PERIOD 2 GOOGLE CLASSROOM: Click  to join the Classroom OR use code n5ohjwy5

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Day 1 Jan 30 and Day 2 Feb 3

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  ​

 

Day 3 Feb 5

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

- review your responses to You Are Political

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

​​Homework:

Using each section of the book on political thinking, take notes on each thinking concept. 

• political perspective (page 6-7)

• political significance (page 8-9)

• objectives and results (page 10-11)

• stability and change (page 12-13)

 

Day 4 Feb 9 

• Overview of political thinking (continue worksheet)​

• Complete mind map of What is Civics

• Take a textbook from the back of the class. If you are comfortable, some students need to share as we don't have

• 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!

  • I suggest already starting to read the article in the Unit 1 Lesson 1 folder about a possible social media ban

 

Day 5 Feb 11

1. Open up your copy of What is Civics? What is Politics? 

2. Take a textbook from the back of the class. If you are comfortable, some students need to share as we don't have

3. Reminder to pre-read the article you will be analysing next week. Identify any vocabulary you don't understand, research the definition to help you learn what the word means.

Take pictures of pages you still need to read if you have not completed your note taking, return the textbook to the back of the class.

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​​​​​​​​​​​​​Day 6 Feb 17

Guest Speaker for Grade 9s and 10s

 

Day 7 Feb 19

Political Perspective lesson

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

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

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Day 8 Feb 23 

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 a possible Social Media Ban in Canada and apply the concepts to the issue using the 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 MARCH 6 11:59PM

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​Day 9 Feb 25 and Day 10 Feb 27

1. Wrap up political thinking.

2. Political thinking concepts article task - class time to work on it

 

​Day 11 - Mar 3

INTEGRITY DECLARATION

Continue political thinking concepts

Continue to work on article analysis - due March 6

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Day 12 - Mar 5 

Hand in your Integrity Declaration

Finish political thinking concepts

Article analysis - due March 6

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Day 13 - Mar 9 

1. Begin Unit 1 lesson 2: Values/Principles of Democracy

• enrichment videos: How Canada Became a Democracy: Part One; Part Two

2. Democracy Detective Challenge

•  your team must investigate the clues and identify the core values that Canada’s democracy is built upon.

 

Day 14 - Mar 11

Continue Unit 1 Lesson 2 Principles of Democracy

• Review principles

• Democracy report card

• Complete exit card and submit to Google Classroom

​--------------------------------------------------MARCH BREAK------------------------------------------------------

Day 15 - Mar 24

1. Review principles of democracy

2. Principles whiteboard check of understanding

3. Unit 1 Lesson 3

-What is a Healthy Democracy? on your own or with a partner, respond to: “You are founding a brand new country". Create rules for a democratic system. 

- Democracy Crisis Acivity

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

- brief introduction to Democracy Map

-Go to Google Classroom and review the upcoming assignment

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Day 16 Mar 26

Continue healthy democracy lesson

Review 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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​​Day 17 Mar 30

Review 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 news/current events websites).

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

• here are the instructions

• worksheet: Responsibilities of the Different Levels of Government

 

Day 18 April 1

• Provincial and Federal responsibilities - review

• play game Around The Town (Parliament of Canada)

 

Day 19 April 7

Finish Government Responsibilities

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Day 20 - April 9

1. Quiz: Government Responsibilities

2. Begin Unit 1 Lesson 5: Political Spectrum

• big question: Where do I fall?

