn about the general principles and origins of democracy

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Day 18 - March 31

Unit 2 Lesson 3: find all the handouts here

- then review case studies of events that strengthen or challenge democracies, place them on the scale with a brief description

-What is a Healthy Democracy? on your own or with a partner, consider what characteristics a healthy democracy has, what a healthy democracy looks and sounds like (hint: recall the principles of democracy)

-Go to Google Classroom and answer the discussion question

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Day 19 - April 2

Continue healthy democracy lesson, review democracy scale - homework check

 

Day 20 - April 4

Complete worksheet on healthy/unhealthy democracy events in the news and submit to Google Classroom (use only NEWS sources like CBC, CNN, CP24, The Toronto Star, and other newspaper websites).

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Start Unit 2 Lesson 4: answer just the first section of the worksheet, Informed Citizenship.

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Day 21 - April 8

Start Unit 2 Lesson 4: Informed Citizenship.

-discussion of how to become informed during an election

-voting simulation: Wendy Abbott vs Tracy Bell (round 1)

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Day 22 - April 10

Continue Unit 2 Lesson 4: Informed Citizenship.

-revisit local election simulation: Wendy Abbott vs Tracy Bell (round 2)

-view lesson material posted in Google Classroom 

-complete exit card by next class

-homework: survey 3 adults on most important election issues in this federal election

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Day 23 - April 14

Start Unit 2 Lesson 5: Federal Elections - makes sure your surveys are done

Begin researching candidates 

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Day 24 - April 16

Continue Unit 2 Lesson 5: Federal Elections - create your candidate communications materials! We have a presentation this period but please continue to work on this for homework.

Homework: watch leadership debate (play leaders debate bingo), continue to work on communications materials, complete article analysis about the debate if you can

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Day 25 - April 22 - have article analysis complete for class

Complete communications materials on your assigned candidate - need to put them up for tomorrow's Student Vote!

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​Day 6 Sept 18

Terry Fox Walk/BBQ

Homework: ‘Political Perspective’ worksheet

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Day 7 Sept 20

1. Case study on magic mushrooms to debate the different perspectives.
2. Continue political thinking concepts - review article analysis 

​OPTIONAL HOMEWORK: READ ARTICLE AND LOCATE POLITICAL PERSPECTIVES IN THE ARTICLE

3. Finalize your ‘Political Perspective’ worksheet and work on figuring out what your perspective is using the question prompts. Save this document in your Unit 1 Lesson 1 folder. This is worth 2 stamps - progress will be checked.

4. Upcoming evaluation - using the criteria for the concepts of political thinking, read the article on safe injection sites and apply the concepts to the issue using this worksheet. The article is located in your Unit 1 Lesson 1 folder.

GOAL: SUBMIT THE ARTICLE ANALYSIS TO GOOGLE CLASSROOM BY NEXT WEEK

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Day 8 Sept 24 and Day 9 Sept 26​

1. Wrap up political thinking.

2. Political thinking concepts article task - class time to work on it and submit final version

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Day 10 - Sept 30 

Begin lesson 2: Principles of Democracy

Use this slide deck to learn about the general principles and origins of democracy

 

Day 11 - Oct 2

Complete principles of democracy organizer and exit card and submit to Google Classroom by end of period. 

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Day 12 - Oct 4

1. Unit 2 Lesson 2: find all the handouts here

- then review case studies of events that strengthen or challenge democracies, place them on the scale with a brief description

-What is a Healthy Democracy? on your own or with a partner, consider what characteristics a healthy democracy has, what a healthy democracy looks and sounds like (hint: recall the principles of democracy)

-Go to Google Classroom and answer the discussion question

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Day 13 - Oct 8 and Day 14 Oct 10

Review lesson 2 principles of democracy

Check of work completed for stamps 

Unit 1 Lesson 3 Healthy democracy - complete assessment task

 

Day 15 -  Oct 16

Continue healthy democracy lesson, Complete worksheet on healthy/unhealthy democracy events in the news and submit to Google Classroom (use only NEWS sources like CBC, CNN, CP24, The Toronto Star, and other newspaper websites).

 

Day 16 -  Oct 18

Start Unit 1 Lesson 4: What role does government play in my life?

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Day 17 -  Oct 22

Unit 1 Lesson 4: What role does government play in my life?​

  • Submit evaluation on government responsibilities on Thursday (go to Google Classroom

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Day 18 -  Oct 24 

1. Participate in the city of Toronto budget survey

2. Provincial and Federal responsibilities - review

3. play game Around The Town (Parliament of Canada)

4. complete evaluation in Google Classroom and in Socrative (room 216 V)

For the next lesson (go to Google Classroom to complete this task): 

  • begin thinking about a civic issue you are aware about or care about and,

  • an action that was taken or is being taken to address the issue and create positive change.

