Civics+-+Government+and+the+People

Unit 1: Government and the People Time: Critical Thinking Question:
 * How do different forms of government influence decision-making on issues of civic importance? **

What type of government or leadership is most effective in resolving issues of civic importance?

Strands: Informed Citizenship, Purposeful Citizenship, and Active Citizenship. Overall expectations;


 * The EUs are in bold.


 * ICV.01 demonstrate an understanding of the need for democratic decision making;**
 * PCV.01 demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions;**
 * ACV.01 apply appropriate inquiry skills to the research of questions and issues of civic importance;**
 * ACV.02 demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.**

Specific expectations IC1.01 explain the causes of civic conflict and how decision-making processes and structures can avert or respond to such conflicts (e.g. by ensuring that individuals and community needs are met, by developing strategies for adapting to change); IC1.02 compare the benefits and drawbacks of democratic and authoritarian forms of decision making, drawing on examples from everyday contexts (e.g., with respect to the rights and responsibilities of citizens; the rule of law; the common good; the parliamentary system; majority rule and the rights of minorities, including Aboriginal peoples); IC4.01 analyze contemporary crisis or issues of international significance (e.g. health and welfare, disasters, human rights, economic development, environmental, and terrorism.) PC1.01 describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of expression, freedom of religion, work for the common good, respect for the rights of others, sense of responsibility for others); PC1.03 articulate and clarify their persoanl beliefs and values concerning democratic citizenship (e.g., voting age, compulsory military service, mandatory retirement age); AC1.01 formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources (e.g., texts, reference materials, news media, maps, community resources, the Internet); and indentify main ideas, suppporting evidence, points of view, and biases in these materials; AC1.02 organize information, using a variety of methods and tools (e.g., summaries, notes, timelines, visual organizers, maps, comparison organizers); AC1.03 communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials, Web pages, visual organizers, dramatizations); ACV.03 demonstrate an ability to collaborate effectively when participating in group enquiries and communityactivities; AC3.01demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate); AC2.01 - analyze approaches to decision making and conflict resolution that can affect their own lives;


 * Unit** **Description**

The objective of this unit is to provide students with a theoretical foundation that is needed for grade 10 Civics [CHV2O]. The concepts discussed in this introductory unit will function as a premise that students will be required to return to in later units which will ask them to apply this knowledge to real-life civic issues. Students will be asked to critically examine and evaluate different models of government and decision making strategies. They will also be introduced to a wide variety of skills that will be needed throughout the duration of this course such as, problem solving, research, public speaking, debate and writing among others. We believe that by developing these vital interdisciplinary skills, students will gain the ability to become informed and active citizens that will experience success in life. Creating an inclusive unit that meets the needs of both academic stream and applied stream learners is a central challenge. This required us to construct a culminating activity and unit activities based on the principles of differentiated instruction. We feel that students should be provided with a variety of opportunities to demonstrate and apply their understanding; this is reflected in the unit’s formative and summative tasks. The unit’s culminating activity builds upon the themes, knowledge and skills obtained in the unit’s pervious activities and asks students to apply what they learned to a real-life situation. The purpose of the culminating is twofold. First, it will allow students to understand the relevance of the unit’s theoretical foundation to real-world issues; we believe this will make the unit more meaningful to students. Secondly, the application skills developed in the culminating will be needed later on in the course when students will be asked to apply their learning to current civic issues.
 * Rational**

Our group worked collectively in order to form a unit which would meet our personal interests, while conceding with the requirements of Ontario’s Curriculum. We all agreed that this unit needed to act as a springboard that would introduce students to critical thinking techniques and engage their interest in the civic decision making process. We adapted a backward design approach as we collaboratively selected our unit expectations according to the provincial curriculum guidelines. Next, we developed a culminating activity that reflected our overall expectations for the unit. We then brainstormed themes, topics and possible activities that would develop the skills needed to perform the culminating. Each individual was responsible for creating an activity for the unit. In addition, all members of the group we assigned responsibilities based on their strengths and interests. Our Planning Manager, Anna, insured that our group met all deadlines and requirements needed to complete the unit. Mark, our Research Manager, provided group members with a variety of resources for our activities. Our Assessment and Evaluation Manger, Dustin, was responsible for insuring that our team used a variety of diagnostic, formative and summative evaluations. Mike, our Presentation Manager made sure that all group members understood the requirements of our class presentation. Our ability to create this compressive unit is based on our ability to coordinate our ideas and our willingness to learn from each others talents.
 * Design Process **


 * RESOURCES (common)**

Mewhinney, Robert, and Jan Haskings-Winner. //Passport to Civics.// Don Mills, Ontario. Pippin Publishing, 2008.