• Make a copy of the worksheet My Political Spectrum Notes

  • Complete part A in class

  • Coming up: Complete the bottom 2 sections of your My Political Perspective Worksheet

 

Day 21 - April 13

• complete the paper copies of the political spectrum quizzes

• continue completing your U1L1 Political Perspective

 

Day 22 - April 15

Coming up: Unit 1 culminating (philosophy + perspective)

Continue Unit 1 Lesson 5 - learn about the political spectrum and parties​

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Day 23 - April 17

Continue Unit 1 Lesson 5 - learn about the political spectrum and parties

homework: complete your political perspective (from U1L1)

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TEACHER NOTES

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Day 25 - Nov 12

Continue Unit 1 Lesson 5 - learn about the political spectrum and parties 

Mark updated shared in class - posted in class (by student number - you must know your student number)

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Day 26 - Nov 14

Connect learning to political surveys - look at Appendix A results:

• count up each column (for example, if you have three 1s, add up to 3 and enter it on the bottom row)

• then add up all the numbers to get a final score in the last row 

• the higher the number, the more you align with right wing ideology, the lower the number means you are more left

• check where you plotted yourself on the diamond graph - if you are libertarian on personal issues, you are more progressive/liberal (left) and if you are more authoritarian, you are more conservative (right wing) on personal issues - if you fall in the centere, you are conservative on some issues and more progressive on others

• if you fall on the right wing on economic issues, you view the economy a certain way (eg less government involvement, less taxes) and if you fall on the left wing on economic issues, you view the economy another way (eg government should intervene, lower taxes)

• now try to do the handout "Where do these viewpoints fall"? - this is on paper in class

• beside each statement, write down whether you feel it is fiscally (which means economically) conservative (right wing) OR socially conservative (right wing on social issues) OR fiscally (economically) liberal (left wing) OR socially liberal (left wing on social issues)

Work on philosophy and perspective - this is your Unit culminating

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Day 27 - Nov 18 and Day 28 Nov 20

Review work from last class - socially liberal, socially conservative, economically/fiscally liberal, economically/fiscally conservative

Place the parties on the spectrum 

Complete your Unit 1 culminating - My Political Perspective and Philosophy - due Nov 21

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Day 29 Nov 24

1. Unit 1 Lesson 5: How Civically Engaged Are You? Begin tracking your effort to become more civically engaged.

2. b. How Civically Engaged Are You? Complete survey.

b. Prepare! Microlab discussion to explain and discuss sources selected that represent civic issues and actions (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.​ Examples will be shown in class!

• 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?

3. Start Do You Know Toronto anticipatory guide - BEFORE LESSON.

4. Civic Engagement Log (Unit 2 Culminating Part 1 posted)

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Day 30 Nov 26

1. In your partners or small groups, create an initial criteria list of what makes a civic action effective to address social issues based on what you shared about your civic issues/actions you researched.

2. Do you know Toronto? Watch this video to learn about some challenges facing Toronto.

3. Complete Do You Know Toronto anticipatory guide. 

 

Day 31 Nov 28

1. Take up Do You Know Toronto

• find your neighbourhood on the Toronto Life ranking list - do you find this useful/what are your thoughts about ranking neighbourhoods? 

2. Finalize your response about social issues and submit to Google Classroom.

3. Virtual Field Trip Break: House of Commons VR

Homework: U2L1 Read The Voices of Millions and answer questions

 

Day 32 Dec 2 

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

​Complete review of civic issues in Toronto

Reminder: homework Voices of Millions

 

Day 33 Dec 4

1. Make sure the Millions Voice article and answers are done!
2. Make a copy of U2L1 Online Civic Action Strengths and Weaknesses. Complete all of Part A. You need to get into partners or small groups to complete the brainstorming of strengths and weaknesses of using the internet as a tool for social justice and civic action.  Define key terms: Activism and Slacktivism
3. Make sure to summarize your arguments at the end of Part A. You will present this next class. 
4. Don't forget to keep making entries on your Civic Engagement Log!

 

Day 34 Dec 8 and Day 35 Dec 10

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

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

• get back in your groups using the ideas you came up with last class ​

• record your best arguments on the padlet shared in class (this is password protected - ask me 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 next period, you will present your findings to the class briefly

Keep these campaigns in mind. By the end of the unit, you will be creating a visual display on an iconic upstander related to 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 36 - Dec 15

Civic Action Then and Now with Elections Canada guest teacher - course summative assigned - due last week of January