    • This can be action that you did yourself about a civic issue or an example taken from the past or present by someone else.​

  • select a primary or secondary source about the civic action to bring to class and explain.

    • This can be an image, an advertisement, a public campaign slogan/poster, text from a speech, social media post, news article, email message, etc.​

Be ready to speak about the issue and the action using some or all of the following prompts:

a. What is the civic issue involved and what is my position on this issue?

b. What groups are involved in this issue? Are their views similar or different?

c. Why should others care about this civic issue?

d. What action was taken to address the issue? How does this action contribute to the common good?

e. Is the action creating positive change? How?

f. What role can I play in addressing this civic issue?

 

Day 19 -  Oct 28 and Day 20 Oct 30

Unit 1 Lesson 5: How Civically Engaged Are You?

1. Microlab discussion to explain and discuss sources selected that represent civic issues and actions.

b. How Civically Engaged Are You? Complete survey.

2. As a class, create an initial criteria list of what makes a civic action effective to address social issues. 

3. Unit 1 Culminating Part One assigned: How Civically Engaged are you (log). Begin tracking your effort to become more civically engaged. <Go to Google Classroom to begin!

 

Day 21 - Nov 1

1. Read: U1L5 The Voices of Millions and answer questions

REMINDER: How Civically Engaged are you (log). Begin tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

 

Day 22 - Nov 5

REMINDER: How Civically Engaged are you (log). Begin tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

1. DEBATE: The internet is a powerful tool for social justice and civic action. 

  • Discuss responses to Million Voices

  • Define key terms: Activism and Slacktivism

    • finish the first sectin of the worksheet - watch the two videos and respond to questions​

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Day 23 - Nov 7

DEBATE: The internet is a powerful tool for social justice and civic action. 

  • work in your groups using the placemat to record your ideas in response to the above statement. 

  • use the responses to Voices of Millions article to get you started with some arguments for and against as well as the videos we watched in class 

    • complete Part A chart of "Online Civic Action Strengths and Weaknesses" worksheet - conduct some online research to help you

  • record your best arguments on the padlet shared in class (this is password protected - check Google Classroom for the password

1. Return to your small groups and use your learning to find an example of a civic action carried out using the internet - complete Part B of the worksheet to identify which criteria it meets from our class list

2. By the end of the period, you will present your findings to the class briefly

Keep these campaigns in mind. By the end of the course, you will be creating a visual display on a civic issue to raise awareness in the school.

REMINDER: How Civically Engaged are you (log). Begin tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

 

Day 24 - Nov 11

Complete your Online Civic Action Strengths and Weaknesses Part B with your groups - check image file in the lesson folder (unit 1 lesson 6) for a picture of the whiteboard with your movements you selected

1. Optional Assessment: Civic Engagement Exit Card (Google Classroom)

REMINDER: How Civically Engaged are you (log). Continue tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

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Day 25 - Nov 13

1. Make a copy of U1L6 Analyzing Levers of Power - follow the instructions to select a reading and complete the analysis

2. Make sure to save it in your Unit 1 folder.

REMINDER: How Civically Engaged are you (log). Continue tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

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Day 26 - Nov 18

1.Make a copy of U1L6 Exploring Being an Upstander and follow the instructions to complete the worksheet

2. Coming Up: Civic Action Then and Now

REMINDER: How Civically Engaged are you (log). Continue tracking your effort to become more civically engaged. <Go to Google Classroom to continue making entries!

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Day 26 - Nov 20

1. Stamps for completed work 

2. Review criteria for an effective civic action and share social media movements

3. Analyzing levers of power worksheet

 

Day 27 - Nov 22

1. Stamps for completed work 

2. Analyzing levers of power worksheet

3. Review criteria for an effective civic action and share social media movements

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Day 28 - Nov 26

​1. Stamps for completed work

2. Finish discussing levers of power

 

Day 29 - Nov 29

1. Review how to access levers of power in the TCDSB

2. Review Upstanders

3. Civic Action Then and Now - group activity

KEY QUESTIONS:

  • What did they want changed in their society (objective)?

  • What ways did they take action? (see graphic)

  • Did they achieve their goals (results)?