Civics: Helping Haiti Unit 1: Culminating Activity ** The Culminating Activity: What is the best way to help Haiti? What we have learned from previous experiences and mistakes. As we have been hearing in the news, the country of Haiti has suffered a disastrous earthquake that has nearly destroyed its capital Port-au-Prince. Hundreds of thousands has been declared dead and many are still missing. This disaster leaves Haiti in a vulnerable position and in need of good leadership. Throughout this unit we have learned about different forms of government, leadership styles and decision-making. In this activity you will research leadership styles that have been helpful and/or harmful in other countries during times of distress and disaster. In researching how these countries handled such situations, you write a letter to René Préval, the president of Haiti, advising him on courses of action that he should take in order to recover from the earthquake. Some delegates from OCHA (United Nations Office for the Coordination of Humanitarian Affairs) are coming to our school. They want to know how countries in the past have handle disasters similar to the one in Haiti. In groups of 5 you will research a catastrophe that has occurred. You will choice from a list of disasters listed below. In your presentation you will discuss the following: · What was the country like before the disaster occurred? What was their form of government? What was the general standard of living? · Talk about the disaster: Describe what occurred? How many people died/were injured? · What was the reaction of the local government? Was the reaction helpful or harmful? What kind of leadership skill or flaws did the local politicians have? · What was the reaction of the international community? Were there any leaders in the international community that stood out as being //very// helpful or //not// helpful at all? In order to make the presentation, you will need: · A poster with pictures that show the country before, during and after the catastrophe. · An outline of the main points of your presentation. · A bibliography of the sources that you used for the presentation. Each member of the group will have a role: · Three research managers: These people will compile information that they think is relevant to their topic. o One person will compile information about the country before the disaster, another person will compile information about the disaster itself and the other research manager will research about the aftermath/the country today. o These members of the group will also be in charge of making sure that the bibliography is in the proper format. · Visual manager: This person will compile the images used in the poster. · The director: This person will be in charge of the organization of the group. The director will be charge of getting the group together, makes sure that everyone is in agreement, and that everyone has role in the presentation. This person will also be in charge of the outline. · 1986 Chernobyl disaster in Ukraine (former USSR) · 1998 Ice Storm in Canada. · 2004 Tsunami /hurricane in Indonesia, Thailand, Sri Lanka and India. (This topic can be chosen by more than one group. Each group will concentrate on one country.) · 2005 Hurricane Katrina in the U.S.A. · 2008 Cyclone Nargis in Myanmar. Written Component: ** Everyone in the class will write a 1 page formal letter to the President of Haiti, René Préval, giving him advice about what kind of a leader Haiti needs during this difficult time. Talk about the catastrophe that you and your group have studied and how President Préval can learn from these experiences. Concentrate on these points: · What are useful leadership styles during a time of chaos? · What are the valuable lessons about leadership and government that can be learned from the catastrophe that your group researched? -Is democracy the best form of government when dealing with a national crisis?
 * Unit One: Government and the People **
 * Scenario: **
 * Your Task**:
 * Possible Topics:**

Culminating Activity Rubric: Helping Haiti – Group Presentation & Letter to President of Haiti

ACV.02 Demonstration of Knowledge /10 || Demonstrates an excellent degree of understanding of concepts related to civics including leadership styles, forms of government, etc. in a variety of forms 10 9.7 9.4 9 8.5 8 || Demonstrates a very good understanding of concepts related to civics including leadership styles, forms of government, etc. in a variety of forms
 * Category || Level 4 || Level 3 || Level 2 || Level 1 ||
 * ** Knowledge/Understanding **

7.8 7.6 7.3. 7 || Demonstrates a satisfactory understanding of concepts related to civics including leadership styles, forms of government, etc.

6.8 6.6 6.3 6 || Demonstrates little to no understanding of concepts related to civics including leadership styles, forms of government, etc.

