Gra de 9

BUILDING
FUTURE VOTERS
A Reso u rc e f o r Te a c h i n g a n d L e a r n i n g a b o u t Ci t i z en
Par ti c i pati on , El ect i o ns a nd Dem o cra cy

i o ns
l e ct er ta
e alb
At Elections Alberta, our vision is to inspire and engage participation in the democratic process.

Democracy is most vibrant when all people participate – people of all backgrounds and all ages. We have
developed this resource to assist educators in encouraging political participation among youth, in order to build
involved citizenship that lasts a lifetime.

This resource will enable students to better understand the concepts of equitable participation in society,
government’s role in democracy, and the impact of their one vote.

We hope this resource will help to fill a knowledge gap identified by educators in the past. Elections Alberta
has often been asked for support materials to facilitate learning – and Building Future Voters is our enthusiastic
response to that challenge. Our thanks go to InPraxis Group for lending their expertise to make our objective
a reality.

It is my hope that Building Future Voters will contribute to the development of political and democratic awareness
in youth and become an invaluable teaching tool for educators.

Lorne R. Gibson
Chief Electoral Officer
 Acknowledgements
Elections Alberta gratefully acknowledges the following groups and individuals who have Elections Alberta also acknowledges
participated in the development of this resource. the contributions of ideas and
approaches from the following
organizations:
Review, Contributions & Field Testing
Elections Manitoba
Margo Cahn Elections British Columbia
Earl Buxton School, Edmonton Elections New Brunswick
Stacy Morgan Elections Canada
Greenfield Elementary School, Edmonton
Jolanda Nicols
Brenda Schwer
École Coloniale Estates School, Beaumont
Marcia Tyerman
Retired Teacher, Sherwood Park
Heather Chorley
Andrea Collins
Dan Knott Junior High School, Edmonton
Henry Ahn
Craig Harding
Adina Thackrey
Vincent Massey Junior High School, Calgary
Linda Rae Carson
Harry Ainlay High School, Edmonton
Andrew Gambier
Victoria School of Performing and Visual Arts, Edmonton

Alberta Returning Officers Review Committee

Alan Bloomfield, Medicine Hat
Shauna Hunter, Calgary
Alice Killam, Calgary
Marlene Martin, Sherwood Park
Carol Ohler, Sangudo
Olwen Thomas, Calgary

Writing & Development

Patricia Shields-Ramsay
Doug Ramsay
InPraxis Group Inc.

Editing
Please be aware that Internet websites may
Virginia Durksen
change or disappear in the time between when
Visible Ink Incorporated
this resource was written and when it is read.
All Internet websites in this resource were
current at the time of publication.
Design & Illustration
Teachers should check each website for
Perry Shulak appropriateness before using it in the
Sam Leung classroom or providing the website address
Critical Fusion Interactive Media Inc. to students.
The developers have made every effort to
acknowledge sources used in this resource.
Permission is granted to make copies of any or all parts of this resource for If any questions arise as to use of source
educational, not-for-profit use only. materials, we will be pleased to make the
©2008 Elections Alberta necessary corrections in future printings.
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Elections Alberta Grade 9
ii
Elections Alberta Grade 9
 Table of Contents

About Building Future Voters .................................................................................. 3

Engaging Students in Learning ................................................................................ 5
Make It Matter ................................................................................................... 5
Learning Sequence 1............................................................................................ 5
Learning Sequence 2............................................................................................ 5
Learning Sequence 3............................................................................................ 5
Learning Sequence 4............................................................................................ 6
Working with Returning Officers . ...................................................................... 6
Features . ............................................................................................................. 6
Engaging Students in Inquiry .................................................................................. 9
Assessing Students .................................................................................................. 11
Engaging with Concepts & Vocabulary ................................................................. 13
Activities to Reinforce Understandings . ............................................................ 13
Glossary............................................................................................................. 13
Introduction & Class Action Project...................................................................... 17
Advance Planning ............................................................................................. 17
Make It Matter: Does everyone have equal and fair opportunities
to participate in society?..................................................................................... 18
Prepare ......................................................................................................... 18
Curriculum Connections ................................................................................ 19
Teaching and Learning Activities .................................................................... 20
Student Resources............................................................................................ 23
Learning Sequences ................................................................................................ 27
Advance Planning ............................................................................................. 27
Learning Sequence 1: What does government have to do with democracy? ....... 28
Prepare ......................................................................................................... 28
Curriculum Connections ................................................................................ 29
Assessment Tools ............................................................................................. 30
Teaching and Learning Activities .................................................................... 33
Student Resources . ......................................................................................... 39
Learning Sequence 2: How are government decisions and voting connected? .... 45
Prepare ......................................................................................................... 45
Curriculum Connections ................................................................................ 46
Assessment Tools ............................................................................................. 48
Teaching and Learning Activities .................................................................... 50
Student Resources . ......................................................................................... 53
Learning Sequence 3: What do you mean, my vote doesn’t count? .................... 63
Prepare ......................................................................................................... 63
Curriculum Connections ................................................................................ 64
Assessment Tools ............................................................................................. 66
Teaching and Learning Activities .................................................................... 68 1
Student Resources . ......................................................................................... 73 Elections Alberta Grade 9
 Learning Sequence 4: How can citizen participation be improved? . .................. 81
Prepare ......................................................................................................... 81
Curriculum Connections ................................................................................ 82
Assessment Tools ............................................................................................. 84
Teaching and Learning Activities .................................................................... 87
Student Resources . ......................................................................................... 91
Appendix A: Teacher Backgrounders ..................................................................... 95
Learning Sequence 1.......................................................................................... 96
Learning Sequence 2.......................................................................................... 98
Learning Sequence 3........................................................................................ 100
Learning Sequence 4........................................................................................ 106
Appendix B: Graphic Organizers ......................................................................... 111
Appendix C: Project Planning Templates ............................................................ 123
Plan It ............................................................................................................. 124
Get Informed .................................................................................................. 126
Communicate and Implement ........................................................................ 128
Plan for Action . .............................................................................................. 130
Assess the Impact ............................................................................................ 131
Forms and other support materials are also Teacher’s Feedback Form ...................................................................................... 132
available on the Elections Alberta website
at [Link], by accessing the
Permission Form . ................................................................................................. 133
Education tab. Teaching Ideas & Student Work Submission Form ............................................. 134

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Elections Alberta Grade 9
 Building Future Voters - Grade 9
A Resource for Teaching and Learning about Citizen Participation,
Elections and Democracy

The vision of Elections Alberta is to inspire and engage participation in the

democratic process. This vision can be achieved if citizens are encouraged to In the Grade 9 Social Studies
build deep understandings about democracy as well as an appreciation of the program, students analyze the
potential impact of their actions on their own communities. relationship between Canada’s
political and legislative processes and
their impact on issues pertaining
About Building Future Voters to governance, rights, citizenship
and identity. They broaden their
This resource is about more than voting. It encourages the involvement understanding and appreciation of
of students in their schools and communities as a necessary first step to the relationships among governance,
involvement in political processes, including voting. economics, quality of life, citizenship
and identity. Students also
This resource provides opportunities for students to: demonstrate an understanding and
• Engage in an exploration of democracy, provincial government, the electoral appreciation of how Canada’s political
process and decision-making in the context of their lives and involvement in processes impact citizenship and
their communities identity in an attempt to meet the
needs of all Canadians.
• Participate in decision-making and consider ways that they can be active,
participatory citizens
General Outcome 9.1: Issues for
• Explore multiple understandings of citizenship, identities, belonging Canadians: Governance and Rights
and participation
Students will demonstrate an
• Build understandings of the electoral process in Alberta and the concepts of understanding and appreciation of
responsibilities and empowerment of individuals and government how Canada’s political processes
impact citizenship and identity in
• Apply those understandings to the development and implementation of a
an attempt to meet the needs of all
class project that is committed to making a difference in their homes, schools
Canadians.
or communities.
General Outcome 9.2:
Building Future Voters consists of the following components:
Economic Systems in Canada
• This teaching and learning resource, which includes approaches, activities, and the United States
assessment strategies, visual organizers and backgrounders for teaching about
Students will demonstrate an
citizen participation, elections and democracy.
understanding and appreciation of
• Build the Vote!, which provides the process and materials to conduct an how economic decision-making in
election simulation in the classroom. Canada and the United States impacts
quality of life, citizenship and identity.
• Building Future Voters: A Resource for Returning Officers, which provides
Returning Officers with information and activities for participating with
Alberta classrooms as they learn about the electoral process.
• The Building Future Voters CD, which includes PDF versions of this
resource, Build the Vote! and the Returning Officer’s resource. The CD also
includes television and radio advertisements produced by Elections Alberta
as well as other provincial electoral offices. It includes a Building Future
Voters mini-library, with additional PDF documents that may be useful as
background information on the electoral process.

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Elections Alberta Grade 9
 Elections Alberta welcomes the ongoing participation of teachers and
Elections Alberta’s Election Simulation students by:
Toolkit includes the following items:
• Providing your feedback and suggestions on the use of these resources.
• Electoral Division Map
• Provincial Electoral Division Map A Teacher’s Feedback Form (p. 132) is provided at the end of this resource
• Voting Screen with directions for sending it to Elections Alberta. This form can be
• Pencils (3) completed online at [Link].
• Paper Ballot Box Seals (3)
• Election Officer Badges • Submitting ideas, activities and student products to be shared with other
• Scrutineer Badges teachers and students on the Elections Alberta website. Teaching Ideas
• “Vote Here” sign (with arrow tip)
• Registration Officer Sign & Student Work Submission and Permission forms (pp. 133-134) are
• Poll Book (modified to include 6 pages) provided at the end of this resource.
• Statement of Poll (photocopy)
• Voter Template for Visually Impaired • Supporting the involvement of Returning Officers in the classroom. Contact
• Guide for Scrutineers the Elections Alberta office at the contact information on this page or access
• Guide for Polling Place Officials
• Guide for Use of the Special Ballot Poll
the online booking form at [Link] to request the participation
• Guide for the Conduct of Mobile Polls of a Returning Officer.
• Guide for Candidates on the
Election Act The Grade 9 Social Studies Program of Studies focuses on citizenship,
• Information for Students on Provincial
Elections (brochure). identity and democratic processes of decision-making within society. Students
focus on ways that they can participate in the democratic process and in
Contact Elections Alberta using the
information provided below to order their communities. They develop beliefs, values and attitudes that enable
the toolkit. them to influence and effect change. Community involvement, governance
and decision-making through the electoral process can be a natural place for
This resource supports selected students to explore issues, challenges and decisions that a democratic
learning outcomes that deal society faces.
with the concepts of:
Building Future Voters moves students from an understanding of the electoral
• Democracy
process to an emphasis on political participation in the larger picture of
• Citizen participation commitment to democratic ideals. Students are encouraged to see voting as
• Organization and responsibilities both a starting point and a natural extension of their involvement in their
of government communities and in current issues.

• Economic influences Building Future Voters provides a context through which students explore and
• Democratic values investigate rights and responsibilities of citizens, expanding on their knowledge
of the Alberta provincial electoral process learned in Grade 6 and establishing
• Voting rights
a point of comparison to federal processes of government. Students explore
• Citizen responsibilities. the relationship between individual citizens and collective participation in
government. They also focus on issues relating to impartiality, disclosure and
Elections Alberta transparency in the electoral process.
Suite 100, 11510 Kingsway NW
Edmonton, Alberta T5G 2Y5
Office Hours:
Monday through Friday
8:15 a.m. to 12 noon;
1:00 p.m. to 4:30 p.m.
Tel: 780-427-7191
Fax: 780-422-2900
Other locations in the province can
call toll free by dialing 310-0000
then dial 780-427-7191
Online Booking Form:
[Link],
under the Education tab.
4
Elections Alberta Grade 9
 Engaging Students in Learning

Building Future Voters provides an introduction as well as four learning

sequences that develop and support selected outcomes in the Grade 9 Social Suggested Time Allocation
Studies Program of Studies. The introduction and learning sequences can
comprise from four to eight weeks of time in the school year, depending on the Make It Matter
activities that are implemented. The suggested time allocation for each section
is based on 50-minute classes. 2 to 4 50-minute class periods
Learning Sequence 1
Make It Matter
Does everyone have equal and fair opportunities to participate in society? 4 to 8 50-minute class periods
Learning Sequence 2
This section introduces the overarching issue to students. The overarching issue
provides a context for the entire inquiry presented in this resource. Students 5 to 8 50-minute class periods
explore examples of ways that youth can take a stand on issues and questions Learning Sequence 3
that are of importance to them. Students are encouraged to engage in an issue
6 to 10 50-minute class periods
or decide on a class action project that they believe would make a difference in
their communities. Learning Sequence 4
4 to 6 50-minute class periods
Learning Sequence 1
What does government have to do with democracy?
Make It Matter
This learning sequence encourages students to explore understandings and
conceptions of democracy in Canada, and the organization and responsibilities The class action project will add
of Canadian governments. Students review what they know and investigate a variable amount of time to the
what they believe is most important in a democracy. implementation of the inquiry in
this resource.
Learning Sequence 2
How are government decisions and voting connected?

The electoral process involves both political and economic considerations,

including legislation and government policies that affect decision-making.
Learning Sequence 2 presents an example of an issue that has political and
economic implications and encourages students to explore how participation in
the electoral process can affect voters’ and governments’ decision-making.

Learning Sequence 3
What do you mean, my vote doesn’t count?

Democratic processes, including elections, emphasize values of equity, fairness,

accountability and openness. Learning Sequence 3 encourages students to
examine the right to vote in the context of age, citizenship and equitable,
accessible processes. Learning Sequence 3 also provides a historical overview
of voting rights.

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Elections Alberta Grade 9
 Learning Sequence 4
How can citizen participation be improved?

The processes of a democratic society mean that issues continue to involve

questions, concerns and challenges. In Learning Sequence 4, students explore
issues related to citizen participation, including the voting age and voter
turnout. This section asks students to return to the overarching issue; Does
everyone have fair and equal opportunities to participate in society?

Working with Returning Officers

Throughout Building Future Voters, activities encourage interaction with
Returning Officers of an Alberta electoral division. Suggestions include inviting
a Returning Officer to the classroom and involving him or her with students’
learning in different projects. All requests for the participation of a Returning
Officer must be made through Elections Alberta, at the contact information
provided on page 4 of this resource. An online booking request form is also
available on the Elections Alberta website at [Link], under the
Education tab.

Features
Within each section of the resource, features provide support for
different learning preferences, abilities and interests, concept, skill
and inquiry development, integrated planning, sharing, assessment
and reflection.

Time Allocations are provided for implementing each learning

sequence. These time estimates are based on 50-minute
class periods.

What to Prepare provides a list of student resources, graphic

organizers and materials that are needed to implement the
activities in each learning sequence.

Make It Matter signals information, student resources and

strategies for implementing the class action project. Strategies are
connected to the inquiry process used in this resource.

Did You Know is provided in both the teaching suggestions and

the student resources. This feature provides additional
information and support for developing understandings.

www.
Weblinks provide Internet URLs that support learning strategies
and provide additional information. Weblinks are provided for
teachers and found in student resources.

Find Out More is provided for teachers and featured in the

student resources. This feature encourages research and inquiry
skills by providing references to additional resources and sources
of information.

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Elections Alberta Grade 9
Learning Log is featured in the student resource pages.
This feature presents reflective questions that encourage critical
thinking and personal connections.

Your Turn gives a signal to students that they will be asked to

complete a task. Directions for the tasks are provided.

Differentiate provides suggestions and strategies for addressing

differing learning needs, interests and prior knowledge.