Homework: finish your log of civic engagement, be ready to submit next week

4. Think of civic issue you are interested in for your Unit 1 culminating

5. Homework: review Unit 1 culminating in Google Classroom

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Day 30 - Dec 3 and Day 31 - Dec 5

1. Civic Action Then and Now - finish up review of the case studies

2. Complete a civic action template together (model) - make your own copy

3. Homework: finish your log of civic engagement, be ready to submit Friday

4. Pick civic issue you are interested in for your Unit 1 culminating next class Dec 9

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Day 32 - Dec 9

1. First > REMINDER: How Civically Engaged are you (log). Go to Google Classroom and submit the log if you haven’t done so on time. 

  • Open your copy of U1L6 Template for Civic Action that you made on Thursday

    • Make sure each of the 4 parts of the chart are completed with point form notes on how you would complete each step to get what you want (equal funding for all girls athletic facilities). Check with your seatmate and compare what you have in each part of the chart. 

2. Go to Google Classroom and review the first page of the Unit 1 Culminating Part 2 task. You have to select a civic/social issue you want to research and focus on for the rest of the course. 
3. Go to the Classroom stream and answer the question about which issue you would like to focus on for your final summative assignment.  

  • Please reply by end of class. You will have 1.5 class periods to work on it this week. 

  • You should be actively working on it as soon as you see my reply to your answer to the question today which will confirm which issue you have been assigned. I will reply fairly quickly.

  • The due date for your Unit 1 culminating is Dec 20th. You will receive it back quickly and then should work on part 2 over the break and into January. We will discuss and review this next class together. 

4. We will begin Unit 2 on Dec. 17th. Unit 2 is much shorter than Unit 1 (yay!).

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Day 33 - Dec 11

1. Complete a civic action template together (model)

2. Work on your Unit 1 culminating (part 2) 

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Day 34 - Dec 13

Work on your Unit 1 culminating (part 2) 

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Day 35 - Dec 17

​​​Unit 2 Lesson 1: Political Spectrum

  • big question: Where do I fall?

2. Make a copy of the worksheet My Political Spectrum Notes

  • Complete part A in class

  • Homework: complete the paper copies of the political spectrum quizzes and work through as much of the worksheet as possible

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Day 36 - Dec 19

​MERRY CHRISTMAS

 

Day 37 - Jan 6

1. Continue U2 Lesson 1: Political Spectrum

2. Take the CBC Vote Compass survey to learn where you fall on the political spectrum**. 

USE CODE 7a628d

**This will help with the political philosophy task 

 For Unit 2 Lesson 1: if you haven't completed the work and received the stamps, please do the following:

  • follow the instructions on the U2L1 worksheet "My Political Spectrum Notes"

  • Complete part A using the video and textbook pages (take pics of the pages before you leave for break)

  • Complete part C using just the textbook pages for now

  • Complete the paper copies of the political spectrum quizzes  (take a picture of your results and save it to your Unit 2 folder)

  • Review the My Political Philosophy assignment so you know what you have to do at the end of the lesson. 

  • You can try completing the little quiz at the end of the worksheet (optional)

I will check and stamp everything on our first day back in class in January.

 

Day 38 Jan 8 and Day 39 Jan 10

1. Finish taking up political spectrum worksheet - kahoot review

2. Take the CBC Vote Compass survey to learn where you fall on the political spectrum**.

USE CODE 7bad46

**This will help with the political philosophy task 

3. Add to your Political Perspective ideas you have learned from the lesson about where you fall on the spectrum and the political beliefs you have - this will also be submitted

4. Review political surveys - do last survey together (fiscally conservative (right wing) or fiscally liberal (left wing) OR socially conservative (right wing) or socially liberal (left wing)

5. Kahoot challenge

6. Submit perspective and philosophy assignments to Google Classroom by Jan 13.

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Day 40 Jan 14

Submit perspective and philosophy assignments to Google Classroom

1. Reminder: field trip on Thursday, take first lunch, meet in classroom at 11:50am, leave around 12:15

2. U2L2: Government Budgets 

-optional assessment on budgets

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Day 41 Jan 16

1. U2L3 Provincial Bills - how to pass a bill into law. Refer to "How a bill becomes a law".

2. Field Trip to Ontario Legislature

3. Work on optional assessment on budgets.

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Day 42 Jan 20

Finish provincial bill activity.

Work period - Unit 2 culminating. Submit by end of day!

