ELECTION
Day 1 - left/right wing government
1. Discuss Left Wing vs. Right Wing using charts. BIG IDEA: MORE GOV'T/MORE SOCIAL PROGRAMS VS LESS GOV'T/LOWER TAXES
2. Left Wing on left board. Right Wing on right board.
3. Students put what they remember on board like Wikipedia posting. Editing allowed if you can convince 2 people you have the correct answer.
2. Left Wing on left board. Right Wing on right board.
3. Students put what they remember on board like Wikipedia posting. Editing allowed if you can convince 2 people you have the correct answer.
Day 2 - parental/adult friends' opinions
1. Students interview parents on what they know about the political parties. 1 page written - marked only on effort.
EMAIL TO PARENTS:
I've asked students to interview you, or someone you know, about the upcoming election tonight, and report back with a 1 page summary. Here are the questions:
A. What issues do you feel are important in the BC election, or in politics in general?
B. What, in your opinion, do the parties stand for: NDP, Green, Liberal, Conservatives?
C. How do you plan on voting? Why? (if you're not comfortable with this question, you could answer what do most of your friends vote, and why?)
There are no correct or incorrect answers here - we want to use the info as a basis for debate in class tomorrow.
2. Students put parents' opinions and facts about platforms on 4 separate parts of board: NDP, Liberal, Conservative and Green.
3. Discuss separating fact from opinion. Model how to pull a fact behind an opinion and change it so it is mainly fact. Also comment on opinions that have no factual information included. Mention that everyone is entitled to their opinions.
4. Groups are assigned to each board. Students can circle what they think is an opinion, and/or pull out the fact part of a comment ... BUT ... they must have consensus from the rest of the group before they do it.
5. Debrief.
EMAIL TO PARENTS:
I've asked students to interview you, or someone you know, about the upcoming election tonight, and report back with a 1 page summary. Here are the questions:
A. What issues do you feel are important in the BC election, or in politics in general?
B. What, in your opinion, do the parties stand for: NDP, Green, Liberal, Conservatives?
C. How do you plan on voting? Why? (if you're not comfortable with this question, you could answer what do most of your friends vote, and why?)
There are no correct or incorrect answers here - we want to use the info as a basis for debate in class tomorrow.
2. Students put parents' opinions and facts about platforms on 4 separate parts of board: NDP, Liberal, Conservative and Green.
3. Discuss separating fact from opinion. Model how to pull a fact behind an opinion and change it so it is mainly fact. Also comment on opinions that have no factual information included. Mention that everyone is entitled to their opinions.
4. Groups are assigned to each board. Students can circle what they think is an opinion, and/or pull out the fact part of a comment ... BUT ... they must have consensus from the rest of the group before they do it.
5. Debrief.
Day 3 - News articles
1. Groups from Day 2 put together their top 5 FACTS (not opinions) from their parties platforms according to their parent interviews.
2. Present their findings once they have consensus on which are the MOST important FACTS for their party.
3. During presentations, students take notes in order to write a news article to read to their parents presenting the facts they gleaned from all the families represented.
2. Present their findings once they have consensus on which are the MOST important FACTS for their party.
3. During presentations, students take notes in order to write a news article to read to their parents presenting the facts they gleaned from all the families represented.
Day 4 - My Opinion
1. Discuss differences between news article and editorial.
2. Think back to opinion separation from fact on Day 2.
3. Decide your opinion on who is the best party to vote for. What are the most powerful facts about their platform that support your opinion. Write them down.
4. Put a label on your shirt for which party you have chosen.
5. Stand Up Hands Up Pair Up - Share with someone who chose a different party than your opinion and the facts as to why. Listen attentively to your partner as he/she shares. Debate - try to convince the other person to come to your side. Insure that you spend as much time listening as talking.
6. Journal Activity: What was it like to listen to a different opinion than yours and then have to respond.
2. Think back to opinion separation from fact on Day 2.
3. Decide your opinion on who is the best party to vote for. What are the most powerful facts about their platform that support your opinion. Write them down.
4. Put a label on your shirt for which party you have chosen.
5. Stand Up Hands Up Pair Up - Share with someone who chose a different party than your opinion and the facts as to why. Listen attentively to your partner as he/she shares. Debate - try to convince the other person to come to your side. Insure that you spend as much time listening as talking.
6. Journal Activity: What was it like to listen to a different opinion than yours and then have to respond.