Assess & Reflect provides suggestions, strategies and tools

for assessment of students. Rubrics, checklist templates and
assessment tools are included in each section of the resource.
Strategies are also provided for student reflection and
metacognition.

Share provides approaches for sharing learning in multiple

contexts, including with Returning Officers, parents and
community members.

Teacher Backgrounders provide detailed information to

support students’ learning of concepts and information related
to provincial government and the electoral process. They also
provide weblinks for additional support.

Student Resources can be photocopied and used with

students in a number of ways. Each section of the student
resources can be provided as students work through specific
activities. Specific handouts may be selected for those activities
that are implemented in the classroom. The resources can also
be photocopied as a booklet and provided to students to work
through at varying rates.

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Elections Alberta Grade 9
8
Elections Alberta Grade 9
 Engaging Students in Inquiry

The inquiry model used in this resource provides opportunities for students to
develop and apply research and social participation skills. Students are asked
to explore inquiries by starting with their own knowledge and perspectives,
use research skills to collect information, and apply critical thinking skills to
develop conclusions and consider social action.

Explore Consider
Perspectives

Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions

The process Purpose of each step of the inquiry process Questions that can guide inquiry
Explore • Motivate and generate interest What do we already know?
• Establish prior knowledge and experiences
What do we think about this issue?
• Identify concepts and understandings
• Make predictions What do we need to understand about this issue?
How does this issue or question affect me?
What interests me about this issue or question?
Why is this important?
Consider • Identify research questions What questions do we have?
Perspectives • Identify individuals and groups involved with
Who is affected and why?
the question or issue
• Consider different perspectives and opinions What different opinions exist?
Plan & Find • Focus on research process How will we find out what we need to know
Information • Identify, locate and organize sources and and understand?
information
What type of information do we need?
• Allocate tasks
What sources do we need to consult?
What is the best way to research?
Who can we find out more from?

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Elections Alberta Grade 9
 The process Purpose of each step of the inquiry process Questions that can guide inquiry
Record & • Record information How will we record our research?
Organize • Organize information collected
What similarities and differences do we see?
• Analyze the information
• Make connections and comparisons What comparisons can we make?
What connections do we see?
Draw & Share • Present the information How will we share our information?
Conclusions • Draw conclusions
What would happen if…?
• Analyze the information
• Assess information What conclusions can we make?
• Consider solutions, perspectives, alternatives What evidence supports our conclusions?
and predictions
• Make decisions
Take Action • Identify actions What will we do with what we have learned?
• Implement action
What would happen if…?
How can we contribute?
How can we make a difference?
What should we do next?
Reflect & • Reflect on actions How effective were our actions?
Evaluate • Consider effectiveness
What should we change?
• Assess learning
• Identify further research What should we do next?
• Start the inquiry process again What do we need to find out about?

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Elections Alberta Grade 9
 Assessing Students

There are a number of opportunities to assess student work. The following

tools are provided with the learning sequences in the resource:
• Criteria checklists
• Rubrics for summative assessment of students’ work
• Rating scales for students to assess their learning.

Criteria checklists provide assessment criteria that address outcomes from the
Grade 9 Social Studies Program of Studies. Each criteria statement represents Assess & Reflect
a cluster of outcomes and includes all Values and Attitudes, Knowledge and
Understandings, and Skills and Process outcomes supported by the activities in Assessment tips are provided
each learning sequence. throughout the teacher notes in
each learning sequence. These
The criteria checklists can be used directly to: tips also include suggestions for
encouraging students to reflect on
• Observe students as they work individually or in groups their own learning.
• Monitor student participation in group or whole classroom activities
and discussions
• Create rubrics with students to assess products they create
• Develop checklists to assess student work.

The checklists can also help assess where students are at the beginning or end
of the section. Assessing students at the beginning of the section provides
support for making decisions about differentiating instruction or making
choices about which activities will be used or how they should be modified.

The checklist can be photocopied and stapled or glued in a folder for each
student or can be used to assess students as they work in groups. Additional
assessments can be added to the folder as the unit progresses and comments
added to each student’s checklist.

Rubrics are evaluation tools that identify the criteria for evaluation and
provide a word description of each level of performance for each criterion.
Often the language is complex for students and they can be time consuming to
create. Rubrics are best used for summative evaluation.

Rating scales are evaluation tools that describe the desired behaviour and then
provide a scale for rating current performance. The addition of a comment
column provides a place to record evidence for the rating. Rating scales can be
based on frequency, consistency, independence or quality of performance. They
are generally not translated into percentage scores and therefore can have three
or more levels depending on how much specificity is desired.

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Elections Alberta Grade 9
 Rating scales are useful because they are less complex than rubrics. They can
be used for formative assessment to help students (or peers) evaluate work in
progress and identify areas for improvement. Rating scales are also useful for
providing evidence of a wide range of process skills.

Rating scales and rubrics can be used together to create a broader picture of
student performance. For example, students can use a rating scale to reflect
on their contribution to a product as well as to rate their use of process skills.
Teachers can use the evidence provided by the students on the rating scale as
well as their own observations to assign rubric scores for the various criteria.

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Elections Alberta Grade 9
 Engaging with Concepts & Vocabulary

Activities to Reinforce Understandings Key Curriculum Concepts*

Students are encouraged to develop understandings of key terms and concepts Governance The act, process or
in activities and student resources. The following activities can be used to power of governing.
support a better understanding and more effective application of social
studies concepts. Executive branch Government body
• Keep track of words, terms, ideas and concepts. When students find them in that ensures the administration of laws
resources and sources of information, highlight or underline them or record and of the country, comprised of
a definition. the Prime Minister of Canada and
the Cabinet.
• Create an illustrated glossary. Record the definition with an illustration
that will help students remember it. Students may be asked to maintain their
Legislative branch Government body
glossaries individually, with a partner, or with a small group of classmates.
that is authorized to pass federal laws/
• Create a “What I Learned That I Did Not Know Before” booklet. In this legislation, comprised of the House of
booklet, record the definitions of new words, terms, ideas and concepts. Commons and the Senate.
• Make a word splash or word bank list of words, terms, ideas and concepts *These terms and concepts are defined in
to help students keep track of words associated with the electoral process the Alberta Social Studies Program of Studies
and political participation. Encourage students to use these words when they (2007), Grade 9 (p. 10).
complete assignments or projects.
• Have students create a word wall in the classroom using word art to display,
describe or define key concepts and vocabulary.
• Encourage students to use vocabulary and concepts to create analogies,
acrostic poems, word pictures, antonyms and synonyms.
• Create a mind map of words, terms, ideas and concepts that are related to
each other.
• Use the glossary definitions to create a board game or game show similar
to Jeopardy.
• Some of the terms and concepts in this resource deal with the provincial level
of government. Encourage students to make connections and comparisons
between the federal and provincial levels of government.

Glossary
The following pages provide glossary terms and concepts that are highlighted
throughout the student resources. The terms are defined or described in the
context and sequence of content that is presented in student resources. Students
can be encouraged to use other sources, such as dictionaries, Internet glossaries
and classroom resources to expand their understandings of these terms and
concepts.

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Elections Alberta Grade 9
 Learning Sequence 1
The concept of justice is closely connected to the concept of fairness as well as
the administration of laws.

The concept of injustice can include a lack of justice and equity, violations of
rights, wrongs and unfair behaviours or conditions.

Democracy happens when citizens have a say in decisions and in their

governance, or the ways that governments organize themselves in order to
make decisions or accomplish goals.

The participation of citizens in their government and decision-making is

considered by many to be a responsibility, or expectation, of citizenship.

Our laws are based on our democratic values, which include equality, respect,
freedoms, peace, and law and order.

Learning Sequence 2
Although obeying the law is mandatory, or required, and there are laws to
protect heritage, the environment and freedom of expression, as well as try to
prevent discrimination and injustice, there are no laws that make voting and
helping others in the community mandatory.

The participation of electors, or those eligible to vote, as well as the results of

their vote, can send important messages to and about government.

Many people find it rewarding to make sure that they are informed about
public issues, which are issues that concern society.

In Alberta, the electoral process, or the steps and actions involved in an

election, is run by an organization called Elections Alberta.

Most places in North America and across the world have campaign finance
legislation, or legislation that deals with the impact of money on elections
and public policy.

In Alberta, the Election Finances and Contributions Disclosure Act is a law that
maintains the accountability of candidates and those who run the electoral
process. It does this through rules that provide contribution limits and require
the disclosure, or making public, of contributions that individuals or groups
make to political parties and their campaigns during an election. Public
transparency is another term that is used to describe the disclosure of political
financing.

In Alberta, there are different financial requirements during campaign periods

and for non-election years that involve political parties, candidates and
constituency associations, which are volunteer organizations that handle
the activities of a political party in an electoral division.

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Elections Alberta Grade 9
Learning Sequence 3
The Canadian Charter of Rights and Freedoms is founded on the rule of law
and entrenches, or guarantees, rights and freedoms in Canada’s Constitution.

The Charter is, in some respects, Canada’s most important law because it can
invalidate, or take away the legality of, any laws that are inconsistent with it.

For more than 20 years, Canadian courts have made more than 300
decisions in which they invoke, or reference, the Charter to justify a change
to Canadian laws.

Our judicial system is bijudicial. This means it is based on two systems of law:
civil law from the French and common law from the English.

Canadian laws are written rules that provide guidelines for people in society.

Laws were based on habeas corpus, the right of a person being detained by the
authorities to be brought in front of a judge to see if the detention is valid.

Canada is a representative democracy, which means that every citizen has the
power to express their opinions and be represented in government.

It also means that residents, people who live in Canada whether or not they
are citizens, have the same rights.

Canada’s system of representative democracy is based on principles, or

important values and ideas, which are hundreds of years old.

Collectively, or taken all together, election results can send a message to

politicians, political parties and the public, letting them know what positions
and points of view are supported by the majority.

Representatives are chosen through the single member plurality system,

often called “first-past-the-post.” In other words, the candidate winning
the majority of votes in an electoral division is the winner, even if he or she
received less than 50% of the “popular vote,” which is the total number of
votes cast.

Voters who are not on the list of electors must provide identification to prove
who they are, and register at the polling station, the place where they will
vote, by completing an oath.

In some areas, Elections Alberta will conduct an enumeration, or a

door-to-door canvass to register eligible voters.

In a provincial election, each electoral division must elect a representative.

In order to vote, each eligible voter must register, or identify themselves by
adding their name to the List of Electors. Voting takes place in polling places
within each polling subdivision.

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Elections Alberta Grade 9
16
Elections Alberta Grade 9
 Introduction & Class Action Project

This introductory section is designed to develop and support selected learning

outcomes from the Grade 9 Social Studies Program of Studies.

Advance Planning
Learning Log
• Start to collect media sources that students can use to explore examples
Throughout the student resources,
related to democracy, levels of government and citizen participation.
learning log questions are provided
that encourage students to make
• Have students use a notebook, binder or file folder to start a learning log.
personal connections and reflect
Encourage students to use their learning logs to reflect on what they have
on their learning.
learned about democracy, elections and social participation.

• Create a portfolio for the class action project students will start in this
introductory section.

• Set aside a space to display posters with inquiry questions and strategies for
participation in communities and with government.

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Elections Alberta Grade 9
 An introduction to participation
and the impact of taking action
MAKE IT MATTER
Does everyone have equal and fair opportunities to
participate in society?
This section introduces an overarching issue to students. The overarching issue
provides a context for the entire inquiry presented in this resource. Students
explore examples of ways that youth can take a stand on issues and questions
that are of importance to them. They decide on a class action project that
they believe would make a difference in their school or community.

Prepare
Student Resource
Make It Matter
• Student Resource I-1: Make It Matter (pp. 23-26)
Students decide on a class
project to implement. Graphic Organizer

• Plan It (pp. 124-125) • T-Chart (p. 112)

Build the Vote! An Election Simulation

• A Ballot Template is provided in this resource.

2 to 4 50-minute class periods

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Elections Alberta Grade 9
 MAKE IT MATTER
Does everyone have equal and fair opportunities to
participate in society?
Curriculum Connections
Inquiry Context Learning Outcomes
Does everyone 9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I,
have equal PADM)
and fair
9.1.4 examine the structure of Canada’s federal political system by exploring and reflecting upon the
opportunities
following questions and issues:
to participate in
society? • To what extent do political and legislative processes meet the needs of all Canadians? (PADM, C)
An introduction 9.S.1 develop skills of critical thinking and creative thinking:
to participation
• re-evaluate personal opinions to broaden understanding of a topic or an issue
and the effects of
• generate creative ideas and strategies in individual and group activities
taking action
9.S.4 demonstrate skills of decision making and problem solving:
• propose and apply strategies or options to solve problems and deal with issues
• propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem
solving and decision making
9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts
peacefully and equitably
• demonstrate a positive attitude regarding the needs and perspectives of others
9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their
community, such as:
• develop leadership skills by assuming specific roles and responsibilities in organizations, projects and
events within their community
9.S.7 apply the research process:
• reflect on changes of perspective or opinion based on information gathered and research conducted
9.S.8 demonstrate skills of oral, written and visual literacy:
• use skills of informal debate to persuasively express differing viewpoints regarding an issue
• elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented
in discussions
• make reasoned comments relating to the topic of discussion
• listen to others to understand their perspectives

C Citizenship I Identity ER Economics and Resources

LPP The Land: Places and People GC Global Connections TCC Time, Continuity and Change
CC Culture and Community PADM Power, Authority and Decision Making
Selected curriculum outcomes from Alberta’s Information and Communication Technology (ICT) Program of Studies are infused throughout the
Social Studies Program of Studies and are indicated by this symbol .

Assess & Reflect

The learning outcomes in this introductory section are developed in
more depth in the learning sequences. It is recommended that students
be assessed as they move further into their inquiries, rather than
completing formal assessments at this stage. 19
Elections Alberta Grade 9
 MAKE IT MATTER
Does everyone have equal and fair opportunities to
participate in society?
Teaching and Learning Activities
1 Make It Matter
The development of personal beliefs in the ability to take action and bring
about change is an important aspect of participatory citizenship. Students
should be encouraged to consider ways that their actions can result in
change and make a difference. They can then be encouraged to consider how
participating as a voter is also a means of bringing about change.
• Provide students with Student Resource I-1: Make It Matter (pp. 23-26).
Read the articles with students.
• Provide students with a graphic organizer such as a T-Chart (p. 112). Ask
Differentiate students to use the first column of the T-Chart to provide examples of
injustices that they believe exist in society. Discuss ideas as a class. (Consider
Students can be provided with discussing the ideas of both justice and injustice with students. The concept of
different structures in which they justice is closely connected to the concept of fairness as well as the administration
brainstorm ideas and examples: of laws. The concept of injustice can include a lack of justice and equity,
• Brainstorm individually, violations of rights, wrongs and unfair behaviours or conditions.)
then share and compare • Use the second column of the T-Chart to brainstorm a list of ways that
answers with a partner. people could address these injustices.
• Brainstorm with a partner
or a small group, taking turns Injustices Actions that Address Injustices
contributing ideas and then
comparing and compiling
ideas and responses.
• In groups, use a strategy
such as a board share. In a board
share structure, groups brainstorm
Find Out More
responses and ideas. A group
If time permits, consider having students spend some time doing
recorder continually adds the Internet or media research to find additional examples of injustices
group’s ideas to the board. and actions that have been taken to address them.
• As a whole class, use
stand and share. In this structure,
• Ask students to categorize their examples by considering questions such as
all students stand. Once they have
the following:
contributed an idea and it is
recorded on chart paper or the Are there different types or “levels” of injustice? Is there a difference
board, they sit down. If another between individual and collective injustices? What is this difference?
student contributes their idea, they
What actions do you think are most acceptable to society in bringing
can also sit. This strategy can be
about change?
used to provide students with
practice in sharing their ideas What actions do you think are most effective in bringing about change?

with the whole class, without Is there a difference between what is “acceptable” and what is
feeling uncomfortable if someone “effective?” (Students may bring a variety of perspectives to this question.
repeats their ideas. They are also They may have identified more “traditional” types of political or social
encouraged to think of multiple
examples when brainstorming.
20
Elections Alberta Grade 9
 action as being acceptable – talking to a political representative,
participating in community meetings, participating with a political party or Share
writing letters to local media. Students may have varying perceptions of the
effectiveness of these traditional actions. Students may also tend to identify One method that can be used to
“non-traditional” forms of action as being more effective – engaging in make a decision about a class project
forms of protest, such as boycotting or demonstration, joining an interest is a classroom vote. Once ideas are
group or supporting a non-governmental organization (NGO). prioritized, a ballot can be filled
Encourage students to explore the differences between “traditional” and out with the top choices. A Ballot
“non-traditional” forms of action.) Template is provided in Build the
• Ask students what they consider to be the government’s role in addressing Vote! An Election Simulation. This
injustices and unfairness in society. Should the government address injustices activity also provides an opportunity
and unfairness? Should the government take action on injustice and to introduce the electoral system to
unfairness? Do they already? How? students. Provide a basic introduction
to how voting works and the idea
• Discuss and list injustices that students believe they can impact or that decisions are made by what the
change. Have students analyze these initial ideas, using questions such as majority decides.
the following:

What types of change are possible in the short term?
What types of changes could take longer?
What changes involve personal or group actions? What are some
examples of personal and group actions?