5.8 5.6 5.3 5 || ICV.01 Critical Thinking Research Skills
 * ** Thinking/Inquiry **

/10 || Critical thinking skills are applied with high degree of effectiveness by thoroughly justifying the most effective leadership style and type of government in each case. Demonstrates excellent use of appropriate research skills related to issues of civic importance 10 9.7 9.4 9 8.5 8 || Critical thinking skills are applied with considerable clarity and effectiveness by justifying the most effective leadership style and type of government in each case. Demonstrates very good use of appropriate research skills related to issues of civic importance 7.8 7.6 7.3. 7 || Critical thinking skills are applied with moderate effectiveness, although more justification is needed when explaining the leadership style and type of government in each case. Demonstrates good use of appropriate research skills related to issues of civic importance 6.8 6.6 6.3 6 || Critical thinking skills have been used with limited clarity and effectiveness as little to no justification was provided with respect to leadership styles or the type of government in each case. Demonstrates limited use of appropriate research skills related to issues of civic importance 5.8 5.6 5.3 5 || ACV.01 Focus and Clarity of Presentation Application of Research /10 || Presentation is clearly focused, and offers insight that is clearly understood by the audience Applies relevant information and multiple resources from previous case studies to support conclusions made in letter to President 10 9.7 9.4 9 8.5 8 || Presentation is focused throughout and easily understood by audience Applies some relevant information and resources from previous case studies to support conclusions made in letter to President 7.8 7.6 7.3. 7 || Focus of the presentation is somewhat easy to follow and is somewhat understood by the audience Applies limited information from previous case studies to support conclusions made in letter to President 6.8 6.6 6.3 6 || Focus of the presentation is vague and or off topic and the information not understood by the audience Applies little to no information from previous case studies to support conclusions made in letter to President 5.8 5.6 5.3 5 || PCV.01 AC1.02 AC1.03 Presentation Skills Structure and Language of Writing
 * ** Application **
 * ** Communication **

/10 || All material (visual and oral) is presented in clear, organized and confident manner Demonstrates all presentation skills including eye-contact, not reading from notes, appropriate volume, etc. Uses formal language and applies grammar, usage, spelling and punctuation with a high degree of accuracy and effectiveness 10 9.7 9.4 9 8.5 8 || Most material (visual and oral) is presented in clear, organized and confident manner Demonstrates most presentation skills including eye-contact, not reading from notes, appropriate volume, etc. Uses formal language and applies grammar, usage, spelling and punctuation with considerable accuracy and effectiveness 7.8 7.6 7.3. 7 || Some material (visual and oral) is presented in clear, organized and confident manner Demonstrates some presentation skills including eye-contact, not reading from notes, appropriate volume, etc. Makes attempt to use formal language and applies grammar, usage, spelling and punctuation with limited accuracy and effectiveness 6.8 6.6 6.3 6 || A small amount of the material (visual and oral) is presented in clear, organized and confident manner Demonstrates limited presentation skills including eye-contact, not reading from notes, appropriate volume, etc. Uses informal language and does not apply grammar, usage, spelling and punctuation with accuracy or effectiveness 5.8 5.6 5.3 5 ||

(Time) || Activity Description || Code || Description || EIF ||
 * Activity
 * Culminating Activity:


 * What is the best way to help Haiti? What we have learned from previous experiences and mistakes?**


 * (225 mins)** || Based on their knowledge about government and leadership, students will research how different forms of government have dealt with national crisis. Based on their research, they will write a letter to the President of Haiti giving him advice on how to handle the present situation in his country. || ACV.01 || **apply appropriate inquiry skills to the research of questions and issues of civic importance** || Enduring ||
 * ^  ||^   || ACV.02 || **demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes** || Enduring ||
 * ^  ||^   || ICV.01 || **demonstrate an understanding of the need for democratic decision making** || Enduring ||
 * ^  ||^   || PCV.01 || **demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions** || Enduring ||
 * ^  ||^   || AC1.02 || organize information, using a variety of methods and tools || Important ||
 * ^  ||^   || AC1.03 || communicate the results of inquiries into important civic issues, using a variety of forms || Important ||
 * Activity 1


 * What is the true nature of human kind?**

Intro: What is Civics? What is a Citizen? Why do we need government?

1: Group Work. 2:Public Speaking 3:Reflective Writing Research into Practice: Infusing simulations into the Politics/Civics classroom || ICV.01
 * (150 mins)** || General Skills that connect to culminating activity:



ACV.02 **

IC1.01

IC1.02

AC1.02

AC1.03 || ** demonstrate an understanding of the need for democratic decision making ** demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes. ** explain the causes of civic conflict and how decision-making processes and structures can avert or respond to such conflicts

compare the benefits and drawbacks of democratic and authoritarian forms of decision making, drawing on examples from everyday contexts

organize information, using a variety of methods and tools

communicate the results of inquiries into important civic issues, using a variety of forms || Enduring

Enduring

Important

Important

Familiar

Familiar ||
 * Activity 2


 * What circumstances must be present for a leadership style to be effective or ineffective?**

Leadership Styles.

