Course Profile
Canadian Politics and
Citizenship, Grade 11, Open, Catholic and Public
Unit 1: Political Socialization
Time: 16 hours
This unit
provides students with a basic understanding of the process of political
socialization. This refers to the ways in which members of society acquire and
pass along their attitudes and beliefs about the political system in which they
live. Students learn about how various agents of socialization, including the
family, school, church, and mass media, among others, function in the formation
of individuals’ and groups’ political beliefs and subsequent actions. The unit
begins with a review of students’ knowledge and understanding of the content of
the Grade 10 Civics course. It then proceeds to introduce the concept of
political socialization and demonstrates how it functions on a personal level
through the use of a student-generated individual political socialization
timeline. Students analyse the influence of major agents of political
socialization through relevant case studies and other examples. These materials
help students understand the relationship between the process of political
socialization and the agents promoting it, and the continuing existence of
socio-economic and political inequality in
|
Activity |
Time |
Learning Expectations |
Assessment |
Tasks |
|
1:
Remembering Civics: An Introduction to the Politics Course |
1.25 hours |
CD2.01,
CD1.01, PI4.02, PI1.02, PI1.03, PI3.02 CGE3e |
Knowledge/ Thinking/Inquiry |
Review
Activity |
|
2:
Student Questionnaire on Political Knowledge and Participation |
3.75 hours |
CDV.03,
CD1.01, CD1.03, CD2.01, CD2.02, CD2.03, CD3.01, CD3.03, VBV.03, VB3.03,
PI1.03, PI1.04, PI3.02, PI4.02, PI4.05 |
Thinking/Inquiry Communication Application |
Completing
a two-part questionnaire Group
information sharing |
|
3:
Agents of Socialization - How our Political Identities are Shaped |
2.5 hours |
VBV.03,
CDV.03, CD3.01, VB1.01, VB2.02, VB3.01, PI4.03 |
Knowledge/ Thinking/Inquiry Communication |
Analysing
the influence of major agents of political socialization |
|
4:
Culminating Activity |
2.75 hours |
VBV.03,
CD2.01, CD2.02, PI1.03, PI3.01, PI4.05 |
Application Thinking/Inquiry Knowledge/ Communication |
Constructing
a personal Political Socialization timeline |
|
5:
Political Socialization: The Case of Native Residential Schools |
2.5 hours |
CD3.01,
CD3.03, PO1.01, PO3.01, PO3.02, PO3.03, DM3.01, VB2.01, PI2.01, PI2.02,
PI2.04, PI4.01, PI4.03, PI4.04, PI4.05 CGE1b,
1f |
Application Thinking/Inquiry Knowledge/ |
Case
study |
|
6:
The Influence of Television on Students’ Political Knowledge and Attitudes |
2 hours |
VB3.01,
VB3.02, VB3.03, PI2.03, PIV.01, PIV.02, PI1.01, PI1.02, PI1.02 |
Communication Application Thinking/Inquiry |
Completing
a survey Group
information sharing Discussion |
|
7:
Reinforcing the Status Quo – A Case in How Computer Simulations Affect our
Perceptions of Political Reality |
1.25 hours |
VBV.03,
VB3.03, CD3.03, PI3.02, PI2.04 |
Application Thinking/Inquiry |
Case
study |
Time: 75 minutes
The first
activity of the year is intended to help students get to know each other using
activity-based learning while at the same time helping them recall the
information they gained from the Civics course. Observation and interaction
with students make this activity a diagnostic one for the teacher and it
becomes an informal pre-test of much of the information and skills for the
course. It is the beginning of addressing all of the course expectations,
especially the ones listed below. The nature of this activity sends a message
to students that the knowledge and skills of all students is important and that
the teacher is a facilitator as well as a transmitter. Knowledge recall and the
skills of collaboration are addressed directly.
CD2.01 -
identify opportunities for citizens to participate in governmental and
non-governmental political decision making at the community, municipal,
provincial, federal, and international levels;
CD1.01 -
explain the importance of democratic principles such as political equality;
majority rule; minority representation; responsible government; representation
by population; decision making for the common good; the rule of law; and
universal human rights, freedoms, and responsibilities;
PI1.02 -
collect data from a range of media and sources;
PI1.03 -
classify and clarify information by using timelines, organizers, mind maps,
concept webs, maps, graphs, charts, and diagrams;
PI3.02 -
use political terms accurately;
PI4.02 -
work effectively both individually and in groups.
It is
expected that all students have taken the compulsory Grade 10 Civics course,
but it is acknowledged that they might have only a limited memory of what they
learned.
The
teacher’s first class meeting of the year might be an administrative one in
which the course does not actually begin. If that is the case, inform students
that this particular activity will begin the next class. Make multiple copies
of Appendix 1.1. Teachers should review the Civics curriculum and Course
Profiles, especially if they have not taught it before. Ideally, obtain the
course of study for the school and the textbook that students are using.