What changes have challenges associated with them? What are
these challenges?
The T-Chart graphic organizer can also be used to have students analyze
the changes they see a need for and the potential effects and challenges.
(Encourage students to consider the criteria that could be used to evaluate how
successful, challenging, realistic or unrealistic some changes may be. Consider why
some ideas for change can be challenging or unrealistic and how criteria should
be applied in deciding what types of actions will be effective in bringing
about change.)
• Work with the class to prioritize their ideas for change and action. Make a
decision about how to select a project that the class can work on throughout
the inquiry in this resource.
• Ask students to identify examples of injustices or challenges in the school or
community. Use a consensus building process to decide on a project to work
together on as a class that can address an injustice or challenge. The class
action projects should address a relevant area of concern to students in their
own schools or communities, but may include issues such as:
An environmental problem or challenge in the community

Incidents of bullying in the school or community

Rules that may be perceived to be unfair, such as curfews
Banning of junk food or bottled water in schools

New developments in the community
Community awareness of poverty or homelessness
Health or fitness issues.

21
Elections Alberta Grade 9
 Although these issues are not associated directly with the electoral process,
they provide a valuable connection to the idea of participation in a
democracy and can often be related to, or affected by, governments and
legislation. As students learn about government and democracy through the
learning sequences, they should be encouraged to consider the connections
between different forms of social participation, including voting.
• Establish project groups of four or five students and negotiate each group’s
responsibilities with the class. Discuss how to ensure that the project is
doable within the time frame established to work on it. There are a variety
of approaches that can be used to establish group responsibilities:

Ask each group to complete the same tasks and then compare and
combine results as a class before taking the next step. Make the decision
to move forward with the project as a class.

Establish separate responsibilities for each group. For example, have
each group explore different issues, perspectives or opinions associated
with the project.
• Ask students to make a commitment to work on the class action project
throughout this unit of study. Discuss ideas for continuing the project
throughout the year, or brainstorm examples of additional strategies that can
be used to continue involvement in the project. Establish realistic goals and
desired results for the project with the class.
• The Make It Matter icon at the end of each learning sequence in this
resource provides additional suggestions for implementing the class action
project throughout this unit. However, the scope of the project may
necessitate its continuance throughout the school year. The project can be
implemented by:
Allocating one class period every week to have students work on the
class action project.
Dedicating two or three classes every few weeks to complete a stage in
the class action project. These stages can correlate with the suggestions
and planning templates referenced in Learning Sequences 1 to 4.
Establishing a schedule for project groups to work on the class action
project once every one or two weeks during lunch or after school. Each
group may be asked to work on the project on a rotating basis. This
may also necessitate making participation in the class action project an
optional component of this unit.
• Create a class poster or allocate bulletin board space to identify and describe
the challenge or injustice that students are taking on as their class action
project. Students can be asked to add mini progress reports to the poster
or bulletin board to update their progress and results.

Make It Matter - Class Action Project

Explore Consider
Perspectives
• Invite each project group to use
Reflect &
Plan It (pp. 124-125) to Evaluate Plan & Find
Information
organize and create a project plan.
This student resource asks students Take Action
Record &
to describe the project goals and Draw & Share
Organize

group responsibilities. Conclusions

22
Elections Alberta Grade 9
 Student Resource Does everyone
have equal and
fair opportunities
to participate
I-1 Make It Matter in society?

Each of these events or conditions sparked action from individuals and

groups at different times during the history of Canada and the United States.
What events or conditions spark reactions and actions of people today?

Children often started working from the age

of 7, spending 12 to 18 hours a day, 6 days a
week, in factories and mines. It was not until the
mid-1800s that laws started to pass restricting
child labour in both Canada and the United States.
In 1884, Aboriginal potlatches were made illegal
In 1885, the government passed the Chinese under the Indian Act.
Immigration Act, which established a head tax of
$50 on every Chinese person entering Canada. In
1903, this was increased to $500.

1914 The Supreme Court of Canada upheld

a Saskatchewan law that prohibited Chinese 1916 The Manitoba Government abolished bilingual
businesses from hiring white women. Ontario instruction. Not until 1963 was French language
passed a law forbidding “Oriental” persons from instruction officially authorized in all grades
employing white females. in Manitoba.

1917 The Wartimes Elections Act excluded some

It was not until 1920, with the passing of the minorities, including Ukrainians and Germans,
Nineteenth Amendment, that women obtained the from voting.
right to vote in national elections in the
United States. 1927 The Indian Act was amended to make it illegal
for First Nations to raise money or hire a lawyer for
land claims, therefore blocking effective political
During World War II from 1939–1945, Canada court action.
restricted immigration of Jewish refugees, despite
the persecution of Jews in Nazi Germany. Canada
accepted fewer than 5 000 Jews from 1933–1945.
In 1939, a ship carrying 1 000 Jewish refugees was
refused entry and forced to return to Germany.
Under the War Measures Act, over 600 Italians as Racially segregated schools and public facilities were
well as over 800 Germans and Austrians were sent the law in many parts of the United States until
to work camps as enemy aliens in Oliver Brown, a railroad worker, sued the Topeka,
23 camps across the country. Kansas board of education in 1951. His daughter
had been barred from attending a public school in her
neighbourhood because she was African American.

23
Elections Alberta Grade 9
 Does everyone have equal and fair opportunities to
participate in society?
There can be a lot of different answers to this question – more than just a
Find Out More simple “yes” or “no.” When people think about opportunities to participate,
Find out about other
they may consider a number of different options – what options there are to
young people who acted on participate, how much people contribute to their communities, opportunities
something that mattered to to interact with different individuals or groups or how issues like bullying or
them. Visit these websites: homelessness can prevent some from participating in society.
The Ladybug Foundation Often, elections and voting are associated with citizen participation.
[Link]
Elections, and the right to vote, are important aspects of democracy.
Free the Children The results of elections can affect many aspects of society, including the
[Link] opportunities that individuals and groups have to participate. You’ll explore
why and how in your inquiries, and consider whether those opportunities
are fair and equal for everyone.

Youth and children can’t vote, so how do they get a say? How can they make
sure that their ideas and concerns are heard? Even though youth cannot
vote, they can participate in society in a number of ways. They can provide
their opinions in public forums such as the media and the Internet. They can
participate in youth groups and join political organizations. They can interact
with different levels of government to ensure that youth voices are heard on
issues that affect them.

” PICKERING -- From shirts to scarves to sticky

notes taped to their shoes, students at a Pickering
elementary school went pink on Wednesday as part of
an anti-bullying campaign that’s spreading around the
“It’s so important to bring real life, current events into
the classroom. This is something that happened this
year in Canada,” said Grade 6 teacher Paula Mbonda
whose class organized the theme day.
world.
“We’re trying to stop bullying at our school and we’re
The students at Altona Forest Public School were going to be like the kids in Nova Scotia,” said
inspired by what happened this September at Central Grade 6 student Nick Taskas, adding the pink shirt he
Kings Rural High School in Nova Scotia. was wearing was his own and he has no problems
wearing it to school.
When a Grade 9 student was bullied because he wore
a pink shirt to school, Grade 12s David Shepherd Classmate Keziah Scott said she tries to stop bullying
and Travis Price at the Nova Scotia school decided to when she sees it.
do something about it. They went out and bought
50 pink shirts and tank tops to pass out to their “We were hoping it would carry through the rest
classmates and messaged their friends, asking them of the year because I personally see a lot of bullying
to wear pink to school the next day. Hundreds of going on outside and in the play yard,” she said.
students showed up wearing pink, about half the The Grade 6s made a fundraiser out of it for their
school, sending a strong anti-bullying message and class trip by asking students to donate $1 if they wore
creating what the boys dubbed a sea of pink. pink. The students spread the word in a variety of
Their action drew international media attention and ways including announcements, personalized labels for
many schools, like Altona Forest, decided to hold their everyone’s agenda reminding them of the event and a

”
own pink days. class blog.

Sea of pink spreads to Pickering: Students take a stand against bullying

(December 01, 2007). Durham: [Link] website.
[Link]
24
Elections Alberta Grade 9
 What about you?

What matters to you? Brainstorm ideas that represent the people, places, ideas, issues or events
that are important to you.

What do you think needs changing? Make another list of your ideas.

What do you think you could do about the things that need changing?

25
Elections Alberta Grade 9
 Making a decision to take action involves the inquiry process. As
you plan how you can “make it matter” in your home, school or
community, you will use a model for inquiry. What do each of the
steps of the inquiry model involve?

Explore Consider
Perspectives

Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions

Explore

Consider Perspectives

Plan and Find Information

Record and Organize

Draw and Share Conclusions

Take Action

Reflect and Evaluate

26
Elections Alberta Grade 9
 Learning Sequences

The four activity sequences that follow are designed to develop and support
selected learning outcomes from the Grade 9 Social Studies Program of Studies.
Select from those activities that best meet the needs of your students.

Advance Planning
Share
• Start to collect media sources that students can use to explore examples
related to democracy, rights, governance and participation in society. The Building Future Voters Returning
Officers’ Resource encourages Returning
• Identify websites that students can use to research information about Officers to interact and work with
democracy, rights, elections, voting and social action. students in the classroom. Involving
• Set aside bulletin board space for group projects that students complete in Returning Officers with your students
this learning sequence. provides an authentic context in which
students can develop research and
• Contact Elections Alberta through the contact information on this page to inquiry skills and share learning.
request the participation of a Returning Officer. Invite him or her to visit the
class to view student work at the end of the learning sequence activities. Elections Alberta
Suite 100, 11510 Kingsway NW
Edmonton, Alberta T5G 2Y5

Office Hours:
Monday through Friday
8:15 a.m. to 12 noon;
1:00 p.m. to 4:30 p.m.
Tel: 780-427-7191
Fax: 780-422-2900

Other locations in the province can

call toll free by dialing 310-0000 then
dial 780-427-7191
Online Booking Form:
[Link],
under the Education tab.

27
Elections Alberta Grade 9
 An exploration of youth
perspectives on democracy,
LEARNING SEQUENCE 1

government and participation What does government have to do with democracy?

This learning sequence encourages students to explore understandings and
conceptions of democracy in Canada, and the organization and responsibilities
of Canadian governments. Students review what they know and investigate
what they believe is most important in a democracy.

Prepare
Student Resources
Make It Matter
• Student Resource 1-1: Democracy Enacted (pp. 39-41)
Students work with their • Student Resource 1-2: Government and Democracy (pp. 42-44)
project groups to research and
explore information that will Graphic Organizers
support their class action project.
• KWHL Chart (p. 113)
• Get Informed (pp. 126-127)
• Continuum (p. 114)
• Retrieval Chart (p. 115)
• Sphere of Influence Chart (p. 116)

4 to 8 50-minute class periods

Teacher Backgrounder 1 (pp. 96-97) provides background
information that you may find useful in supporting students’ learning.

28
Elections Alberta Grade 9
 LEARNING SEQUENCE 1

What does government have to do with democracy?

Curriculum Connections

Inquiry Context Learning Outcomes

What does 9.1.2 appreciate the various effects of government policies on citizenship and on Canadian society (C, I,
government PADM)
have to do with
9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I,
democracy?
PADM)
An exploration
9.1.4 examine the structure of Canada’s federal political system by exploring and reflecting upon the
of youth
following questions and issues:
perspectives
on democracy, • (8) To what extent do political and legislative processes meet the needs of all Canadians?
government and (PADM, C)
participation 9.S.1 develop skills of critical thinking and creative thinking:
• (4) re-evaluate personal opinions to broaden understanding of a topic or an issue
• (5) generate creative ideas and strategies in individual and group activities
9.S.4 demonstrate skills of decision making and problem solving:
• (3) propose and apply strategies or options to solve problems and deal with issues
• (4) propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
9.S.7 apply the research process:
• (1) reflect on changes of perspective or opinion based on information gathered and
research conducted
• (2) integrate and synthesize concepts to provide an informed point of view on a research question
or an issue
• (3) develop a position supported by information gathered during research
• (4) draw conclusions based upon research and evidence
9.S.8 demonstrate skills of oral, written and visual literacy:
• (1) communicate in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and purposes
into consideration
• (3) elicit, clarify and respond appropriately to questions, ideas and diverse points of view
presented in discussions
• (4) make reasoned comments relating to the topic of discussion
• (5) listen to others to understand their perspectives

C Citizenship I Identity ER Economics and Resources

LPP The Land: Places and People GC Global Connections TCC Time, Continuity and Change
CC Culture and Community PADM Power, Authority and Decision Making
Selected curriculum outcomes from Alberta’s Information and Communication Technology (ICT) Program of Studies are infused throughout the
Social Studies Program of Studies and are indicated by this symbol .

29
Elections Alberta Grade 9
 LEARNING SEQUENCE 1

What does government have to do with democracy?

Checklist
Criteria Yes Somewhat Not Yet

Students provide evidence of their learning as they:

Listen and respond respectfully to demonstrate appreciation of the

effect of government policies (9.1.2; 9.S.8.5)

Value the impact of issues on quality of life, citizenship and identity

(9.1.3)

Identify examples and effects of legislative processes and citizenship

participation ([Link])

Analyze and compare structures and functions of different levels of

government ([Link]; 9.S.7.2)

Express, support and reflect on personal opinions (9.S.1.4; 9.S.7.1)

Develop, express and support a position with evidence, examples and

perspectives (9.S.4.4; 9.S.7.2; 9.S.7.3)

Combine and compare information to develop conclusions and

propose solutions (9.S.4.3; 9.S.7.4)

Discuss and share creative and original ideas with others (9.S.1.5;
9.S.8.4)
Communicate with others to discuss and solve issue-related problems
(9.S.4.4; 9.S.8.1; 9.S.8.3)

30
Elections Alberta Grade 9
 LEARNING SEQUENCE 1

What does government have to do with democracy?

How am I doing?

Criteria for a good Does my work demonstrate the criteria I identified?

:
Yes Not I know this because:
Yet

31
Elections Alberta Grade 9
 LEARNING SEQUENCE 1

What does government have to do with democracy?