General Skills that connect to culminating activity: 1: Graphic Organizer 2:Formal Writing ||  ||   ||   ||
 * (225 mins)** || The Apprentice
 * Activity 3


 * Are all Democracies created equally?**

Origins and Evolution of Democracy || Beliefs and Values General Skills that connect to culminating activity: 1: Graphic Organizer 2: Primary Document Analysis 3: Library Research || ** ICV.01 ** || ** demonstrate an understanding of the need for democratic decision making ** || Enduring ||
 * ^  ||^   || ** PCV.01 ** || ** demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions; ** || Enduring ||
 * ^  ||^   || ** ACV.01 ** || ** apply appropriate inquiry skills to the research of questions and issues of civic importance ** || Enduring ||
 * ^  ||^   || PC1.01 || describe fundamental beliefs and values associated with democratic citizenship || Important ||
 * ^  ||^   ||   || AC1.01 formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources || Important ||
 * ^  ||^   || PC1.03 || articulate and clarify their personal beliefs and values concerning democratic citizenship || Familiar ||
 * ^  ||^   || AC1.02 || organize information, using a variety of methods and tools || Familiar ||
 * Activity 4


 * Are all Democracies created equally?**

Alternative forms of government: Communism, Fascism, Theocracy and Absolute Monarchy

Debate General Skills that connect to culminating activity: 1: Debate/ Public Speaking 2: Internet Research ||  ||   ||   ||
 * (150 mins)** || Research Activity



(Appendix 1.3.4)

Unit Appendix

Mike Amatiello Research into Practice: Infusing Simulations into the Classroom.

The use of classroom simulation activities can be a fun and exciting teaching tool that provides students an opportunity to actively engage in course material. Educators can develop a wide variety of skills during simulations, such as research methodology, document analysis, speech and debate. Nevertheless, simulations can become problematic when they are used improperly. The best simulation activities are those that allow all students to take on different tasks based on their strengths instead of exploiting their weaknesses. For example, some students may not be adept at research or public speaking. Teachers must take into consideration the skills of each student when placing them into groups. Many educators will opt to allow students to select their own groups and tasks. Nevertheless, it is important that the tasks and activity as a whole are clearly defined by the teacher. There are many simulation activities available in books or online; teachers should take these ideas as suggestions and customize them to meet the needs of their classroom. Feedback is an important aspect of simulation activities. While simulations can be used as a diagnostic icebreaker, as a formative assessment or as a summative evaluation, feedback must be used in order for students to understand what they did well and what aspects they should improve upon. Feedback can come in a variety of forms, it can be provided by the teacher or by peers; teachers should also consider the value of self-evaluations and reflections. The type of feedback provided depends on the purpose of the activity. For example, teachers should not grade a simulation activity if it is to be used as a diagnostic or formative task. Simulations must be used with caution as their use in the classroom is considered to be controversial. Many argue that role play and reenactments far too often focus on emotion and conflict which leads the students into acting out their own biases and misunderstandings. For example, reenactments of historical events like slavery, immigration and the Holocaust associate many cultural groups with negative historical experiences. This can create a situation in which students develop an oversimplified and superficial understanding of a particular group. Teachers conducting simulations must have a strong knowledge of the issue being discussed. They must also assist students if the simulation requires research in order insure that information is presented accurately. Educators with less experience should avoid potentially controversial simulations and begin with more simple simulations like a mock government or mock UN activity. In addition, there are questions concerning the long-term effects of simulations. While some educators assert that simulations lead to enduring understanding because students are actively engaging in the learning activity, others educators argue that no solid evidence supports this notion. Those opposed to the use of simulations stress that students experience or are familiar with many of the hardships, bigotry and discrimination issues which many simulations attempt to address. According to these educators, teachers should scrap simulations and focus on activities which allow students to draw on correlations between the course material and their own personal experiences. Curricula-Lesson Plans. “Historical Simulations and Learning: Classroom Role Playing Activities Enhance Educational Goals.” Nov 2008. Available at: < __http://__ __ curricula-by-grade.suite101.com/article.cfm/historical_ simulationsas_learning>. __ Accessed on Feb 3, 2010.
 * Sources: **

Southern Poverty Law Center. “Classroom Simulations: Proceed with Caution.” Spring 2008. Available at: < [] >. Accessed on Feb 3, 2010.