1. Begin the activity (see Appendix 1.1) once
the class has assembled; give students clear instructions and a time limit, but
do not spend much time on an overview or introduction – let the activity begin
the teaching. The teacher might want to refer to the Civics textbook that the
school uses and/or list some of the major topics in the course to jog their
memories. The teacher should participate.
2. Debrief this activity using general questions
such as the following:
· Which questions were easy/hard and why?
· Was it possible to fill your card?
3. Have the class assemble in small groups and
give students a sheet of general questions about the Civics course. Have the
groups write their answers on flipchart paper. A few extra copies of a Civics
text might help.
· What was the most interesting unit?
· What were three things that you learned about elections?
· What is one difference between Canadian politics and that of other countries?
· What methods of learning in that course helped you get a higher grade?
4. Debrief in the whole class and delve further
as necessary. This is a chance to assess students’ previous knowledge and
attitudes.
5. Finish the class with name whip circles of
about eight to ten students. The student designated to start says their name
and a place they would like to visit that begins with the same sound as begins
their name. The second student says, for example, “That is Maria and she would
like to visit
Note: The teacher will probably want to
spend at least one period working on setting classroom guidelines and then
posting them for the rest of the course.
Much of
the assessment is observing student interactions and participation in this
active learning. The teacher might want to hand out a short response sheet to
each group, outlining:
·
group
members;
·
date;
and
asking questions such as:
·
What
are two specific examples of how your group worked well today?
·
What
is one behaviour that your group needs to improve to learn more during group
work?
The teacher may wish to provide feedback.
Students
who have not taken the Civics course will be rare, but there may be one or two
– especially newcomers from out of the province or out of the country. Speak to
these students before the activity if possible. Spread these students out amongst
the groups for the second part of the activity. In addition, a plan needs to be
devised with their input to help them catch up.
Grade
10 Civics guidelines and Course Profiles
School
course of study and texts available at the school
The
Faculty of Education at the
There is also an excellent article on
discipline and establishing a positive classroom climate from the ASCD
(Association for Supervision and Curriculum Development) –
http://www.ascd.org/readingroom/books/curwin99book.html
Time: 225 minutes
In this
activity, students complete a questionnaire that assesses their prior knowledge
of politics and government, based on the Civics CHV2O course. The questionnaire
also contains questions relating to the level of political awareness and
involvement of students and their families. After students have completed the
questionnaire, the results are collated and discussed in class.
CDV.03 -
explain ways in which family, religion, gender, ethnicity, nationality,
socio-economic class, and other aspects of social and cultural identity
influence citizens’ political participation;
VBV.03 -
describe how political socialization shapes the political values and beliefs of
Canadians;
CD1.01 -
explain the importance of democratic principles such as political equality;
majority rule; minority representation; responsible government; representation
by population; decision making for the common good; the rule of law; and
universal human rights, freedoms, and responsibilities;
CD1.03 -
describe landmark Canadian struggles for the expansion of democratic rights;
CD2.01 -
identify opportunities for citizens to participate in governmental and
non-governmental political decision making at the community, provincial,
federal, and international levels;
CD2.02 -
explain the benefits to individuals, groups, communities, and societies of
political participation, and the challenges associated with equalizing the
participation of diverse groups;
CD2.03 -
evaluate the contributions of individuals and groups who have had an influence
on different levels of government;
CD3.01 -
evaluate the extent to which various segments of Canadian society participate
in the formal political process and informal political bodies;
CD3.03 -
describe the barriers to participation and representation in the political
process faced by various social groups, and identify strategies to overcome
these barriers through the legislative process;
VB3.03 -
evaluate ways in which major agents of political socialization influence the
ways in which Canadians participate formally and informally in politics;
PI1.03 -
classify and clarify information by using timelines, organizers, mind maps,
concept webs, maps, graphs, charts, and diagrams;
PI1.04 -
prepare summary notes in a variety of forms and for a variety of purposes;
PI3.02 -
use political terms accurately;
PI4.02 -
work effectively both individually and in groups;
PI4.03 -
demonstrate the ability to seek and respect the opinions of others;
PI4.05 -
communicate and exercise their own political views and convictions in a
responsible and democratic manner.
Students
draw on previous knowledge of politics and government that they acquired from
Grade 10 Civics. They also access the political knowledge, points of view, and
participation of the members of their immediate family.
The
teacher should provide students with a letter to their parents and/or other
adult family members, stating the aims and purposes of the Political
Participation part of the questionnaire. (See the expectations above.) Identify
which students are new to the country, province, or community. Arrange to
provide them with assistance in obtaining the information required for
completing the Political Knowledge part of the questionnaire. Photocopy a class
set of the Political Knowledge and Participation Questionnaire (Appendix 1.2)
for students and their family members. (Note: Teachers should ensure
that the letter adheres to protection of privacy and the anonymity of the
respondents. Adult family members may choose not to participate.)