Rubric

Level 4 3 2 1 Insufficient /
Criteria Excellent Proficient Adequate Limited * Blank *

Identifies examples Applies Applies specific Applies general Applies vague and No score is awarded
and effects of significant and detailed and partial sketchy examples because there
legislative processes and thorough examples that examples that that reflect effects is insufficient
and citizenship examples that reflect effects reflect effects of legislative evidence of student
participation ([Link]) reflect effects of legislative of legislative processes and performance based
of legislative processes and processes and citizenship on the requirements
processes and citizenship citizenship participation. of the assessment
citizenship participation. participation. task.
participation.

Develops, expresses Provides Provides Provides Provides minimal

and supports a compelling convincing simplistic support support for
position with evidence, support for support for for position. position.
examples and position. position.
perspectives (9.S.4.4;
9.S.7.2; 9.S.7.3)

Discusses and shares Shares insightful Shares Shares basic Shares

creative and original ideas and comprehensive ideas and general unconnected
ideas with others interrelated ideas and relevant examples. ideas and trivial
(9.S.1.5; 9.S.8.4) examples. examples. examples.

Communicates with Communicates Communicates Communicates Communicates

others to discuss and information in an information in information in a information in
solve issue-related effective manner a purposeful straightforward an ineffective
problems (9.S.4.4; that engages manner that manner that manner that
9.S.8.1; 9.S.8.3) others. interests others. generally holds does not sustain
the attention of the attention of
others. others.

* When work is judged to be limited or insufficient, the teacher makes

decisions about appropriate intervention to help the student improve.

32
Elections Alberta Grade 9
 LEARNING SEQUENCE 1

What does government have to do with democracy?

Teaching and Learning Activities
1 Democracy Enacted
Democracy is an abstract concept and one that is shaped by different
perspectives, often affected by individuals’ sense of belonging and place. Differentiate
Students will have explored meanings of democracy in previous grade levels,
including the significance and importance of the electoral process. They extend A word splash activity supports
these understandings to the organization and responsibilities of government. vocabulary and conceptual
understandings. It can also be used to
• Create a word splash on the board, recording terms connected with support struggling or reluctant readers
democracy and the electoral process, such as: by having them create a context in
Democratic which the vocabulary is used. A word
splash is a list of terms and concepts,
Government randomly “splashed” on paper or the
Vote board that students are encouraged
to use in a piece of writing.
Election
Discussion, inquiry or research
Rights questions can be introduced with
Equity students in a number of ways:
Freedoms • A think-pair-share strategy asks
students to think individually
Responsibility
about their response, share with a
Politics partner, and then discuss with a
small group or the whole class.
Transparency
• A KWHL Chart (What I Know;
Accountability.
What I Want to Know; How I Will
Find Out; What I Learned)
These terms are also provided on the first page of Student Resource 1-1:
provides students with the
Democracy Enacted (pp. 39-41). After students have explored the
opportunity to identify prior
introductory ideas in the student resource, ask them to work individually
knowledge and understandings,
and write a paragraph, using these terms, constructing an initial response to
questions they have, how they
the question: What does government have to do with democracy?
could research those questions
and later, reflect on what they have
learned. Use the graphic organizer
Did You Know for a KWHL Chart (p. 113).
• Students can brainstorm
“Today’s young adults are less likely to join political parties, but they do research questions that come to
join non-governmental organizations. Many believe in protest politics mind when they are presented with
and consumer activism, not in status quo politics. They are, however, an inquiry question. Each research
less likely to vote than young adults in the past and many do not plan question can be placed on a sheet
to start voting. But (and this is a big but) they tend to be less cynical of chart paper and posted in the
than the Baby Boomers. Many retain a temperament for democracy, but classroom. Students, in pairs or
express their civic commitment in different ways…. This shift is often small groups, can visit each chart
mistaken for apathy….” and record written responses and
Bristow, Jason. (March 2008). The Next West Generation: Young Adults, Identity and ideas below each question. The
Democracy. Calgary: Canada West Foundation (p. 3). responses should then be discussed
as a class.

33
Elections Alberta Grade 9
 2 Perspectives on Democratic Participation
The extent to which youth perspectives and opinions are heard, particularly
during elections, is a factor that is often attributed to youth apathy and
disinterest in the electoral process. However, some recent research is indicating
that this is a misconception. Students explore ideas and attitudes toward
government, elections and voting and explore if and how government affects
their lives.
• Have each student create five cards with the following phrases on them.
Differentiate Students can also be provided with differently coloured index cards, or
create each statement on an index card.
This activity can be limited to five to
ten minutes or it can take an entire 1. Strongly agree
class period. To explore the statements 2. Agree
in more depth, ask each pair to share
a summary statement about their 3. Neutral or not sure
differing positions on each statement 4. Disagree
with the class.
5. Strongly disagree
If technology such as Senteo Clickers is
available, it can be effectively used for • Read each of the statements that follow out loud, one by one. Have students
this activity. A software application, indicate the extent to which they agree or disagree with each statement
such as Survey Monkey, can also by holding up the appropriate card. At various points, ask students to find a
be used to have students use the classmate with a different response than their own and discuss for one or two
statements to create and administer a minutes why they feel the way they do.
survey and compare results. The government is accountable to the public.
The media can have a negative influence on a candidate’s image during
an election.
The messages in the media can influence people’s decisions.
The government stays true to its promises.
The government cares about what youth have to say.
Voting is a responsibility and a right. Everyone of voting age should
exercise their right to vote.
Elections are fair and impartial.
It doesn’t matter who gets elected – things never change.
If you belong to a political party, you have to believe its
views completely.
Voting is the best way to participate in a democracy.
The government represents everyone equally.

34
Elections Alberta Grade 9
• Discuss and compare the extent to which students agree or disagree with
the statements. Create a continuum on the board, listing the five choices
across the continuum and recording the number of responses for each
question. Students can also be provided with a graphic organizer, such as a
Continuum (p. 114) to create their own. Alternatively, students can be
asked to create bar graphs to tally their collective opinions.
To create a continuum, add up and average the responses to each question.
Create the continuum by placing the averaged questions in the boxes along
www.
Weblink
the top of the continuum line, as in the example below.
A graffiti wall is a strategy typically
used in language arts classrooms
and connected with literature
The media can studies. Adapt this strategy for social
have a negative studies by centering its creation on
The government influence on a a key concept, such as evidence of
is accountable to democracy. The graffiti walls can
candidate’s image
provide an opportunity to experiment
the public. during an election. with imagery and exaggeration, as
well as discuss messages and modes
of communication that represent
popular culture.

A graffiti wall strategy emphasizes a

1 2 3 4 5
constructivist approach to learning,
Strongly agree Strongly disagree as students express and negotiate
understandings as they construct it.
• Use the discussion to have students, either individually or with a partner, Find out more about this strategy
decide what they would identify as the most important elements in a at [Link]/lessons/
democracy, from the perspective of youth. lesson_view.asp?id=208.

• Provide students with Student Resource 1-2: Government and Democracy

(pp. 42-44). Have them work individually to respond to the activities, Did You Know
using graphic organizers such as a Retrieval Chart (p. 115) and a Sphere of
Influence Chart (p. 116). These activities focus on the following questions: Graffiti can be a contentious issue in
communities today. Many, including
What are the three levels of government and how do their structures the cities of Edmonton and Calgary,
and functions compare? have launched campaigns to inform
What opportunities do you think there are for youth to participate with the public of the legal implications of
government? What opportunities do you think there should be for spreading graffiti on public property,
youth to participate? Is there a difference? even though others consider it to
be an art form. Ensure that you
Do you think opportunities to participate with government are discuss appropriate and inappropriate
provided equally to everyone? Why or why not? venues for the creation of graffiti.
Encourage students to look at the
• Revisit the examples of injustice that students collected in the introductory graffiti they create on their personal
learning sequence. How are these injustices associated with principles of property – doodles on their binders,
democracy? (Encourage students to consider how injustices are perceived to be posters placed on the inside of lockers
inequitable or unfair because they contravene principles such as fairness and or cubbies or blackboards placed in
equity, as well as representation, rights, freedoms and participation.) public venues for graffiti creation.
Caution students that the creation of
• Provide each group with bulletin board space or poster paper to create a graffiti on public property is illegal.
graffiti wall. Introduce the task by asking students to talk about examples of
graffiti they have seen and what graffiti represents. Discuss examples of what
graffiti includes – shapes, drawings, doodles, symbols, colours, story excerpts,
quotations and word labels. (Graffiti began originally in the 1960s as a form
35
Elections Alberta Grade 9
 of identity “tagging” that individuals used to record their names in public places.
Share It was more of a statement of identity than anything else. Graffiti that represented
scenes became known as “pieces.” Today, graffiti is used to communicate messages
Have students take digital about social or cultural issues as well as for individual expression and identity.)
photographs of their graffiti walls.
Consider sharing them in one or • Ask students to create their graffiti walls to communicate messages about the
more of the following ways: responsibilities of government in a democracy. (Students may need some
support initially to identify starting points. Messages may include issues relating
• Post the photographs with captions to how the government ensures fairness or equality and deals with the influence
that students write on a classroom of the media; how government actions and decisions affect individuals and
or school website. groups; safeguarding of democratic principles, transparency and impartiality.
• Send the photographs, with However, it is important to encourage students to come up with their own
students’ reflections on democracy, conceptions of what is important in a democracy and what the responsibilities
to local or community newsletters of government should, or should not, involve.)
or newspapers.
• Have each group present and discuss their graffiti walls. Create a master list
• Submit the photographs to be of the concepts that are common among student groups. Discuss questions
shared with other teachers and such as the following:
students on the Elections Alberta
website. Teaching Ideas & Student What does this “master list” tell you about what is important to youth
Work Submission and Permission in a democracy?
forms (pp. 133-134) are provided at Which examples and evidence on the graffiti wall illustrate citizens’
the end of this resource. participation? Which examples illustrate changes that have been
• Invite parents, community influenced by citizen action?
members or the Returning Officer to What evidence is there that shows the extent to which individuals have
the classroom to view the graffiti the opportunity to participate in decision-making and enact change?
walls and explore ideas about
democracy with students. • The graffiti walls can be continuously added to as students continue to
explore how democracy is enacted in communities and evidenced in
political processes.

Assess & Reflect

Assess & Reflect
Have students reflect on questions
such as the following: The products that students create in this activity provide an opportunity
for summative assessment of students’ initial understandings of the
• To what extent do youth really concepts of democracy, governance and social participation. Although
have a say in government students worked as a group to complete the graffiti walls, they
and the democratic system? demonstrate their learning in the creation of an individual product.
• Why should we be concerned Evaluation should be based on individual student performance and
about the extent to which people gathered from a variety of sources of evidence to make a judgement of
have equal opportunities to student performance using the descriptors of the rubric (p. 32):
participate with government? • Use evidence from the individual work that students do in creating
the Continuums, Retrieval Chart and Sphere of Influence Chart to
assess individual understandings of these concepts.
• Use observation evidence collected throughout the activities of the
learning sequence to consider performance of process skills and
group participation.

36
Elections Alberta Grade 9
 Make It Matter - Class Action Project
Consider
• Review the project proposal that Explore
Perspectives

the class selected for their project. Reflect &

Evaluate Plan & Find
Use Get Informed (pp. 126-127) Information

to have groups research:

Take Action
Record &
Reasons and examples that Organize
Draw & Share
support the need for change that Conclusions

they have identified

Background information on the issue
Reasons and support for possible actions.
• Tell students that they will have opportunities to implement their project
over the next few weeks.
• Project groups can be encouraged to explore Internet sites and various
media sources, such as newspapers and community publications or watch
television news programs to find information that relates to their project.
Have them collect these sources in file folders or portfolios. Decide how
to best organize information to continue implementing the project.

37
Elections Alberta Grade 9
38
Elections Alberta Grade 9
 Student Resource 1 What does government
have to do with
democracy?

1-1 Democracy Enacted

What do these words mean to you?

GOVERNMENT
DEMOCRATIC Freedoms
POLITICS

equity
ELECTION
responsibility

Vote
S
ITIC
POL

rights
ACCOUNTABILITY
TRANSPARENCY
Freedoms

39
Elections Alberta Grade 9
 Government and Citizenship
Learning Log Some of us may think of our government as
something that was developed and put into place
What are some expectations that you have to live up to?
How can expectations help you overcome challenges? How
long ago. The truth is that our government has
can they add pressure? changed and grown as our notion of democracy
has developed and our values and attitudes have
influenced it.

Canada’s Constitution Act, which was originally

called the British North America Act of 1867, has
been amended numerous times and has been shaped
by how we have interpreted it in our courts, our
parliament and legislatures and our communities.
Do you believe that a country can have expectations of its
citizens? What might these expectations be? There is no doubt that our understanding of our
citizenship, our laws and our processes of government
will continue to change over time and through the
decisions of many governments. The participation of
citizens in their government and decision-making
is considered by many to be a responsibility, or
expectation, of citizenship.

What do you think your responsibilities as a citizen are?

Did You Know
Immigrants who wish to become Canadian
citizens must take a citizenship test. The
Canadian government provides a publication
for people who are studying to take the
citizenship test and become Canadians. This
publication describes Canadian citizenship.

Weblink
”
www.
Canada is a large country with a small population. We have
Citizenship and Immigration developed a unique federal style of government that is based on
Canada provides information on compromise and coexistence. We value our democracy, and every
applying to become a Canadian citizen is encouraged to do his or her share. Our laws are based on our
citizen on their website at democratic values. Canadian values include:
[Link]/english/citizenship/
[Link]. Equality—We respect everyone’s rights. Everyone has the right to speak
out and express ideas that others might disagree with. Governments
must treat everyone with equal dignity and respect — two other
fundamental Canadian values.

Respect for cultural differences—We try to understand and

appreciate the cultures, customs and traditions of all Canadians,
whether they were born in Canada or came here from another country.

Freedom—As Canadians, we enjoy basic freedoms, such as freedom

of thought, freedom of speech, freedom of religion and freedom of
40 peaceful assembly.
Elections Alberta Grade 9
 Peace—We are proud of our nonviolent society and our international
role as peacekeepers.

Law and order—We respect democratic decision making and the

“rule of law.” We promote due process so that the courts and the
police treat everyone fairly and reasonably. We ensure that our elected
governments remain accountable to Canadians.

As you reflect on these values, ask yourself which responsibilities you

will take on when you become a Canadian citizen.
”
Citizenship and Immigration Canada (2006). “What does Canadian
citizenship mean?” A Look at Canada. Ottawa: Author (p. 7).
[Link]/English/pdf/pub/[Link].

Write a paragraph, using these terms, in response to the

question below:

What does government have to do with democracy?

41
Elections Alberta Grade 9
 1 What does government Student Resource
have to do with
democracy?

1-2 Government and Democracy

Canadians often use the term “government” to mean everything connected
with making laws, collecting taxes, enforcing laws and providing public
services. However, in the Canadian parliamentary system, “government” has
a very limited and specific meaning:
• Government is the team of elected representatives with the support of
a majority in the Parliament or a provincial or territorial Assembly.
• It provides leadership in making laws and developing policies.
• It is responsible for the government ministries that deliver the programs
and services mandated by those laws.
Each of the three levels of government is organized in a similar way.