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Day 43 Jan 22

1. U2L4 Voting Rights Through Time​​​​​

2. Continue working on your summative task - final step! (due Jan 29)

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Day 44 Jan 24 - Jan 29

1. Work periods - summative task due Jan 29

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TEACHER PLANNING NOTES​

Day 31 May 9

YPI WORK PERIOD

​Day 33 May 15

YPI WORK PERIOD

Day 34 May 17

ONGOING: plan YPI PRESENTATION

check in with YPI team for work to complete 

​​Day 35 May 22

YPI WORK PERIOD

Day 36 May 24

  • YPI WORK PERIOD

​Day 37 May 28

  • YPI FINAL PRESENTATIONS

  • please make sure to complete the YPI survey

  • WORK ON FINAL YPI REFLECTION

Day 38 May 30

1. watch YPI finals in auditorium
SUBMIT YPI FINAL REFLECTION TO GOOGLE CLASSROOM

​​Day 39 June 3

1. finish unit 2 lesson 3 if needed

2. Begin Unit 2 Lesson 5: Civic Action Then and Now

Make a copy of this worksheet and answer the questions in part one.

  • Part One - log on to socrative and transfer your responses there to the questions: What is one thing you would like to change in your school, community or society? What could you do to change it?

Day 40 June 5 and Day 41 June 7

​1. Unit 2 Lesson 5: Consolidation: select a civic issue you'd like to change and complete the Civic Action organizer*

**this is your Unit 2 culminating due by June 11

Day 42 June 11 

1. Work on Unit 2 lesson 4 final assignment

2. Make sure all YPI supporting documents are in your folder.

3. Make sure all of your Civics worksheets are in your folder.

SUBMIT UNIT 2 CULMINATING

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​​​ypi instructions

**please note, anything underlined on this page is a link - click on it to open a document or go to another webpage.

 

IMPORTANT DATES

YPI PROGRAM BEGINS ON: 

TEAMS FORMED: 

TEAM #1: 

TEAM #2: 

TEAM #3: 

TEAM #4: 

TEAM #5: 

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CHARITY SELECTED AND APPROVED BY:  

VISIT/INTERVIEW COMPLETED BY: 

FINAL PRESENTATION ON: 

SCHOOL WIDE FINAL: 

​​​​​​​​​​Day 20 - Nov 3

1. YPI and Ernst&Young workshop - mentors will help teams develop their presentations on social issues

Day 44 Jan 30

END OF COURSE

EXTRA LESSONS

​Day 10 - Oct 4

1. Lesson: Are the political processes and structures in Ontario and Canada fair?

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Day 11 - Oct 6

1. Continue Lesson on political processes and structures

2. Group work: Making it fair

Complete exit question and submit to Google Classroom​​​

Day 12 - Oct 12

1. Sharing of group work: Making it fair

2. Complete exit question and submit to Google Classroom

3. Begin lesson 4: What is a healthy democracy?

  • find all the handouts here​​

Begin Unit 2: Informed Citizenship

Day 27 - Nov 30 and Day 28 Dec 2

1. Finish Why Verify Lesson and start Lesson 1.b Investigate the Source - submit exit card to Google Classroom

2. ​If you finish your charity shortlist, complete the first part of the Investigate the Source worksheet.​

​Day 32- Dec 14 and Day 33 - Dec 16

1. Begin Digital Literacy lesson #1B:  Investigate the Source

2. Complete Digital Literacy lesson #1B

  • Submit Unit 2 lesson #1B Exit Card on Google Classroom

Day 34 - Dec 19

1. Make sure your exit card is submitted to Google Classroom

Remember to track your learning on the Unit 2 Culminating assignment sheet

Day 35 - Dec 21

Finish lesson Unit 2 1B, start lesson 1C

Day 36 - Dec 23

1. Play Fact or Fiction - join the game following this link

  • debrief digital literacy skills and review sample culminating handbook

OVER THE BREAK

Day 37 - Jan 10

1. YPI check in - discuss with group members what needs to get done

2. Review Worksheet 2.1b Investigating the Source - flying cars verification

3. Review Worksheet 2.1c Checking the Claim 

  • value vs factual claim slide deck

  • fact checking sources

  • check your returned 2.1C practice assessment in Google Classroom > review responses

  • record key ideas in your unit culminating planner

4. Begin last lesson: Bots & Trolls

Day 41 - Jan 12

1. YPI check in - discuss with group members what needs to get done

2. Continue last lesson: Bots & Trolls

3. Work on Unit 2 Culminating Part 1

​YPI lessons omitted in 2024

Homework: YPI Session #1​​

Day 9 - Feb 29

1. YPI LAUNCH OF PROGRAM

2. Tasks: 

  • Start making a list of at least TEN charities that you can think of - think of pamphlets and mail you get at home, ads around the city, charities your family knows about, charities on social media...