1. Students complete, as an individual
assignment, the Political Knowledge part of the Political Knowledge and
Participation Questionnaire (Appendix 1.2) in class and submit it to the
teacher after 75 minutes. Students should use their general knowledge of
politics and government and aim to recall what they learned in their prior
study in Civics CHV2O.
2. Review with students effective questioning or
interviewing strategies (e.g., setting up an appointment when the person being
interviewed has time to talk, probing for additional information).
3. Have students take home the Political
Participation part of the questionnaire and complete it with an adult member of
their family.
4. Evaluate the Political Knowledge portion of
the questionnaire. Note patterns, and share them and the methodology used with
the class.
5. Students work in small groups to correct and
complete the Political Knowledge part of the questionnaire.
6. Students submit the Political Participation
part of the questionnaire to the teacher and/or members of the class for
collation and summary.
7. Analyse the results of the questionnaire in a
whole-class or small-group setting. Challenge students to hypothesize and offer
evidence from their research findings to support their conclusions about:
· the ways in which family, religion, gender, ethnicity, nationality, socio-economic class, and other aspects of social and cultural identity influence citizens’ political participation;
· the extent to which various segments of Canadian society participate in the formal political process and informal political bodies;
· the barriers to participation and representation in the political process faced by various social groups;
· potential strategies to overcome these barriers through the legislative process.
8. Organize a class discussion on the benefits
to individuals, groups, communities, and societies of political participation,
and the challenges associated with equalizing the participation of diverse
groups.
·
Formative
teacher assessment of students’ completion of the Political Knowledge part of
the questionnaire with correct answers to questions
·
Teacher
assessment of students’ completion of the Political Participation part of the
questionnaire
·
Teacher/self-/group
evaluation of discussion of the results of the Political Participation part of
the questionnaire
Teachers
provide special assistance and direction for refugees and/or students who have
no immediate family members in
Appendix
1.2 – Political Knowledge and Participation Questionnaire
Time: 150 minutes
The core
of this unit is to help students understand how they have been socialized as
political beings. This activity has students take a step back and obtain
background knowledge on the agents of socialization. Students are lead through
some familiar examples, then on to different agents of socialization, and end
with a focus on politics.
VBV.03 -
describe how political socialization shapes the political values and beliefs of
Canadians;
CDV.03 -
explain ways in which family, religion, gender, ethnicity, nationality,
socio-economic class, and other aspects of social and cultural identity
influence citizens’ political participation;
VB1.01 -
explain the relationship between the ways in which individuals and groups live
and the values and beliefs they hold;
VB2.02 -
explain the relationship between economic systems and political ideologies;
VB3.01 -
compare the processes of political socialization and political indoctrination
with regard to their effects on individuals, families, groups, and governments;
PI4.03 -
demonstrate the ability to seek and respect the opinions of others.
Students
might be taking (or have taken) the Introduction to Anthropology, Psychology,
and Sociology – HSP3M) and thus encountered ‘socialization’ They need to
understand that process in the narrower context of political socialization.
The
teacher prepares overheads and photocopies of the chosen examples. The teacher
might want to give students homework the day before – to bring in an example of
a well-known folk tale from their culture.
1. Divide the class into small groups. Give each
group a different handout with a nursery rhyme on it. Ask groups to recall the
nursery rhyme if they know it, but also to think about what other messages are
being sent to small children as they listen to them over and over. Messages
could be intentional or unintentional.
2. Distribute a second handout with folk
stories. They would be culturally diverse examples and could even have been
brought from assigned homework by students (i.e., examples form their own culture).
Have students again think about some of the messages. Discuss the results as a
class. Prompt the discussion by asking what messages are given about: gender,
manners and behaviour, good versus evil, the power of parents, etc.
3. Broaden the discussion to include
socialization directly. Tell students that socialization does not determine who
we are, but it does significantly shape our attitudes and our behaviour. Some
of us conform more or less; others resist. The forces can be conflicting or can
be cumulative.
4. Give
groups cards with agents of socialization written on them and ask students to
think of how that ‘agent’ affects our views of gender, manners, and money
(others could be added). Later, during a class discussion, students complete
the following chart:
|
Influence on … |
Gender Roles |
Manners and Behaviour |
Attitudes to Money |
|
Peers |
|
|
|
|
Media |
|
|
|
|
School |
|
|
|
|
Toys/Games |
|
|
|
|
Religion |
|
|
|
5. Finish the activity with a class discussion
about how these different agents of socialization affect people’s political
identities. This is not the definitive discussion; the lessons that follow will
help students gain more understanding. This activity is to raise questions in
their minds about:
· attitudes to the political system;
· voting habits;
· deeper involvement in political causes;
· the broad definition of what it means to be considered political.