Find Out More Levels of Government Elected Officials Some Responsibilities

Federal Members of Parliament National Defence
Information on levels and
(MPs) Foreign Policy
responsibilities of government
can be found in your classroom Citizenship
textbook. It can also be found Policing
on weblinks such as: Provincial Members of the Education
The Citizen’s Guide to the and Territorial Legislative Assembly (MLA) Health Care
Alberta Legislature 6th Edition, or Highways
accessed at [Link]/ Members of the National Policing
pub/gdbook/[Link]. Assembly (MNA)
Information on the provinces or
and territories, including federal- Members of the
provincial relations is available Provincial Parliament (MPP)
on the [Link] or
website at the weblink Members of the
[Link]/ House of Assembly (MHA)
provinces/prov [Link].
Municipal (Local) Mayor or Reeve Policing
Councillors Firefighting
Snow Removal
Recycling Programs

42
Elections Alberta Grade 9
 How do the three levels of Canadian government compare?
Each diagram in the chart shows the organization of each level
of government. Create your own Retrieval Chart using the
one below, or request one from your teacher.

a. How would you describe and compare the organization of each level
of government? Start with the organizational diagram in each column. *Some

Describe the organization and structure in the second row of the chart.
b. Use other sources to research the responsibilities of each level of
government. Identify three points that summarize key responsibilities
of each level of government in the third row of the chart.

Federal Provincial Local

Parliament of Canada Queen Local Authorities
Represented in Alberta by the Special Areas and
Municipalities
Queen Lieutenant Governor Improvement Districts
Represented in Canada by the
Governor General School Districts Health Authorities
Legislative Assembly
Senate* Premier and Elected by voters Métis Settlements*
Appointed on the Prime Minister’s Cabinet Government Opposition
recommendation Members Members *A Métis Settlement provides services and government like a local authority.

House of Commons
Prime Elected by voters
Minister and
Cabinet Government Opposition
Members Members

*Some ministers of the government are members of the Senate.

Organization

Responsibilities

43
Elections Alberta Grade 9
 What opportunities do you think there are for youth to
participate with government? Use a graphic organizer such as a
Sphere of Influence Chart to reflect on the impacts of possible
actions that youth may take. Request this graphic organizer
from your teacher.
Learning Log • Start in the inner circle with the types of things
that are related to the responsibilities of
What opportunities do you think there should be for
government and have an impact on life for youth
youth to participate? Is there a difference between these
ideas and what you think currently exists? in their communities. For example, you may
identify taxes or the services and facilities that
are used on a daily basis. You might say “When
we make purchases, the tax we pay goes to
the government” or “The government helps pay
for roads and sidewalks we use every day” or “The
government sets the ages at which we can drive
and vote.”

• In each circle of the sphere, describe actions

Are opportunities to participate provided equally to youth may take to be involved with decision-
everyone? Why or why not? making and daily life in a community. Place the
actions in circles that are closer or further from
the centre of the sphere, depending on how
effective you think they may be in influencing
the decisions of government. For example, you
may identify talking with or writing a letter to an
MP – which circle of the sphere would you put
this in? You may identify an action like joining
a group that is promoting lowering the voting
age – which circle of the sphere would you put
this in?

44
Elections Alberta Grade 9
 Learning Sequences

LEARNING SEQUENCE 2 Research into political rights and

responsibilities and exploration of
How are government decisions and voting connected? some economic implications of the
electoral process
The electoral process involves both political and economic considerations,
including legislation and government policies that affect decision-making.
Learning Sequence 2 presents an example of an issue that has political and
economic implications and encourages students to explore how participation in
the electoral process can affect voters’ and governments’ decision-making.

Prepare
Student Resources
Make It Matter
• Student Resource 2-1: Responsibilities and Rights (pp. 53-55)
Students work with their project
• Student Resource 2-2: Political and Economic Decision-Making (pp. 56-61) groups to develop strategies for
communicating their project goals
Graphic Organizers and for taking action.

• Triple T-Chart (p. 117) • Communicate and Implement

(pp. 128-129)
• Mind Map (p. 118)
• Continuum (p. 114)
• T-Chart (p. 112)
• Money Cards (p. 119)

5 to 8 50-minute class periods

Teacher Backgrounder 2 (pp. 98-99) provides background
information that you may find useful in supporting students’ learning.

45
Elections Alberta Grade 9
 LEARNING SEQUENCE 2

How are government decisions and voting connected?

Curriculum Connections

Inquiry Context Learning Outcomes

How are 9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in
government Canada (C, I, PADM)
decisions and
9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative
voting connected?
process in Canada by exploring and reflecting upon the following questions and issues:
Research into
• (2) How does the Canadian Charter of Rights and Freedoms support individuals in exercising
political rights and
their rights? (PADM, C, I)
responsibilities
• (4) What is the relationship between the rights guaranteed in the Canadian Charter of Rights
and exploration
and Freedoms and the responsibilities of Canadian citizens? (PADM, C)
of some economic
implications of the 9.2.1 appreciate the values underlying economic decision making in Canada and the United States
electoral process (C, ER)
9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM)
9.2.6 assess, critically, the interrelationship between political decisions and economic systems by
exploring and reflecting upon the following questions and issues:
• (2) How is a political party’s philosophy reflected in its platform (i.e., social programs, specific taxes,
taxation model)? (ER, PADM)
9.S.1 develop skills of critical thinking and creative thinking:
• (2) evaluate, critically, ideas, information and positions from multiple perspectives
(6) access diverse viewpoints on particular topics by using appropriate technologies
(7) assemble and organize different viewpoints in order to assess their validity
9.S.4 demonstrate skills of decision making and problem solving:
• (3) propose and apply strategies or options to solve problems and deal with issues
• (4) propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
9.S.7 apply the research process:
•(1) reflect on changes of perspective or opinion based on information gathered and
research conducted
•(2) integrate and synthesize concepts to provide an informed point of view on a research question
or an issue
•(4) draw conclusions based upon research and evidence
•(6) organize and synthesize researched information
(14) make connections among related, organized data, and assemble various pieces into a
unified message
9.S.8 demonstrate skills of oral, written and visual literacy:
• (3) elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented
in discussions
• (4) make reasoned comments relating to the topic of discussion
• (5) listen to others to understand their perspectives

46
Elections Alberta Grade 9
Inquiry Context Learning Outcomes
9.S.9 develop skills of media literacy:
• (1) examine techniques used to enhance the authority and authenticity of media messages
• (2) examine the values, lifestyles and points of view represented in a media message
• (3) analyze the impact of television, Internet, radio and print media on a particular current
affairs issue

C Citizenship I Identity ER Economics and Resources

LPP The Land: Places and People GC Global Connections TCC Time, Continuity and Change
CC Culture and Community PADM Power, Authority and Decision Making
Selected curriculum outcomes from Alberta’s Information and Communication Technology (ICT) Program of Studies are infused throughout the
Social Studies Program of Studies and are indicated by this symbol .

47
Elections Alberta Grade 9
 LEARNING SEQUENCE 2

How are government decisions and voting connected?

Checklist
Criteria Yes Somewhat Not Yet

Students provide evidence of their learning as they:

Listen and respond respectfully to demonstrate appreciation of the

effect of government policies and legislation on social and economic
conditions (9.1.1; 9.2.1; 9.2.3; 9.S.8.5)
Identify examples and effects of the ways that rights and
responsibilities are protected in social and economic legislation and
democratic processes ([Link]; [Link]; [Link])
Develop, express and support a position with evidence, examples and
perspectives (9.S.4.4; 9.S.7.2)

Organize and summarize information to develop conclusions and

propose ideas and solutions (9.S.4.3; 9.S.7.4; 9.S.7.6; 9.S.7.14)

Access, organize, summarize and compare diverse viewpoints and

perspectives from a variety of sources (9.S.1.2; 9.S.1.6; 9.S.1.7;
9.S.9.2)
Express, support and reflect on development of personal opinions and
perspectives (9.S.7.1)

Discuss and share ideas and ask questions of others (9.S.8.3; 9.S.8.4)

Access, compare and analyze diverse media messages that reflect

current affairs and social or political issues (9.S.9.1; 9.S.9.3)

48
Elections Alberta Grade 9
 LEARNING SEQUENCE 2

How are government decisions and voting connected?

Rubric

Level 4 3 2 1 Insufficient /
Criteria Excellent Proficient Adequate Limited * Blank *

Identifies examples Provides specific Provides relevant Provides general Provides No score is awarded
and effects of the and purposeful analysis of the analysis of the superficial because there
ways that rights and analysis of the effects of social effects of social analysis of the is insufficient
responsibilities are effects of social and economic and economic effects of social evidence of student
protected in social and and economic legislation and legislation and and economic performance based
economic legislation legislation and democratic democratic legislation and on the requirements
and democratic democratic processes. processes. democratic of the assessment
processes ([Link]; processes. processes. task.
[Link]; [Link])

Accesses, organizes, Provides an Provides a Provides a Provides a

summarizes and insightful thoughtful basic minimal
compares diverse evaluation of evaluation of evaluation of evaluation of
viewpoints and sources. sources. sources. sources.
perspectives from
a variety of sources
(9.S.1.2; 9.S.1.6; 9.S.1.7;
9.S.9.2)

Discusses and shares Shares strongly Shares well Shares generally Shares
ideas and asks justified opinions supported supported inconsistently
questions of others and ideas with opinions and opinions and supported
(9.S.8.3; 9.S.8.4) others. ideas with others. ideas with others. opinions and
ideas with others.

Accesses, compares and Offers an Offers a logical Offers a general Offers a vague
analyzes diverse media insightful analysis analysis of the analysis of the analysis of the
messages that reflect of the messages messages in messages in messages in
current affairs and in diverse media diverse media diverse media diverse media
social or political issues sources. sources. sources. sources.
(9.S.9.1; 9.S.9.3)

* When work is judged to be limited or insufficient, the teacher makes

decisions about appropriate intervention to help the student improve.

49
Elections Alberta Grade 9
 LEARNING SEQUENCE 2

How are government decisions and voting connected?

Teaching and Learning Activities
Assess & Reflect
Use a simple checklist to assess
1 Responsibilities and Rights
students’ demonstrations of their The concept of “rights” is not always associated with rights that are guaranteed
understanding of the difference or protected by law. Some students also equate moral and ethical choices or
between rights and responsibilities. actions with rights instead of with responsibilites. An action that is considered
“right” is not always a right that is entrenched in law.
Use criteria such as the following to
assess understanding:
• Write phrases such as “I have the right to…” or “You have no right to…” on
• Able to describe multiple the board. Invite students to share examples of times they have used these
interpretations associated phrases. How often do these phrases actually refer to rights that are protected
with each concept by law? Brainstorm examples of rights that students believe are protected by
law and experiences they have had that involved those rights.
• Able to make comparisons
by describing the differences
• “Do rights protect opportunities to participate in a democracy?” Share
between the concepts.
this question with students and provide them with Student Resource 2-1:
Responsibilities and Rights (pp. 53-55) and a Triple T-Chart (p. 117).
Does this Yes Somewhat Not The student resource invites students to consider their own perspectives, as
student Yet well as those of two others, regarding the following questions:
demonstrate
understanding What do you think the most important responsibility of a citizen
of… should be?

Can responsibilities be mandated? How?
Rights?
Do you think voting is more of a right or a responsibility?
Should voting be mandatory? Is it appropriate to mandate something
that is a right?
Responsibilities? Do you think everyone has the same opportunities to get involved with
decisions that the government makes?
What do you think? Are opportunities to participate with government
and in communities protected and ensured? In what ways? Or why not?

• Encourage students to consider the relationship between political rights and

responsibilities by using a graphic organizer such as a Mind Map (p. 118) to
explore how they perceive their own political identity.

Rights Responsibilities

My political identity
involves...

Actions

50
Elections Alberta Grade 9
 2 Political and Economic Decision-Making
The relationship between political decision-making, economic issues and voter
attitudes can impact public perceptions of the electoral process. Issues relating to
www.
Weblink
equity and fairness are often involved in discussions relating to election finances.
Alberta’s Election Finances and Contributions Disclosure Act outlines the financial The Election Finances and
limits and restrictions that candidates and political parties must follow during Contributions Disclosure Act can be
elections and what they must disclose to the public. accessed on Election Alberta’s website
at [Link]/Public%20
• Place questions such as the following on the board, and invite students to Website/[Link].
share their initial thoughts and perspectives:
Do you think that participating and taking action as a citizen has
financial or economic effects? What could they be?
Do you think financial or economic decisions made by the government
can limit or encourage social action? In what ways? Why?
How do you think money might influence the electoral process?

• Provide students with Student Resource 2-2: Political and Economic

Decision-Making (pp. 56-61) and two copies of the Continum (p. 114). Share
Review the media release about the issue of oil sands development in the
2008 provincial election. Questions encourage students to consider how Ask students to work in small groups
current issues influence voter choices as well as the actions of political parties to develop questions to interview
during an election campaign. They also ask students how governments are a Returning Officer. Interview
affected when they take power after an election. questions can focus on rights and
responsibilities inherent in the
The student resource outlines the steps for conducting a campaign electoral process and campaign rules
finance simulation, which introduces the electoral process by encouraging and guidelines.
students to explore the financial rules and guidelines that govern electoral
processes. These financial rules and guidelines affect candidates, political Interviews can be conducted in
parties and campaign contributors. the following ways:
• Invite a Returning Officer to the
• Ask the class to identify an issue that will be the focus for the campaign classroom to be interviewed.
finance simulation. The issue can be related to those students identified in
Learning Sequence 1 or an issue that is connected to the class action project. • Compile interview questions
and have a group of students
Provide time for students to nominate candidates and obtain financial represent the class in conducting
support from contributors. Provide students with a T-Chart (p. 112). a telephone interview.
The steps for conducting the campaign are summarized in the student
resource. • Send interview questions by email to
the Returning Officer.
First, have the class nominate five candidates. The rest of the students
will be contributors. Have students compile and discuss
Distribute Money Cards (p. 119) randomly to students who are the answers. How are the Returning
contributors. Label each money card with a monetary value, using the Officer’s perspectives on rights and
formula below: responsibilities involved in the
electoral process similar to or different
• 8 cards = $100 from what the class has discovered
• 8 cards = $250 and learned in their inquiry?

• 8 cards = $500 *Be sensitive to the demands

• 8 cards = $1500 on a Returning Officer’s time!
Consider having one or a small
• 1 card = $3000. group of students represent the
class if conducting a telephone
or email interview.
51
Elections Alberta Grade 9
 Each student should receive the same number of money cards. (For
Assess & Reflect example, if you have 25 contributors in your class, each would receive
eight money cards.) Each student will receive money cards that total up
The products that students to different amounts.
create in this learning sequence Ask how many students received a total of $800 (the minimum they
provide an opportunity for can receive) to spend. Ask how many received the $3000 bill and how
summative assessment of students’ much his or her money cards add up to. As a class, discuss why
understandings of the concepts of contributors might consider contributing money to a candidate,
political rights, decision-making and connecting the discussion back to the issue identified earlier.
participation. Although students
work in groups and as a class, they It is now the candidate’s job to persuade contributors to donate money
demonstrate their learning in the to their campaigns. Candidates must convince contributors that they
creation of individual products. are the best representatives and should be supported with a contribution.
Evaluation should be based on Have candidates prepare a brief presentation for contributors. This can
individual student performance and be done in the form of a press conference for potential campaign funders.
gathered from a variety of sources Have contributors prepare a list of factors they consider to be most
of evidence to make a judgement important in deciding what they will contribute to a campaign.

of student performance using the Provide a set amount of time during class for candidates to meet with
descriptors of the rubric (p. 49): contributors and try to obtain contributions. Tell contributors that it is
• Use evidence from the individual up to them to decide how they wish to contribute to the candidates.

tasks – the survey results and When all contributors have donated their money, have students regroup
reflection, mind map, continuum as a class. Count and record the amount each candidate collected. Have
and fundraising analysis – to assess students respond to the questions on the student resource individually or
individual understandings of discuss as a class.
the concepts.
Ask students to work individually to construct a personal response to
• Use evidence from the product that the questions at the end of the student resource. Analyze opportunities
students create about participating for participating with government decision-making during times of
during an election campaign. election campaigning.
• Use observation evidence
collected throughout the activities
of the learning sequence to consider Make It Matter - Class Action Project
performance of process skills and
Consider
group participation. • Encourage students to consider Explore
Perspectives
who is important to involve in Reflect &
Evaluate Plan & Find
their project planning and Information
implementation by discussing
and reflecting on questions Take Action
Record &
Organize
such as the following: Draw & Share
Conclusions
How are the goals of our
class project related to rights of citizens and responsibilities
of government?
Who is important to inform about the importance and goals of the
project? Are there members of the school or community who can
help support the project?
What strategies can best be used to elicit support for the project
from different individuals and groups?
• Review the research for the class project. Use Communicate and
Implement (pp. 128-129) to identify individuals and groups who
can help support the project and ways to communicate the goals and
importance of the project.