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Day 37 - Dec 17

1. Stamps for completed work 

2. Share social media campaigns - review Unit 2 culminating part 2 - Civic Icons! 

3. Make a copy of U2L3 Analyzing Levers of Power - follow the instructions to select a reading and complete the analysis

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

4. Make a copy of U2L3 Exploring Being an Upstander and follow the instructions to complete the worksheet. 

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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⛪🤶🌟Merry Christmas and Happy New Year🎅❄️👼

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Day 38 - Jan 6

1. Discuss Analyzing levers of power worksheet - Review how to access levers of power in the TCDSB

2. Review Upstanders - consider some examples in class

3. Citizens Minutes icons practice/investigation

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Day 39 - Jan 8

1. Citizens Minutes icons practice/investigation

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Day 40 - Jan 12 - vote here!

1. Citizens Minutes icons practice - practice making a case! Class vote

Criteria (please note: you can use this same criteria for the final assignment to shape how you design your visual - the visual is what people will use to vote)

1. Significance of the Issue
Does the citizen address a real and meaningful civic issue?
Does this issue affect people in the community, Ontario, or Canada?
2. Contribution to the Common Good
Do their actions improve conditions that allow people to participate fully and fairly in society?
Do they especially support vulnerable or marginalized groups?
3. Effectiveness of Their Actions
Does the citizen take real, concrete action (not just talk)?
Is there evidence their actions are making a difference?
4. Civic Action
Do they use appropriate/effective types of civic action (advocacy, organizing, raising awareness, direct action - connect to the 4 steps we studied)?
5. Values and Perspectives
Are the citizen’s values and beliefs clearly reflected in their actions?
Do they represent or respect diverse perspectives or lived experiences?
6. Persuasiveness of the Case
Did the presenter clearly explain why we should care?
Was the argument convincing and well supported?

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Day 41 - Jan 14​​

​1. Finish up Civic Icons practice if necessary

2. Work period on Unit 2 culminating

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Day 42 - Jan 16

1. Work period on Unit 2 culminating

• submit Civic Engagement log and Civic Icon assignment by end of day

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Day 43 - Jan 20

1. Last lesson - Informed Citizenship! (Unit 2 Lesson 5)

2. Make sure your visual is submitted - will be printed and hung in hallway this week!

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Day 44 - Jan 22

1. Finish last lesson on informed citizenship 

2. Make sure you are working on your 30% summative task - you should have an issue selected and have begun your research!

3. Class vote on Civic Icon - 5% bonus to winner once school votes are tabulated

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Day 45 - Jan 26

​Work period on course summative

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Day 46 - Jan 28

​Work period on course summative

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BYEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE! 

Report to Careers on Jan 30

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TEACHER NOTES

Day 21 - April 8

Start Unit 2 Lesson 3: 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 3: 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 4: Federal Elections - makes sure your surveys are done

Begin researching candidates 

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Day 24 - April 16

Continue Unit 2 Lesson 4: 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 April 24

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

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Day 26 - April 24

Review Leaders Debate and fill in Debate Bingo

reminder to submit article for extra credit opportunity

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Day 27 - April 28 ELECTION DAY

Finish Unit 2 Informed Citizenship - complete exit card

Review basic election info from U2L4 

Begin U2L5 Political Spectrum (Ideologies) - Homework: do paper surveys

 

Day 28 - April 30 

Debrief the election results!

U2L5 Continued - explain culminating

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​​Day 35 - May 23

Make sure you have submitted the U3L1 assignments

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Day 36 - May 27

1. Stamps for completed work

2. Finish discussing levers of power - Review how to access levers of power in the TCDSB

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)?

 

Complete Upstanders for homework

Think of a civic issue you want to select for your summative assignment.​

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​Day 38 - Jun 2

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

 

Day 39 - Jun 4

Complete your civic action summative assignment

​Day 40 - Jun 6

Complete your civic action summative assignment

​Day 41 - Jun 10 (submit 30% summative) 

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​​​​​​​ ​​​​​​​Day 18 -  Oct 24 

1. Participate in the city of Toronto budget survey

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Day 22 - Nov 5

​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 36 - Dec 19

​MERRY CHRISTMAS

 

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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​​