6. Students use class time to make personal
notes on the effects of some of the socializing influences on them
(politically).
There are
various opportunities to assess during this activity, including observation of
group work with an actual criteria checklist that can be added to in the
future. The personal notes at the end of the activity could be assigned for a
homework check the next class.
The
teacher might see a need for carefully selecting the groups to give some
students extra help. One method might be to have students who are taking (or
have taken) the HSP3M course distributed throughout the groups. As always,
teachers need to be aware of the needs of ESL and ELD students. Positive
suggestions are made, for example, in the Grade 10 Profiles: Class time should
be set aside for the practice and reinforcement both in written and oral forms
of:
·
specialized
vocabulary/idioms;
·
wide
range of tense use, active and passive voice;
·
words,
phrases, and causal structures that indicate sequence/chronology, cause/effect
relationships;
·
statements
of opinion, interpretation, inference;
·
statements
of speculation/hypothesis/prediction;
·
statements
of belief, intent, necessity, persuasion, evaluation, definition;
·
formation
of questions for formal and informal circumstances, oral or written;
·
active
listening skills (e.g., phrases and syntax that express encouragement, requests
for repetition, clarification, and restatement).
If the
HSP3M course is being taught in the school, that teacher and course resources
could help give useful background for this lesson. The Internet can help with
folk stories if needed. There is, for example a good collection at
http://www.acs.ucalgary.ca/~dkbrown/storfolk.html
Time: 165 minutes
This
activity introduces the culminating demonstration that will wrap up the unit
and builds in student time for working on the assignment. Each student creates
a large-scale personal timeline of the political influences upon them – their
political socialization. The teacher goes over the key features of the unit,
introduces the assessment and evaluation procedures, and then helps students
begin their thinking about the work ahead. At the end of the unit, students
present their finished products to their classmates and display their work in
the school halls or other area.
VBV.03 -
describe how political socialization shapes the political values and beliefs of
Canadians;
CD2.01 -
identify opportunities for citizens to participate in governmental and
non-governmental political decision making at the community, municipal,
provincial, federal, and international levels;
CD2.02 -
explain the benefits to individuals, groups, communities, and societies of
political participation, and the challenges associated with equalizing the
participation of diverse groups;
PI1.03 -
classify and clarify information by using timelines, organizers, mind maps,
concept webs, maps, graphs, charts, and diagrams;
PI3.01 -
present ideas, understandings, and arguments effectively in a variety of
contexts, using graphic organizers and displays;
PI4.05 -
communicate and exercise their own political views and convictions in a
responsible, democratic manner.
Some
familiarity with timelines would be helpful, but students are given time to
practise.
·
Make
sufficient copies of the student handout (Appendix 1.3).
·
If
exemplars of student displays are available, have them ready to show the class.
1. Share with students the reasons for using
culminating demonstrations and the fact that the material for the unit is best
taught after students already know how they are going to demonstrate that
learning. Hand out the assignment sheet (Appendix 1.3) and go over the details.
2. Students, in groups of three or four,
brainstorm the different criteria for assessing the assignment, using the
expectations that the task is designed to meet. Discuss as a whole class and
narrow and finalize the criteria. Then give each group one of the criteria and
have them develop a four-level rubric for that one criterion based upon the
provincial levels of achievement. Rubrics can then be combined to make a full
rubric that will used to evaluate and grade the displays.
3. Explain the guidelines for constructing
timelines. Give students a fictional example – the teacher might use the life
of an imaginary student who goes on to college and later becomes the Prime
Minister. Explain the common symbols and conventions for constructing
timelines.
4. Introducing the assignment at this early
point helps because the teacher can relate further lessons back to the work
that students are doing. During each of the subsequent activities, the teacher
should allow students time to share the material they have so far with one or
two other students. In addition, this gives the teacher a chance to consult
with students individually and ensure they are on task and understanding the
assignment.
5. When
the assignment is handed in, students share with each other in a carousel
format. Each timeline is posted around the room and students move around and
view others’ assignments. The teacher will then want to find a more permanent
and more prominent place to display the timelines.
The
teacher consults with students as the unit progresses (at least once formally).
Students develop the rubric as described above. The teacher can influence the
criteria, which should include:
·
sufficient
information;
·
use
of timeline conventions;
·
accuracy.
A simple peer assessment form
could be used at this time. Students could travel in pairs and fill out a
reflection sheet together, asking such questions as:
·
What
are two things that most displays have in common?
·
What
are two things that were different about how people constructed their
timelines?
·
Is
there a general pattern that you observe after seeing them all?
·
What
is one strength that you see in your assignment now that you have seen others?