52
Elections Alberta Grade 9
 Student Resource 2 How are government
decisions and voting
connected?

2-1 Responsibilities and Rights

Do rights protect our opportunities to participate in a democracy?
You decide.

”All Canadians have certain rights and responsibilities. They are based on
Canadian laws, traditions and shared values.

Many of these rights are defined in the Canadian Charter of Rights and
Freedoms, which is part of Canada’s Constitution. The Canadian Charter
of Rights and Freedoms legally protects the basic rights and freedoms of
everyone in Canada. Some of these rights and freedoms are:
• Legal rights, such as the right to a fair trial
• Equality rights, such as the right to protection against discrimination
• Mobility rights, such as the right to live and work anywhere in Canada
• Aboriginal peoples’ rights
• Basic freedoms, such as freedom of thought, speech, religion and
peaceful assembly.
”
Citizenship and Immigration Canada (2006). “What does Canadian citizenship mean?”
A Look at Canada. Ottawa: Author (p. 38). [Link]/English/pdf/pub/[Link].

Some citizenship rights are defined in Canadian laws. One such right is the
right for citizens to be given preference for jobs in the federal government. Did You Know
Many of these rights and freedoms existed in earlier laws. However, with
Oath of Citizenship
the creation of the Charter in 1982, they became better defined and better
protected. I swear (or affirm) that I will be
faithful and bear true allegiance
With these rights come responsibilities for everyone in Canada. Individual to Her Majesty Queen Elizabeth
Canadians and also the levels of Canadian government have the responsibility the Second, Queen of Canada, Her
to respect the rights and freedoms of all Canadians. However, it is important Heirs and Successors, and that I
will faithfully observe the laws of
to realize that the rights of a single Canadian or a group of Canadians
Canada and fulfil my duties as a
cannot interfere with the rights of any other. For this reason, courts must Canadian citizen.
interpret the Charter from time to time to make sure that it is applied fairly
in all situations.

53
Elections Alberta Grade 9
 Citizenship Rights
Under the Canadian Charter of Rights and Freedoms, Canadian citizens have
Did You Know the right to:
To become a Canadian • Be candidates in federal, provincial and territorial elections
citizen, a person must:
• Be educated in either official language
• Be 18 years old or older
• Apply for a Canadian passport
• Be a permanent resident
of Canada • Vote in federal and provincial or territorial elections
• Have lived in Canada for at • Enter and leave Canada freely.
least three of the four years
before applying for citizenship Citizenship also brings responsibilities. For example, voting in elections is
• Speak either English or French considered both a right and a responsibility by some.
• Know Canada’s history
and geography Citizenship Responsibilities
• Know about Canada’s system of
government and the rights and The publication that potential Canadian citizens can use to study for their
responsibilities of citizenship. citizenship test says that all citizens have the responsibility to:

• Vote in elections
• Help others in the community
• Care for and protect our heritage and
environment
• Obey Canada’s laws
• Express opinions freely while respecting
the rights and freedoms of others
• Eliminate discrimination and injustice.

Although obeying the law is mandatory, or required and there are laws to
protect heritage, the environment, and freedom of expression, as well as try
to prevent discrimination and injustice, there are no laws that make voting
and helping others in the community mandatory. So these are not legal
responsibilities that are required of every citizen.

Citizenship and Immigration Canada (2006). “What does Canadian

citizenship mean?” A Look at Canada. Ottawa: Author (p. 7).
[Link]/English/pdf/pub/[Link].

54
Elections Alberta Grade 9
 Use a graphic organizer such as a Triple T-Chart to explore
different perspectives on rights and responsibilities. Request this
graphic organizer from your teacher. Record your own opinions in
the first column. Then, find out what two other individuals think.
One person you consult must be of voting age. Record their
opinions in the second and third column.

My Opinions Person 1 Person 2

What do you think the most
important responsibility of a
citizen should be?

Can responsibilities be
mandated? How?

Do you think voting is more

of a right or a responsibility?

Should voting be
mandatory?

Is it appropriate to mandate
something that is a right?

Do you think everyone has

the same opportunities to
get involved with decisions
that the government makes?

What do you think: Are opportunities to participate with

government and in communities protected and ensured? In what
ways? Or why not? Write a response in your notebook as:
• A letter to the editor
• An opinion feature for a youth newsletter
• An Internet blog.
55
Elections Alberta Grade 9
 2 How are government Student Resource
decisions and voting
connected?

2-2 Political and Economic Decision-Making

Are you a voter? You probably are, even though you can’t yet vote in local,
provincial or federal elections. You have likely voted as a member of a
group, with friends to try to make a choice about something or perhaps in a
community meeting. The point is, you are participating and expressing your
opinion when you vote.

The participation of electors, or those eligible to vote, as well as the results

Weblink www.
of their vote, can send important messages to and about government.
The websites in the Media • What are some factors that you think influence the ways people vote?
Release are from the Pembina
Institute website, found at • Do more people vote when there is public interest in specific issues?
[Link]. Their website Do more people vote if they want to send a message to the government
links to the Oilsands Watch in power?
website at [Link]. • Do you think that candidates may listen more to the groups that have the
org. This website contains a
highest voter turnout in elections? Why or why not?
number of links to articles and
perspectives related to oil sands
development. What perspectives
Consider this example from the 2008 provincial election in Alberta.
or biases can you find in
these sources? What does this media release tell you about the impact of
government actions on the attitudes of voters?

MEDIA RELEASE
Feb 26, 2008
Candidates' Perspectives on Oil Sands Compared with Albertan's Views

” Today, the Pembina Institute released the results of an all-candidate survey about oil sands development.
Conducted from February 15 to 21, 2008, by McAllister Opinion Research, the survey compares these results with
the views of a public opinion poll of Albertans that asked the same questions….
In total, 192 candidates responded to the survey, including … candidates representing each of the Progressive
Conservative, Alberta Liberal, NDP, Green and Wildrose Alliance parties. The survey asked questions about the
pace of oil sands development, the role of government in oil sands development, the management of greenhouse gas
pollution, and the reclamation of oil sands projects.
“The high candidate response rate demonstrates that many candidates see oil sands development as a significant issue
and they feel compelled to share their views with the voters they are seeking to represent,” notes Simon Dyer, Oil
Sands Program Director. “In April 2007 we polled 500 Albertans and asked the same questions. The results of the
all-candidate survey will allow Albertans to see how closely aligned candidates are with their own views on oil
sands development.”
…The complete results and a media backgrounder describing the survey results are available at [Link].
org/survey. This interactive website allows Albertans to search by a candidate’s name, by riding name or by postal
code in order to see the responses from each of the candidates in their riding. High-resolution versions of the

”
summary graphs are available for download at [Link]/survey.
Candidate’s Perspectives Compared with Albertan’s Views. Media Release (February 26, 2008). Edmonton: The Pembina Institute.
[Link]/media-release/1594.
56
Elections Alberta Grade 9
 What other perspectives are involved in this issue? Find out how
three of the individuals or groups identified below feel about oil
sands development.

Farmer
Industry leader Environmentalist

Union member
Public service
advocate Entrepreneur

Ask your teacher for two copies of the Continuum graphic

organizer. Place and describe the points of view of each of the
three groups or individuals in the appropriate place on the first
continuum. On the second continuum, place and describe the
extent of the influence you think each group or individual will
have on government decision-making. Use the examples of
continuums on this page to help you get started.

Support of Oil Sands Development

Strongly
supports
developement
because...

1 2 3 4 5
Strongly Support Neutral Opposed Strongly
Support Opposed

Influence on Government Decision-Making

Probably has
little influence
because...

1 2 3 4 5
Strong Some Not Sure Not Much No
Influence Influence Influence Influence
57
Elections Alberta Grade 9
 Check the results of the 2008 provincial election. What position on oil
Weblink sands development did the winning government take as part of their
political platform?
Election results can be found on
the Elections Alberta website at
[Link].
Were the results of the election consistent with Albertans’ position on
oil sands development, according to the Pembina Institute’s survey?

Impact of Political Involvement

Many people find it rewarding to be informed about public issues. They are
interested in the perspectives involved and like to make the effort to find
information and explore different opinions. Some people believe that being
informed provides them with the knowledge they need to communicate
their perspectives and opinions and influence public decision-making.
Some just get involved because it gives them satisfaction to be part of the
democratic process.

Some believe that lack of participation in the electoral process can have a
concrete impact. For example:

Learning Log • Elected representatives may gear their

campaigning towards those groups that do
If youth do not express their concerns and identify their
participate more in elections. For example,
issues, what do you think the chances would be that elected
representatives will pay attention to these concerns seniors tend to have a higher participation rate
and issues? in elections, so seniors’ issues may be something
that candidates focus on during an election.
• Once elected, representatives may pay more
attention to those issues and groups that got
them elected. If environmental or economic
issues are an important issue during a campaign,
the government that is elected may have made
promises to develop new policies in those areas.
If seniors’ issues are a concern during a
campaign, they may become part of the priorities
of the government.

58
Elections Alberta Grade 9
 The Economics of an Election
Learning Log
In Alberta, the electoral process, or the steps
and actions involved in an election, is run by Why do you think Elections Alberta is independent from
an organization called Elections Alberta. This the government?
organization is independent from the government.
Elections Alberta makes sure that when an election
happens, the following conditions are met:
• The election is open, fair and impartial.
• Voters have the necessary information to
participate in the election.
• Political participants have the information and assistance to make sure
they are following election rules.
• Election officers are trained to make sure elections are run properly and
results are made available to people.
• Elections are evaluated to recommend any changes that could be made
to improve the electoral process.

What about economic issues that relate to elections themselves? Most

places in North America and across the world have campaign finance
legislation, or legislation that deals with the impact of money on elections
and public policy. This legislation is usually based on the premise that
campaign spending is a significant factor in determining electoral success –
in other words, getting a candidate elected.

Campaign finance legislation promotes financial equity and fairness, or

creates a “more level playing field.” In Alberta, the Election Finances and Find Out More
Contributions Disclosure Act is a law that maintains the accountability of Information about financial
candidates and those who run the electoral process. It does this through requirements for candidates and
rules that provide contribution limits and require the disclosure, or making political parties can be found at
public, of contributions that individuals or groups make to political parties [Link]/efpublic/
and their campaigns during an election. Public transparency is another [Link].
term that is used to describe the disclosure of political financing.

In Alberta, there are different financial requirements during campaign

periods and for non-election years that involve political parties, candidates
and constituency associations, which are volunteer organizations that
handle the activities of a political party in an electoral division. Annual
reporting is the responsibility of the political party and the constituency
association and is based on a calendar year. Campaign reporting is the
responsibility of a political party and the candidate. It occurs in a year
in which there is a provincial general election, a by-election or a Senate
nominee election.

59
Elections Alberta Grade 9
 Experience a fundraising campaign based on an issue that is of
current importance to your class. What insights does the
campaign provide about the economic aspects of an
election campaign?

1. Identify and describe an issue that will be a focus of an election campaign.

The issue should be something that your class agrees upon.
For this activity, you will take the role of either a candidate for election or
a contributor.
• The job of the candidates will be to raise money to pay for their campaign
in an election.
• The contributors will make a decision to support a candidate who they think
will best represent their or their organizations’ views and opinions on the issue.

2. Record the criteria for campaigning that you establish as a class. Use a Campaign
Criteria T-Chart to record the rules and guidelines for candidates and contributors.
This chart is described below.
3. Conduct the fundraising campaign.
• If you are a contributor, you will receive money cards that you will use to make
your contributions. You can choose how much you will give to one or more
candidates. You will be responsible for preparing a list of priorities that you will
use to allocate your contributions.
• If you are a candidate, you will prepare and present a brief statement that
explains why you are the best choice to receive financial support from
contributors. Your statement should address where you stand on the issue.
You will be asked to present your statement at a press conference to
the contributors.
• You will have a set amount of time during class to distribute or collect
contribution funds.

4. Analyze the results with your class and answer the Fundraising Results
Analysis questions on the next page of this handout.

Use a T-Chart like the example on the left to establish the criteria for
Criteria for Reason campaign funding. Request this graphic organizer from your teacher.
Campaign Consider these questions:
Funding
• Should there be limits on how much can be contributed?
1.
• Should we limit who can contribute?
• Should there be limits on how much candidates can spend on
2. their campaigns?
• Should the public know how much is contributed, who contributes
and how much candidates spend on campaigns?

60
Elections Alberta Grade 9
 Fundraising Results Analysis
After the fund raising campaign has been run, consider and respond to
these questions:
1. Were some candidates better than others at fundraising?
2. What influenced the negotiations between candidates and contributors?
3. Do those with money to spend have an advantage?
4. What impact does campaign funding have on the outcome of
an election?
5. Why do you think there are contribution limits in a campaign?
6. Is the system fair and equitable?

7. Should the government reimburse political parties and candidates for

their campaign spending?

What do you think?

• How do you think political and economic decisions made by
government affect opportunities that citizens have to participate
during an election campaign?
• What are these opportunities?
• Are these opportunities fair and equitable?
• How should these opportunities be communicated to others in the
school or community?

Construct your response using a format from the choice board

below. In your response, focus on one strategy for participating
with government.

Write a letter that poem or Design a po

you would send to Create a ong ste
could be dis r that
s
local media lyrics to a the commu
played in
nity

Create a comic st
that communicat
rip Develop a 30-second
a message
es radio public service
Create a collage with announcement script
current media examples

61
Elections Alberta Grade 9
62
Elections Alberta Grade 9
 Learning Sequences

LEARNING SEQUENCE 3 An exploration of the right to vote in

the context of time, age, citizenship
What do you mean, my vote doesn’t count? and equitable, accessible processes

Democratic processes, including elections, emphasize values of equity, fairness,

accountability and openness. Learning Sequence 3 encourages students to
examine the right to vote in the context of age, citizenship and equitable,
accessible processes. Learning Sequence 3 also provides a historical overview of
voting rights.

Prepare
Student Resources
Make It Matter
• Student Resource 3-1: Times Change (pp. 73-76)
• Student Resource 3-2: An Election Experience (pp. 77-79) Students explore options for
implementing their class action
Graphic Organizers project and plan steps and activities.
• T-Chart (p. 112) • Plan for Action (p. 130)
• Cause and Effect Timeline (p. 120)
• Mind Map (p. 118) or Flow Chart (p. 121)

Build the Vote! An Election Simulation

• Election simulation resources, templates, forms and directions are provided in
this resource.
Elections Alberta’s Election Simulation
• An Election Simulation Toolkit can be ordered from Elections Alberta at the Toolkit includes the following items:
contact information provided on page 4 of this resource.
• Electoral Division Map
• Provincial Electoral Division Map
6 to 10 50-minute class periods • Voting Screen
• Pencils (3)
• Paper Ballot Box Seals (3)
Teacher Backgrounder 3 (pp. 100-105) provides background • Election Officer Badges
information that you may find useful in supporting students’ learning. • Scrutineer Badges
• “Vote Here” sign (with arrow tip)
• Registration Officer Sign
• Poll Book (modified to include 6 pages)
• Statement of Poll (photocopy)
• Voter Template for Visually Impaired
• Guide for Scrutineers
• Guide for Polling Place Officials
• Guide for Use of the Special Ballot Poll
• Guide for the Conduct of Mobile Polls
• Guide for Candidates on the
Election Act
• Information for Students on Provincial
Elections (brochure).