    • create the list in a google doc, save it to your YPI session 1 folder 

  • ⭐Decide if you would like to select one group member for this YPI project. I will partner partners. I will ask for your partner next week

  • Review Session 1 worksheet "Introduction to YPI".

Optional: Complete the My Toronto reflection and save in your Session 2 folder.

Answer the questions below:

What do you like about living in Toronto?

What do you dislike about living in Toronto? Or what would you like to change?

Do you feel comfortable in your neighbourhood? Do you feel a sense of belonging?

⭐Let me know who your YPI partner will be next week​

Day 10 - March 4

Tell me who you would like to work with on the YPI project. 

Spend 15 minutes adding to Political Perspective chart.

1. Start YPI Session #2 : 

Do you feel comfortable in your neighbourhood? Do you feel a sense of belonging?

**check out this website that ranks Toronto's best and worst neighbourhoods

2. Start YPI Session #2: An Introduction to Social Issues and save to your Session 2 folder.​

Day 11 - March 6

1. YPI Session 2 continued (slide deck here)

2. COMPLETE 'DO YOU KNOW TORONTO' ANTICIPATION GUIDE.​

  • Complete the BEFORE part before doing any research 

  • Then complete the AFTER lesson part of the ‘Do YOU know Toronto?’ worksheet by accessing the Vital Signs backgrounders  and finding facts to support or refute/oppose the statements.   

Optional Enrichment: Read this article on the challenges and opportunities the pandemic has brought to Toronto to help you better answer the upcoming Do You Know Toronto reflection question.

Optional Enrichment: watch what happens when a wealthy neighbourhood in Toronto finds out it's getting a homeless shelter - click here

1. YPI SESSION #3 

2. Review Social Issues and Social Service Charities backgrounder

3. Create a mind map in Google Drawing or another app like Canva that shows your own connections to social issues. See the sample in the Session 3 slide deck and also saved in the YPI Session 3 folder. Save your own version to your Session 3 folder!​

Day 15 - March 25

1. Before choosing a charity to research for your YPI project, you will first choose a social issue you would like to address.

2. Select a social issue your group cares about and complete Researching a Social Issue . 

-->Find your group's copy in Google Classroom. 

-->you will start to research your social issue and plan a presentation that covers:

  • why the social issue is important to you and your team values

  • causes of the social issue. (e.g. historical/current)

  • how the issue impacts our local community/city with examples

  • how the social issue relates to other issues

  • everyday change(s) people can make to their behaviours that would help address the issue

  • THREE local charities in Toronto that address the social issue; explain the work they are doing 

  • the sources you used to find information

Each group member MUST:

  • participate in the preparation and delivery of the presentation

  • speak with clarity, confidence and enthusiasm, and use effective body language (eye contact and gestures) where applicable

3. Click here for a list of online presentation tools you can use to make your presentation more interesting, interactive and engaging.

Day 16 - March 27

Continue Researching a Social Issue

  • View sample presentations

  • CREATE your own group presentation, practice your part 

  • presentations will take place on April 5

Finalize and practice presentation and work on individual component

EASTER

Day 17 - April 2

Finalize and practice presentation

Go over Dos and Don'ts, ideas for hooks

Day 18 - April 4

YPI Session 4: Presenting a Social Issue (8 minute presentations)

Submit individual reflection to Google Classroom​

Day 19 - April 10

1. YPI Session #5 (session 5): Understanding Charities

2. Review your feedback on practice presentations - what was good? what needs to be improved?

3. Review eligibility requirements for YPI charities. 

4. Coming Up: Charity Research - complete short list of charities and submit by FRIDAY APRIL 12. Split up the work and click DONE in Google Classroom!

  • Please try to ‘think outside the box’ and avoid using only a Google search. Many other YPI students in Toronto may be searching for a charity to research too. If everyone calls the top few charities displayed on a Google search, certain charities will be overwhelmed with requests. There are likely charities struggling to raise awareness in Toronto, and they could really use some help!​

Day 20 - April 12

1. Review the good and areas in need of improvement for our presentations skills

2. Charity Research - complete short list of charities and submit by FRIDAY APRIL 12. Split up the work and click DONE in Google Classroom!

***WHEN YOU HAVE RECEIVED APPROVAL TO CONTACT A CHARITY FROM ME, CLICK HERE TO VIEW A SAMPLE EMAIL YOU CAN SEND.​

Day 21 - April 16

1. YPI Session 6

  • Email charities from your shortlist.

*CLICK HERE TO VIEW A SAMPLE EMAIL YOU CAN SEND

  • create a timeline for rest of the project with your group

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