·
What
is one improvement that you would make?
If the
teacher feels that the creation of the timeline is beyond the abilities of
particular students the timeline could be constructed in pairs. It would become
a double line with events and influences from both students’ lives, but they
would be able to help each other do the actual constructing of the line.
There are
numerous examples of timelines in history books and on the Internet that could
help here. An interesting British example is on the BBC website –
http://www.bbc.co.uk/history/walk/index.shtml
Time: 150 minutes
Students
learn about residential schools in
CD3.01 -
evaluate the extent to which various segments of Canadian society participate
in the formal political process and informal bodies;
CD3.03 -
describe the barriers to participation and representation in the political
process faced by various social groups, and identify strategies to overcome
these barriers through the legislative process;
PO1.01 -
explain examples of tensions between individuals and groups with respect to
their needs and wants, using concepts such as gender, lifestyle, status, and
socio-economic class;
PO3.01 -
identify key strategies in resolving conflicts;
PO3.02 - evaluate a government’s approach to
resolving a significant conflict, using an appropriate conflict-resolution
model;
PO3.03 -
apply an appropriate conflict resolution model to a political issue that needs
to be resolved;
DM3.01 -
demonstrate an understanding that there are political, economic, and cultural
challenges in governing a complex society like that of
DM3.03 -
identify the types of decisions made by government that are critical for
protecting individual rights and promoting the common good;
DM3.04 -
evaluate the extent to which Canadian decision-making systems and institutions
reflect and foster
VB2.01 -
describe Aboriginal, French, British, and American influences on past and
present Canadian political values;
PI2.01 -
distinguish among opinions, facts, and arguments in sources;
PI2.02 -
evaluate the credibility of sources and information by checking for logical
errors, accuracy, and underlying assumptions, including prejudices and biases;
by analysing the quantity and quality of the evidence presented; and by
evaluating the methods used by authors to verify their claims;
PI2.04 -
draw appropriate conclusions about political events, issues, and trends and
their relationship to social, economic, and cultural systems, basing their
conclusions on an analysis of data and the application of political and social
theories;
PI3.01 -
present ideas, understandings, and arguments effectively in a variety of
contexts using graphic organizers and displays;
PI4.01 -
think creatively to reach resolutions to given issues and issues that they
select;
PI4.02 -
work effectively both individually and in groups;
PI4.03 -
demonstrate the ability to seek and respect the opinions of others;
PI4.05 -
communicate and exercise their own political views and convictions in a
responsible, democratic manner.
Students
draw on the knowledge of residential schools, and of the history of the
Aboriginal peoples in
Photocopy
a class set of the information sheet (Appendix 1.4) on The History of
Residential Schools in
1. Distribute a class set of the information
sheets, namely The History of Residential Schools in
2. The teacher discusses how to distinguish
among opinions, facts, and arguments in sources.
3. Students form groups to read the articles,
brainstorm, and prepare their responses to them, using the activity question
sheet.
4. Students evaluate the credibility of sources
and information
5. Students share their responses to the
questions from the activity sheet with the class as a whole.
6. Students construct a timeline of the history
of residential schools in
7. Have students prepare a chart summarizing the
students’ conclusions about the negative and positive effects of residential
schools on the students who attended them.
8. Students
discuss their opinions about the role residential schools played in the
political socialization of Aboriginal children in
9. Students discuss the issue of the
responsibility of governmental and non-governmental bodies
(e.g., churches) to redress the negative effects of the residential schools.
·
Formative
group/teacher assessment of group responses to the questions on the activity
sheet, based on students’ ability to understand and interpret information
provided
·
Formative
self-/teacher assessment of student preparation of the timeline and chart,
based on accuracy and completeness of information
·
Summative
teacher evaluation of student discussion of the issues raised by residential
schools, based on students’ understanding of the issues
·
Formative
assessment of students’ ability to evaluate the credibility of sources and
information
·
Provide
a brief historical background for students new to
·
The
teacher briefs students prior to group-work activity with activity sheet.
Appendix
1.4 – Student Activity Worksheet: The History of Residential Schools in
Volume 1
of the Report of the Royal Commission on Aboriginal People
Other
relevant sources (e.g., books by Basil Johnson or Maria Campbell, newspapers,
news magazines, the Internet) dealing with the topic of residential schools in
Attitudes
Time: 120 minutes
In this
activity, students complete a survey in order to study the effect of television
on their political knowledge and attitudes. Television is a powerful agent of
political socialization, especially among young people. This activity helps
students measure the amount of television they watch on a regular basis and
determine if there are any connections between this and their knowledge of, and
attitudes about, politics.