63
Elections Alberta Grade 9
 LEARNING SEQUENCE 3

What do you mean, my vote doesn’t count?

Curriculum Connections

Inquiry Context Learning Outcomes

What do you mean, 9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in
my vote doesn’t Canada (C, I, PADM)
count?
9.1.4 examine the structure of Canada’s federal political system by exploring and reflecting upon the
An exploration of following questions and issues:
the right to vote in
• (8) To what extent do political and legislative processes meet the needs of all Canadians?
the context of time,
(PADM, C)
age, citizenship and
equitable, accessible 9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative
processes process in Canada by exploring and reflecting upon the following questions and issues:
• (4) What is the relationship between the rights guaranteed in the Canadian Charter of Rights and
Freedoms and the responsibilities of Canadian citizens? (PADM, C)
9.S.1 develop skills of critical thinking and creative thinking:
• (4) re-evaluate personal opinions to broaden understanding of a topic or an issue
9.S.2 develop skills of historical thinking:
• (1) analyze selected issues and problems from the past, placing people and events in a context of
time and place
• (2) distinguish cause, effect, sequence and correlation in historical events and issues, including the
long- and short-term causal relations
• (4) analyze the historical contexts of key events of a given time period
9.S.4 demonstrate skills of decision making and problem solving:
• (3) propose and apply strategies or options to solve problems and deal with issues
• (4) propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to
their community, such as:
• (1) develop leadership skills by assuming specific roles and responsibilities in organizations, projects
and events within their community
9.S.7 apply the research process:
• (2) integrate and synthesize concepts to provide an informed point of view on a research question
or an issue
• (3) develop a position supported by information gathered during research
• (4) draw conclusions based upon research and evidence

64
Elections Alberta Grade 9
Inquiry Context Learning Outcomes
9.S.8 demonstrate skills of oral, written and visual literacy:
• (1) communicate in a persuasive and engaging manner through speeches, multimedia presentations
and written and oral reports, taking particular audiences and purposes into consideration
• (2) use skills of informal debate to persuasively express differing viewpoints regarding an issue
• (3) elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented
in discussions
• (4) make reasoned comments relating to the topic of discussion
• (5) listen to others to understand their perspectives

C Citizenship I Identity ER Economics and Resources

LPP The Land: Places and People GC Global Connections TCC Time, Continuity and Change
CC Culture and Community PADM Power, Authority and Decision Making
Selected curriculum outcomes from Alberta’s Information and Communication Technology (ICT) Program of Studies are infused throughout the
Social Studies Program of Studies and are indicated by this symbol .

65
Elections Alberta Grade 9
 LEARNING SEQUENCE 3

What do you mean, my vote doesn’t count?

Checklist
Criteria Yes Somewhat Not Yet

Students provide evidence of their learning as they:

Listen and respond respectfully to demonstrate appreciation of the

impact of the evolution of rights (9.1.1; 9.S.8.5)

Identify examples and effects of legislative processes and citizenship

participation ([Link])

Apply understandings of the rights and responsibilities inherent in the

electoral process ([Link]; [Link])

Analyze context and importance and describe cause and effects of

significant events (9.S.2.1; 9.S.2.2; 9.S.2.4)

Develop, express and support a position with evidence, examples and

perspectives (9.S.4.4; 9.S.7.2; 9.S.7.3)

Communicate with others to discuss and persuasively express

viewpoints on issue-related problems (9.S.4.4; 9.S.8.1; 9.S.8.2; 9.S.8.3;
9.S.8.4)
Organize and summarize information to develop conclusions and
propose ideas and solutions (9.S.4.3; 9.S.7.4)

Express, support and reflect on personal opinions to demonstrate

understandings (9.S.1.4)

Demonstrate commitment to taking on roles and responsibilities in

projects and events in the community (9.S.6.1)

66
Elections Alberta Grade 9
 LEARNING SEQUENCE 3

What do you mean, my vote doesn’t count?

Rubric

Level 4 3 2 1 Insufficient /
Criteria Excellent Proficient Adequate Limited * Blank *

Apply understandings Applies Applies thorough Applies basic Applies No score is awarded
of the rights and comprehensive examples examples superficial because there
responsibilities examples to describe to describe examples is insufficient
inherent in the electoral to describe rights and rights and to describe evidence of student
process ([Link]; rights and responsibilities responsibilities rights and performance based
[Link]) responsibilities involved in the involved in the responsibilities on the requirements
involved in the electoral process. electoral process. involved in the of the assessment
electoral process. electoral process. task.

Analyze context and Provides an Provides a Provides a basic Provides an

importance and insightful analysis thoughtful analysis of ineffective
describe cause and of cause and effect analysis of cause and effect analysis of
effects of significant relationships cause and effect relationships cause and effect
events (9.S.2.1; 9.S.2.2; involved in relationships involved in relationships
9.S.2.4) significant events. involved in significant events. involved in
significant events. significant events.

Demonstrate Formulates Formulates Formulates Formulates

commitment to purposeful relevant generalized superficial
taking on roles and strategies and strategies and strategies and strategies and
responsibilities in roles for taking roles for taking roles for taking roles for taking
projects and events responsibility for responsibility for responsibility for responsibility for
in the community a project. a project. a project. a project.
(9.S.6.1)
Communicate with Communicates Communicates Communicates Communicates
others to discuss and information in information in information in a information in
persuasively express a purposeful a memorable straightforward an ineffective
viewpoints on issue- manner that manner that manner that manner that
related problems persuasively interests the holds the does not sustain
(9.S.4.4; 9.S.8.1; 9.S.8.2; engages the audience. attention of the attention of the
9.S.8.3; 9.S.8.4) audience. audience. audience.

* When work is judged to be limited or insufficient, the teacher makes

decisions about appropriate intervention to help the student improve.

67
Elections Alberta Grade 9
 Did You Know LEARNING SEQUENCE 3

What do you mean, my vote doesn’t count?

Many 18-year-old-men bravely
entered into combat for Canada in
Teaching and Learning Activities
World War II. It was after this period
in history that there was a movement
1 Times Change
to drop the voting age from 21 to 18.
Many political rights, including the right to vote, have not always been
In the 2004 federal general election, accessible to all citizens. Encouraging students to consider who democracy
37% of electors aged 18–24 voted. serves and who can participate is an important aspect of understanding the
In the 2006 general election, important connections between democracy, participatory citizenship and the
approximately 44% of electors in the electoral process.
18–24 age group voted.
• Share the video and radio advertisement clips produced by Elections Alberta,
Elections Canada. Election basics: Frequently provided on the Building Future Voters CD. As they watch each clip, have
asked questions. Young Voters Site students identify the issue they address. (The video and radio advertisements
[Link].
were created by Elections Alberta for the 2008 provincial election and targeted
at potential voters. Advertisements from other provinces are also included.)

• Use a graphic organizer such as a T-Chart (p. 112) and the video and radio
Find Out More clips to introduce discussion on why students think people choose to vote or
choose not to vote in an election. Remind students that the advertisements
Elections Alberta completed a are satirical!
survey with the general public after
the March 2008 Alberta provincial
election. The results of this survey Why people choose to vote Why people choose not to vote
are provided in a research report
entitled Elections Alberta: Survey
of Voters and Non-Voters (July 17,
2008). This resource is available in
• Share the following questions with students in a class discussion:
PDF format on the Elections Alberta
website at [Link], How important do you think it is to participate in elections?
as well as in the Building Future Who can vote today? How has the right to vote changed over time?
Voters CD mini-library. The survey Do you think it is still changing? Why?
provides information on the public’s
perception of voting, awareness of What factors have most influenced the challenges and successes that
their rights and obligations, levels of individuals and groups experienced in obtaining rights? (Encourage
voting participation and satisfaction students to review what they have learned previously about historical events,
with the voting process. people and places that relate to the development of democracy in Alberta
and Canada, such as the fight for the right to vote by women’s groups like
the Famous 5, the importance of Confederation and the influence of the
British, French and Aboriginal peoples on the ways Canadians make
decisions as a society. This historical perspective is something that students
will have learned in Grades 4, 5, 6 and 7 Social Studies.)
Do you think the concept of democracy has changed over time? In
what ways? (Encourage students to consider whether democracy is
something that is “static” or whether it changes over time, in much the
same way as the concept of rights has also changed. Discuss how
democracy is an evolving idea that is influenced by perspectives of both
individuals and groups. For example, students may be asked to
revisit, from their learning in previous grade levels, how the Athenians,
the Haudenosaunee, the British and the French had different views
of democracy. In addition, the Charter of Rights and Freedoms has also
68 influenced Canadian democracy to be more inclusive.)
Elections Alberta Grade 9
 Is the electoral process fair and equitable? Do you think there should be
any changes to who can vote today, and how they can vote? (Students Weblink
may contribute ideas such as changes in the voting age or the use of
technology in the process of voting. Post these in the classroom for reference Student research on the history of
in Learning Sequence 4.) voting rights and democracy can be
structured as a WebQuest.
• Invite students to explore the information on the Student Resource 3-1:
Times Change (pp. 73-76). If Internet access is available, work with Information about creating a
partners or small groups to find additional information about events that WebQuest, as well as examples of
contributed to changing understandings and laws regarding rights. WebQuests, can be found on the
[Link] website at
• Ask students to identify what they think are the five most influential events [Link]
in the development of rights over time. Use these events to create a Cause
and Effect Timeline (p. 120) and include one of the following elements in A cause and effect timeline is a
timeline text or visuals: graphic organizer that can be used to
Quotations that represent the successes in achieving equity and develop understandings of chronology
representation in rights and time-related concepts, as well as
skills of sequencing and analysis. The
Brief profiles of individuals who influenced events timeline can include visuals as well
Brief descriptions of events as text.
Explanations and examples of how individual actions or events connect
An electronic timeline template is
to the principles of democracy – fairness, equity, representation, justice
accessible at [Link]/
Examples or facsimiles of primary sources. materials/timeline/[Link].

Cause of Cause of Assess & Reflect

Change Change
Use a rating scale such as the
one below to assess students’
What the Change What the Change
demonstration of historical
Involved Involved thinking skills.

Does this Yes Somewhat Not

student Yet
Effect of the Effect of the demonstrate
Change Change
ability to…
Describe
• Display the timelines in the classroom. Timelines can be constructed as: relevance
and
Displays to add to students’ graffiti walls sequence of
Three-dimensional mobiles and displayed on a wire strung across significant
the classroom events?
A bulletin board display Identify
causes and
A presentation, such as a PowerPoint display or an Internet webpage.
effects of
significant
events?
Share
Timelines can be shared in different contexts, with other students, Ask students to individually reflect on
classrooms, parents or community members. the following question:
Have students add information to their graffiti walls on the electoral • What do I appreciate most about the
process, summarizing key points and issues on index cards and placing changes that others have acted for?
them as “callouts” or speech bubbles on the graffiti walls. 69
Elections Alberta Grade 9
 2 An Election Experience
Share Experiencing the electoral process provides insight into how elections work and
why they are structured and legislated the way they are. The electoral process
Through Elections Alberta, invite a emphasizes the importance of open, fair and impartial elections.
Returning Officer to participate with
students in planning and holding the • Open a class discussion with questions that ask students to revisit the
student election. Returning Officers overarching issue: Does everyone have fair and equitable opportunities to
can be invited to participate participate in society?
in a number of ways:
What impact do you think voting really has? Is the electoral system fair
• Ask the Returning Officer to email and equitable for everyone?
or fax a Writ of Election on Do you think election results affect the other ways that people may
behalf of the Chief Electoral Officer choose to participate in society? Why?
to establish the beginning of the
simulation. Discuss dates and • Provide students with Student Resource 3-2: An Election Experience
timelines for the election simulation (pp. 77-79) and invite them to review the information on the first page.
with the Returning Officer when Discuss the issue of fairness and equity related to an electoral system that is
you are in contact with him or her. based on majority decision-making.

• Invite the Returning Officer to Explain to students that they will be participating in an election simulation,
the classroom to provide an taking on the roles of voters as well as people involved in administering the
information session on electoral election process. This process encourages students to explore issues related
processes for the class or for students to fairness and equity in the context of a classroom, multiple classrooms or a
who are acting as Deputy Returning school-wide election.
Officers and Poll Clerks.
• Review what students know about the electoral process and discuss questions
• Invite the Returning Officer to such as the following as a class:
participate with students on Voter registration: Why should all voters register? (Encourage students to
Polling Day. The Returning Officer consider ideas such as ensuring one vote per person, fairness, making sure
can be asked to act as an observer. that only people really living in the area actually vote, etc.)
Discuss with students how established
Voter eligibility: Why do we establish eligibility criteria for voters?
democracies, including Canada,
(Students may discuss ideas that include the importance of eligibility criteria
often send observers to
to make sure that voters are old enough to make a good decision; to protect
developing democracies.
citizen’s right to vote; to ensure that voters actually live in the electoral
division, etc.)
The election process: Why is it important to follow the same process for
each election?

• Introduce the election simulation by referring students to the information

on the student resource, which guides them through questions that they will
consider in planning and holding a student election. Students are encouraged
to identify issues that will become a focus for the student election. The
student resource provides an introduction to the election simulation.
The election simulation is provided in Build the Vote! An Election
Simulation. This resource booklet provides templates, forms and directions
for implementing an election in the classroom. Additional election materials
can also be ordered from Elections Alberta at the contact information
provided on page 4 of this resource. A PDF version of the election simulation
resource is also provided on the Building Future Voters CD.

70
Elections Alberta Grade 9
• The information, forms and templates in Build the Vote! are designed to Assess & Reflect
actively engage students with the electoral process, give them
opportunities to stand as candidates, explore political party affiliations, run Use a checklist to assess students’
campaigns and vote. demonstrations of their understanding
Information is presented in source card formats, designed to be of the electoral process.
photocopied and cut into two to four cards per page.
Use criteria such as the following to
Source cards represent roles involved in the electoral process, including assess understanding:
election officers, candidates, candidate’s official agents, scrutineers,
lobby groups and media. • Analyzes the structure and function
of the electoral process.
Templates guide students through steps in the process that are modeled
on Alberta election processes.
Does this Yes Somewhat No
The activities, templates and source cards can be applied in student
different contexts: demonstrate
• To conduct a mock election in the classroom ability to…

• To conduct a mock election for combined classrooms at the same Identify the
grade level processes that
are part of
• To organize and conduct a mock election for your school. elections?

• Encourage students to add insights about the electoral process to their Provide
graffiti walls. reasons for
each process?

IF THIS IS AN ELECTION YEAR Compare

roles and
Post a large sheet of poster paper horizontally. Divide it into three responsibilities
columns, labelled “Fact,” “Opinion” and “Not Sure.” Introduce the of individuals
chart to the students. Ask them to define and clarify the difference and groups
between facts and opinions. involved in
the electoral
Make sure students understand that facts are verifiable, while opinions process?
are not. Ask students the following questions, allowing for as many
responses as there is time: Apply analysis
of process
What do you know about this election?
to different
How do you know? levels of
government?
What do you know about the candidates?
How do you know?