PIV.01 -
correctly use social science methods to gather, organize, and synthesize
information;
PIV.02 -
draw supportable conclusions about political events, issues, and trends and
their relationship to social, economic, and cultural systems;
VB3.01 -
compare the processes of political socialization and political indoctrination
with regard to their effects on individuals, families, groups, and governments;
VB3.02 -
analyse the variety of political messages that Canadian youth receive from key
agents of socialization;
VB3.03 -
evaluate ways in which major agents of political socialization influence the
ways in which Canadians participate formally and informally in politics;
PI1.01 -
formulate meaningful questions that lead to a deeper understanding of a
political issue and of the different ways to approach an issue;
PI1.02
- collect data from a range of media and sources;
PI3.01
- present ideas, understandings, and arguments effectively in a variety of
contexts using graphic organizers and displays.
Students
apply the knowledge and skills acquired from Activity 1 (Student Questionnaire
on Political Knowledge and Participation) to complete this activity.
Photocopy
a class set of the Student Survey (Appendix 1.5). Provide students and parents/guardians
with a brief written explanation of the purpose, objectives, and methodology of
the survey, in order that they may respond to the questions in it.
1. Students complete the survey and compile the
results.
2. Discuss the results of the survey with
students.
3. Have students determine the amount of time
they spend watching television.
4. Students respond to questions that measure
their degree of political knowledge, cynicism, and efficacy.
5. Students determine whether there is any link
between the amount of television they watch and the degree of their political
knowledge, cynicism, and efficacy.
·
Formative
assessment of students’ completion of the Student Survey
·
Teacher/self-/group
evaluation of discussion of the results of the Student Survey of the role of
television on students’ political knowledge and attitudes
Provide
special instructions and a copy of a Civics text for students new to Canada who
might be unfamiliar with the country’s political system, so that they may be
able to complete the parts of the Student Survey that ask specific questions on
information relating to it.
Television’s
Influence on the Political Attitudes of Children (primarily useful for
teachers) – http://www.transy.edu/homepages/alerity/influences.html
Hepburn,
Mary A. “The power of the electronic media in the socialization of young
Americans: Implications for social science education.” Electronic Library of
Simulations Affect our Perceptions of Political
Reality
Time: 75 minutes
This case
study of one popular computer simulation software allows students to examine
how there are messages about the political system everywhere – even in the
games we play. Students (even those unfamiliar with computers and computer
games) get a chance to see political socialization in action.
VBV.03 -
describe how political socialization shapes the political values and beliefs of
Canadians;
VB3.03 -
evaluate ways in which major agents of political socialization influence the
ways in which Canadians participate formally and informally in politics;
CD3.03 -
describe the barriers to participation and representation in the political
process faced by various social groups, and identify strategies to overcome
these barriers through the legislative process;
PI3.02 -
use political terms accurately;
PI2.04 -
draw appropriate conclusions about political events, issues, and trends and
their relationship to social, economic, and cultural systems, basing their
conclusions on an analysis of data and the application of political and social
theories.
Students
need to have some concept of the political spectrum and a general understanding
of the difference between the left and right wings. If not, this information
needs to be reviewed using a combination of oral questioning and small-group
discussion. In addition, the teacher needs to have some sense of students’
familiarity with information technology.
Sufficient
copies of a suitable article are needed if that method is chosen.
1. Create small work groups of students
(including at least one computer savvy person in each group). Start with a
general discussion about the popularity of computer simulation games, using
questions such as:
· Why are the hundreds of computer games that put the user in the centre of the action so popular?
· Who has played one of those games? What was the experience like?
Then move toward an agreement that these games might carry some advertently or inadvertently hidden messages.
· How might the programmers’ or the companies’ political opinions enter into the game?
On one level this is easy because many students will be able to describe the popularity and many of the games are ‘first person shooters’ so students know they advocate violence as a solution. The teacher needs to approach this topic carefully because this is an aspect of teen culture around which they might become particularly protective.
2. After this initial discussion, give each
group the following passage (see Resources for more suggested good articles).
SimCity is one of the most popular computer games on the market. It has been
played by a range of computer users including females and males and by people
of different ages. There are numerous spin-offs that reinforce the popularity
of this idea. In SimCity, players are
challenged to build an operating city that faces problems and demands quick
thinking and forward planning. Inevitably there is some simplification of the
whole process that is involved in making everything work in a city. The highest
position to which a player can aspire is Mayor. It is important to note that
the Mayor does not have the full range of decision-making chances that are held
by a real Mayor. If the Mayor, for example, raises taxes to increase social
spending on people and the environment, s/he does not do as well as if s/he
lowers taxes and increases opportunities for business expansion.
3. Have the groups talk about this passage
amongst themselves and then give them some questions to direct their inquiry,
such as:
· What is SimCity ‘teaching’ a player?
· How is this political socialization?
· Is this how life is or are there other chances to be a good Mayor?
· What will be the result if a young person is constantly exposed to arguments and ideas from one end of the political spectrum rather than a range of ideas?
4. Have students write about their ideas about
the class discussion, and ask them to add to their notes for the unit
culminating assignment.
The major
focus of assessment in this unit is the timeline culminating demonstration; the
continued assessment of group work and participation in class discussion,
therefore, provides a good balance.
There
are sources of critique on games such as SimCity;
one example is Sherry Turkle, “Seeing Through Computers” – http://www.prospect.org/print/V8/31/turkle-s.html
In
addition, there are organizations that try to show that there are alternative
ways to look at politics; most have Internet sites. One such Canadian
organization is the Canadian Centre for Policy Alternatives –
http://www.policyalternatives.ca/
Mix and
mingle with your classmates. Speak to as many people as you can. For each of
the following numbers, find someone in the room who fits the description and
put the person’s name (spelled correctly) in the box below–you can only use a
name once.
1. has a cat
2. knows the names of three political party
leaders
3. can give an example of what it means to be an
active citizen
4. can speak more than one language fluently
5. has recently visited a website with a
political focus
6. has an opinion on Senate reform
7. can explain what Médecins sans Frontières
does
8. likes the same recent film as you do
9. knows why Craig Kielburger is famous
10. can describe ‘lobbying a politician’ in their
own words
11. has participated in a march/protest or
attended a political meeting
12. can name his/her MPP
13. has recently read a book or magazine about
Canadian politics
14. knows someone who has recently had a baby
15. can give an example of how students are
affected by the municipal government
16. thinks that the Prime Minister is doing a good
job
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1 |
2 |
3 |
4 |
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5 |
6 |
7 |
8 |
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9 |
10 |
11 |
12 |
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13 |
14 |
15 |
16 |
Note
to students: This
questionnaire is designed to enable you to review the knowledge of politics and
government you acquired during the Civics course you studied. It is also
designed to assist you in determining the level of political participation in
your family and those of your classmates. You are to complete the first part of
the questionnaire (Political Knowledge) in class. You are to take the second
part of the questionnaire (Political Participation) home to be completed by one
or more adult members of your family. Accept a “no comment” answer from an
adult member of your family if that is the adult’s choice. Family members may
choose not to participate at all.
PART 1:
Political Knowledge
Answer
the following questions:
1. Name the following political figures: a)
Prime Minister of
2. State the three levels of government in
3. Name the five political parties that hold
seats in the House of Commons in Ottawa, and how many seats each of them currently
hold (after the most recent federal election).
4. Name the leaders of these parties.
5. Name the three political parties that hold
seats in the Ontario Provincial Legislature in Toronto, and the number of seats
each of them currently hold (after the most recent provincial election).
6. Name the leaders of these parties.
7. In your own words, explain the meaning of the
following terms: democracy, majority rule, minority rights, responsible
government, representation by population, common good, rule of law, human
rights.
8. State the three branches of government and
the main parts of each of them.
9. In your own words, explain the importance of
the following events in the historical development of Canada’s system of
government: a) Constitutional Act (1791), b) Rebellions of 1837-38, c)
Achievement of responsible government (1848-49), d) Confederation (1867), e)
Secret ballot (1874), f) Right to vote for women (1921), g) Persons Case
(1929), h) Statute of Westminster (1931), I) Definition of Canadian citizenship
(1947), j) Right to vote for Aboriginal peoples (1960), k) Patriation of the
Constitution (1982), l) Meech Lake (1990) and Charlottetown (1992) accords.
10. State two responsibilities performed by each
of the three levels of government.
PART 2:
Political Participation
1. Did you vote in each of the most recent
elections: a) federal, b) municipal, c) provincial?
2. If you answered “no” to question 1, explain
why you did not vote.
3. Are you a member of a political party?
4. Have you ever made a financial contribution
to a political party and/or candidate for electoral office?
5. Have you ever participated in an election
campaign on behalf of a candidate for federal, provincial, or municipal office?
6. Have you ever written a letter to the editor
of a newspaper expressing your opinion on a political issue?
7. Have you ever signed a petition dealing with
a political issue at the federal, provincial, or municipal level?
8. Have you ever contacted your federal MP,
provincial MPP, or municipal representative(s) regarding a political issue of
concern to you?
9. Do you regularly follow local, national, or
international political issues as they are covered in the media?
10. If you answered “yes” to question 9, which of
the following is your major source of news and information on political issues:
a) newspaper, b) magazine, c) television, d) radio, e) Internet?
11. If you answered “no” to question 9, explain
why not.
12. Do you regularly discuss local, national, or
international political issues with other members of your family?
13. If you answered “yes” to question 12, give
three examples of political issues you have discussed recently in your family.
14. Do you think it is important for young people
to study politics as part of their education in high school?
15. If you answered “yes” to question 14, explain
why. If you answered “no,” explain why not.
In this
assignment you will get a chance to apply what you have learned in this unit by
constructing a timeline of the political influences on your life so far. Each
student will get a piece of flipchart paper and will make an illustrated
timeline of his/her life which identifies key events and influences that have
shaped political views and actions. Each lesson in this unit will help you
collect more and more personal information.
Possible entries
·
political
views of your parents or other influential adults
·
favourite
TV shows
·
family
involvement in labour unions
·
material
learned at school
·
other
Details
·
collect
information as the unit progresses
·
share
draft ideas in small groups and conference with teacher
·
draw
a line to scale and enter information
·
illustrate
the chart for display
·
hand
in the final product
Assessment
Assessment
is based upon criteria that we develop together as a class, such as:
·
use
of timeline ‘conventions’;
·
sufficient
information;
·
accuracy.
Draft
due:
Finished
Display due:
Note to
teachers: Questions marked with an asterisk (*) are particularly relevant to
the issue of political socialization.
A. The
History of Residential Schools in
1. What was the purpose of residential schools?
2. When did the government become involved in
establishing residential schools in
3. During what period did the number of
residential schools in
4. What change of focus took place regarding
residential schools in the 1950s?
5. How do you think residential schools operated
as agents of socialization for young Aboriginal people who attended them? (*)
6. When did the residential schools start to
close and why?
B.
Treatment and Conditions at Residential Schools
1. Why were residential schools so unpleasant
for the students who attended them?
2. What kinds of punishments were given to
students at the schools?
3. In what ways did the experience of
residential schools stay with many Aboriginal people and their descendents long
after they had left them? (*)
4. How do you think the experience of
residential schools has affected Aboriginal people in later life? (*)
C. A
Typical Day in a Residential School
1. Describe a typical day in the life of an
Aboriginal student attending a residential school.
2. How was the education of boys and girls at
residential schools different from the education in other schools?
3. How does a typical day at a residential
school compare with that of your school today? (*)
4. How does this account of a typical day at a
residential school reveal the poor conditions and bad treatment that existed in
them?
D. The
Negative and Positive Effects of the Schools
1. What were the main negative effects of
residential schools on the Aboriginal students who attended them and their
families?
2. What do you think was the most serious
negative effect of the schools? Why?
3. What are many Aboriginal peoples asking the
government to do about the negative effects of residential schools?
4. Do you agree with the Aboriginal peoples’
demand for apologies and compensation from the federal government for
residential schools?
5. What were the main positive effects of the
residential schools?
6. In what way were the positive effects of the
schools probably unintended by those who established them?
7. Which effects of the residential schools do
you think are more significant, the negative ones or the positive ones? Why?
8. Do you think that Aboriginal children
benefited in any way from attending residential schools? (*)
1. Think of a regular school day. Including
before school, after school, and at night, how much television do you watch?
____ hours a day
2. Think of a regular Saturday or Sunday. How
much television do you watch? ___hours a day
3. List the five television programs you most
frequently watch and provide a brief description of the content of each of
them.
Scale of
Political Cynicism
Please
read each question and choose the answer which best matches the way you feel
about politics and government:
1. Think of the people who run the government in
2. Do you think that people in the government
waste a) a lot, b) some, c) do not waste much of the money people pay in taxes?
3. How much of the time do you think you can
trust the government in
4. Do you feel that almost all of the people
running the government really know what they are doing a) almost all of the
time, b) some of the time, c) almost none of the time, d) never?
5. Do you think that the government is usually
run a) for the benefit of all, b) for the benefit of a few big officials
looking out for themselves?
Scale of
Political Efficacy
Please
think carefully about each of the following statements and circle the answer
that matches the way you feel:
1. Voting is the only way that people can have a
say in the running of the government: a) strongly agree, b) agree, c) don’t
know, d) disagree, e) strongly disagree
2. Sometimes I can’t understand what goes on in
government: a) strongly agree, b) agree, c) don’t know, d) disagree, e)
strongly disagree
3. My family doesn’t have any say in what the
government does: a) strongly agree, b) agree, c) don’t know, d) disagree, e)
strongly disagree
4. I don’t think people in the government care
very much about what my family has to say about how the country should be run:
a) strongly agree, b) agree, c) don’t know, d) disagree, e) strongly disagree.
Scale of
Political Knowledge
Note to
students: This is NOT a test. Please write down the answer to each question you
know. If you do not know the answer, circle “don’t know.”
1. Who is the Prime Minister of Canada? (don’t
know)
2. What political party does he/she lead? (don’t
know)
3. Who is the Premier of Ontario? (don’t know)
4. What political party does he/she lead? (don’t
know)
5. Who makes the laws in
6. Democracy means that the people rule. a)
True, b) False
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