As each response is given, ask the group to evaluate whether the

statement is a fact (provable) or simply someone’s opinion. Write the
statement in the corresponding column. If consensus is not reached for
any statement, write it in the “Not Sure” column. When all responses
are given and posted, review the items in each column. Discuss whether
any of the items in the “Not Sure” column are verifiable as fact.
Activity adapted from Voting: What’s it
When reviewing the “Opinion” column, be sure to address the idea all about? Read-Write-Think. NCTE
that opinions are not invalid, and talk about what makes them valid International Reading Association website.
(different ideas, goals, perspectives and understandings). You can also [Link]/lessons/lesson_view.
asp?id=396 .
examine the newspaper or magazine articles and campaign flyers or
posters that the students bring in. Some might bring in editorials,
political cartoons or news articles. 71
Elections Alberta Grade 9
 Assess & Reflect Make It Matter - Class Action Project Explore Consider
Perspectives

Reflect &
Ask students to reflect individually • Encourage students to draw Evaluate Plan & Find
Information
on how the electoral process conclusions from the research they
affects them personally. completed to support their project. Take Action
Record &
Use a graphic organizer such as a Organize
Draw & Share
The research that students Mind Map (p. 118) or Flow Conclusions

complete provides an opportunity Chart (p. 121) and Plan for Action (p. 130)
for assessment of students’ to develop paths of action they can take. Provide
understandings of the electoral students with time to start to implement actions related to the project.
process. These understandings
should be assessed through an • Discuss how elected representatives identify things that need to be
individual demonstration of learning. improved or changed and develop a plan to try to implement change or
Evaluation should be based on take action.
individual student performance and
gathered from a variety of sources • Work with students to establish a context for the election that is
of evidence to make a judgement connected to the class project. This context can involve possible actions
of student performance using the that each group will present as part of their election campaigns,
descriptors of the rubric (p. 67): depending on the type of project your class is implementing:
Strategies for communicating and lobbying for a need for change
• Use evidence from the work
with their MLA or the government, such as making a presentation,
that individual students complete
sending a letter, sharing research and findings, sending an invitation
during the student election to assess
to meet with the class, etc.
individual understandings of the
electoral process. Strategies for implementing the project in the classroom or school,
such as holding a school awareness campaign, organizing student
• Use observation evidence collected meetings or working groups, holding lunch hour take action
throughout the activities of the meetings, etc.
learning sequence to consider Strategies for implementing the project in the community, such as
performance of process skills and preparing a community information night, holding a press
group participation. conference, organizing a public service announcement or campaign,
organizing a mini-conference, etc.

• Candidates can campaign on the basis of how they will take leadership in
developing, furthering and implementing the goals of the project.

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Elections Alberta Grade 9
 Student Resource 3 What do you
mean, my vote
doesn’t count?

3-1 Times Change

Some people think that Canadians take their rights for granted and do not
always recognize the challenges and struggles that have influenced those
www.
Weblink
rights. Over different time periods, not everyone had the access to rights Explore the Time Portal on
that is part of the foundation of our society today. Humans Rights Cases [Link]-
[Link]/en/timePortals/[Link]
What injustices and inequalities did people face in the past? The legal and
political system of English common law and French civil law is based on rule Visit the Historica Voices
of law, which means that the government, like the people, is accountable to website at [Link]/voices/
[Link].
the law. However, it has not always been this way. Before the 1900s, there
were no laws that protected people against discrimination or prejudice, Watch the Historica minute
except criminal laws. Those rights that did exist were reserved for male on Hart and Papineau. Go to
property owners. Although there were some gains made in the 1800s to [Link]/minute, click on
expand rights to different groups, there were many who still experienced Historica Minutes and search for
discrimination based on their gender, race, religion, ethnicity and language. the Hart and Papineau minute
under the Building Democracy tab.
In the early 1900s, women started to gain political and legal rights, both
federally and provincially. They insisted on, fought for, and won the right to
enter “non-traditional” professions and gain their independence. However,
most of the power was still in the hands of the economically dominant
white male.

Other groups in Canadian society also did not have

access to many rights. Aboriginal people could not
vote until 1960. Asian Canadians did not gain the
vote until 1949. It wasn’t until 1988 that
people with intellectual disabilities gained
the right to vote.

Equality in the workplace,

equal access to places to live Learning Log
and the ability to use public
services was not part of many
Canadians’ daily lives until well into the 1900s. However, What does the term “ethics” mean
to you?
laws against discrimination were slowly established and people started to
pay more attention to the importance of working toward equality for all.

In the 1930s, legislation made discrimination based on race, religion and What are “morals?” How would
political affiliation illegal. Over the years, different laws have improved you describe your moral values?
equality for citizens and residents of Canada. However, ethical and moral
work is still necessary to change attitudes of prejudice and discrimination.

73
Elections Alberta Grade 9
 Find Out More Legislation and Declarations Protecting Human Rights

Find out more about John The Universal Declaration of Human Rights was adopted on December 10,
Humphrey, the Montréal lawyer 1948 and is often considered one of the United Nations’ greatest
who drafted and won support achievements. The Universal Declaration of Human Rights promoted non-
for the Universal Declaration of discrimination based on race, colour, sex, language, religion and politics.
Human Rights. It recognized that human rights are a matter of international concern.
It asserted individual, fundamental rights to health care, education and
Watch the Historica minute work. The Declaration served as a model for many constitutional documents
on John Humphrey. Go to throughout the world, including the Canadian Charter of Rights
[Link]/minute, click on and Freedoms.
Historica Minutes and search for
the John Humphrey minute under The Canadian Charter of Rights and Freedoms came into force on April 17,
the Canada and the World tab.
1982. Section 15 of the Charter, which addresses equality rights, came into
effect three years after this date.
Find and download the Youth
Guide to the Canadian Charter of
Rights and Freedoms on the John The Charter is founded on the rule of law and entrenches, or guarantees,
Humphrey Society for Peace and rights and freedoms in the Constitution. It recognizes:
Human Rights website at • Fundamental freedoms (e.g. freedom of expression and of association)
[Link] Go to the link
called Educational Resources. • Democratic rights (e.g. the right to vote)

• Mobility rights (e.g. the right to live anywhere in Canada)

• Legal rights (e.g. the right to life, liberty and security of
the person)
• Equality rights

• The multicultural heritage of Canadians
• Official language and minority language education rights.

In addition, the provisions of section 25 guarantee the rights

of the Aboriginal peoples of Canada.

The Charter is, in some respects, Canada’s most important law

because it can invalidate, or take away the legality of, any laws that are
Weblink www.
inconsistent with it. For more than 20 years, Canadian courts have made
more than 300 decisions in which they invoke, or reference, the Charter to
Information about the Universal
justify a change to Canadian laws.
Declaration of Human Rights as
well as human rights today can be
found on the Taking IT Global The Charter has also had a major impact on the promotion and protection
website at [Link]/ of human rights in Canada. It has reinforced the rights of official-language
themes/udhr60/. minorities and led to the recognition and enforcement of the rights of
minorities and disadvantaged groups. In matters related to justice, the
Additional information on the Charter has clarified what the rights of offenders are.
Universal Declaration of Human
Rights can be found on the United How important do you think it is that people are treated fairly, equally
Nations Association in Canada and respectfully? These concepts are fundamental values within Canadian
website at [Link]. society and within the justice system. Canada’s government makes decisions
through a system of legislation, regulations and laws. Our judicial system is
bijudicial. This means it is based on two systems of law: civil law from the
French and common law from the English. Increasingly, Aboriginal principles
74 of justice are also influencing laws and decision-making.
Elections Alberta Grade 9
Why do federal and provincial governments pass laws? Canadian laws are
written rules that provide guidelines for people in society. The police and
courts are responsible for enforcing those laws. Canadians have rights and
freedoms that are protected under the Canadian Charter of Rights and
Freedoms through the justice system. Some of the rights and freedoms
protected by the justice system include:
• Fundamental freedoms, such as freedom of religion, thought, belief, Citizenship and Immigration Canada
opinion and expression (2006). “What does Canadian
• Legal rights, including the right to life, liberty and security of citizenship mean?” A Look at Canada.
the person Ottawa: Author (p. 7).
[Link]/English/pdf/pub/[Link].
• Equality under the law. Every Canadian has an equal right to
the protection and services of the police and the courts.

Some citizenship rights are also defined in Learning Log

Canadian laws. One such right is the right What impact, if any, do you think the Charter of Rights and
to be given preference for jobs in the federal Freedoms has on your daily life?
government. Many of these rights and freedoms
existed in earlier laws. However, with the
creation of the Charter in 1982, they became
better defined and better protected.

With these rights come responsibilities. Part of

our responsibilities involve duties we have as
citizens under the law. These duties include:
What impact do you think the Charter of Rights and
• Serving on juries when called to serve
Freedoms has had on the development of democracy?
• Knowing the law
• Testifying in court when summoned.

Individual Canadians and all levels of government

have the responsibility to respect everyone’s
rights and freedoms. However, it is important to
realize that the rights of a single Canadian or
a group of Canadians cannot interfere with the
rights of any other. For this reason, courts must interpret the Charter from
time to time to make sure that it is applied fairly in all situations.

How do you think human rights protected by the Canadian

Charter of Rights and Freedoms affected the establishment of voter
eligibility in Canada over time?

75
Elections Alberta Grade 9
 Who was protected?
Before the entrenchment of the Canadian Charter of Rights and Freedoms,
some believed that criminal laws protected criminals more than they
did residents of Canada. People charged with crimes had a number of
protections that were based on English common law. They had the right
to a fair trial and the right to have fair procedures. Laws were based on
habeas corpus, the right of a person being detained by the authorities to be
brought in front of a judge to see if the detention is valid. The laws also said
that a person had the right to be secure in his or her own house unless the
police obtained a search warrant.

What issues do you think these laws brought up in Canadian society at the time? How did the
Charter of Rights and Freedoms expand the legal rights of citizens?

What examples can you find that shows how the concept of democracy has changed over time?

The Highest Court?

The Judicial Committee of the Privy From 1875, the year it was created, until 1949, the Supreme Court was,
Council. Canada in the in fact, not the highest court in Canada. During this time, the Judicial
Making website. [Link]/ Committee of the Privy Council, in Britain, had jurisdiction, or the power
citm index_e.html. of decision making, over all colonial courts. This included the Dominion of
Canada until 1949.

In 1947 the Judicial Committee of the Privy Council ruled that the
Parliament of Canada could abolish civil appeals to the Judicial Committee.
This was accomplished in 1949, at which time the Supreme Court of Canada
became the last court of appeal for all cases originating in Canada.

Build a timeline of influential events. Pick what you think are the
five most important events in the development of rights over
time. Write or draw what is important about each event, placing
it in chronological order on a Cause and Effect Timeline graphic
organizer. Request this graphic organizer from your teacher.
Learning Log
Do the rights we have in place today give
Do any of the events you’ve selected for your timeline everyone fair and equitable access to
impact you? How? participate? To vote? What would you
change if you could? Write a personal
response to these questions in
your notebook.

76
Elections Alberta Grade 9
 Student Resource 3 What do you
mean, my vote
doesn’t count?

3-2 An Election Experience

Can you think of times when someone has represented you? Or you have
represented others? When you are a group leader or spokesperson, you
represent the members of your group. When a family member attends a
community meeting, he or she may be representing you and your interests.
When a classmate attends a school meeting, he or she may represent your
class. Representation in government works much the same way – at all
levels of government.
Learning Log
Canada is a representative democracy, which
When have you made decisions by majority decision-making?
means that every citizen has the power to express What other forms of decision-making have you used?
their opinions and be represented in government.
It means that residents, people who live in Canada
whether or not they are citizens, have the same
rights. This system of representative democracy is
based on principles, or important values and ideas,
which are hundreds of years old.

Voting is sometimes described as the most important action that a citizen

can take to be politically involved in a representative democracy. Every
eligible voter has the right to vote in a democracy, although some choose
not to vote.

A democracy cannot exist without free and fair elections. A free and fairly
run election makes everyone equal because each citizen has one vote. Did You Know
Therefore, voting gives every individual an equal say. Collectively, or taken The Election Act is the main
all together, election results can send a message to politicians, political legislation that guides the
parties and the public, letting them know what positions and points of view conduct of elections in Alberta.
are supported by the majority. It sets out all the rules and
procedures that must be followed
The idea of majority decision-making is an important aspect of the to ensure that elections are fair
electoral process. and impartial. Elections Alberta
is responsible for making sure
• The political party with the majority of seats forms the government. the Election Act is followed. They
• Decisions to pass laws are made through a majority of votes. must remain independent from
any political party or government
• Representatives are chosen through a system that is often called in power.
“first-past-the-post.” In other words, the candidate winning the
majority of votes in a constituency is the winner, even if he or she
received less than 50 % of the “popular vote,” which is the total
number of votes cast.

These processes are based on those in the Election Act, which is the
legislation governing electoral procedure in Alberta.

77
Elections Alberta Grade 9
 Is the electoral process fair and equitable? You decide. Does
your school already have a student government? How are you
represented? What opportunities are there for students to
show leadership?

Consider holding an election to elect a student government for

your classroom or school.

A student government can represent the interests and voices of students

when making decisions that may affect everyone. A student government can
also take responsibility for leadership tasks related to a school or classroom
project or action plan.

As a class, decide what type of student election you will hold.

Identify whether your election will be held in your school, with
other classrooms or in your classroom only.

If you had a student government, what would its responsibilities

be? Think about this question as you prepare to hold a student
election. Make a list and check it with other classmates.

Did You Know

The most common voting age
around the world is 18, with a
few countries that have lower
voting ages. East Timor, Indonesia,
In Alberta, there are criteria that must be met for voting eligibility. To be
North Korea, the Seychelles and
eligible to vote in a provincial election in Alberta, a person must:
Sudan have a national minimum
voting age of 17. Austria, Brazil, 1. Be a Canadian citizen
Cuba and Nicaragua have a
minimum age of 16. People who 2. Be 18 years old or older
are between the ages of 16 and 18 3. Be ordinarily resident in Alberta for at least six months prior to
and employed can vote in Bosnia,
Polling Day.
Serbia and Montenegro. However,
in Uzbekistan, the minimum
The following persons are not eligible to vote:
age to vote is 25. In Italy, the
minimum voting age for elections • Returning Officers (except to break a tie)
to the Senate is also 25.
• Persons who, on Polling Day, are inmates of correctional institutions,
excluding persons sentenced to terms of imprisonment of 10 days or less
or for the non-payment of fines.
78
Elections Alberta Grade 9
 Find out what the criteria are for voting in federal elections. Make It Matter
Make your student election
matter to your class action
project. What actions or policies
will be important to the candidate
What criteria will establish voter eligibility in your election? election campaigns? Consider
strategies like the following,
depending on the type of project
you are working on.
• Strategies for communicating
and lobbying for a need for
change with your MLA or the
government, such as making
a presentation, sending a letter,
In some ways, your school is like an electoral division. Your classroom is
sharing research and findings
like a polling subdivision. In a provincial election, each electoral division or sending an invitation to
must elect a representative. In order to vote, each eligible voter must meet with the class.
register, or identify themselves by adding their name to the List of Electors.
Voting takes place in polling places within each polling subdivision. • Strategies for implementing
the project in the classroom
or school, such as holding a
Why do you think it is important that all voters register?
school awareness campaign,
organizing student meetings
or working groups or
holding lunch hour take
action meetings.
• Strategies for implementing
the project in the community,
In most elections, there are issues that people are concerned about. Your such as preparing a community
student election should be focused on issues that are important to your information night, holding a
class. The issues may relate directly to your classroom or school. They may press conference, organizing a
public service announcement
also be issues related to a project that your class or school is working on.
or campaign or organizing
a mini-conference.
What issues do you think will be important in your election?
Encourage your candidates
to campaign on the basis of
how they will take leadership
in developing, furthering and
implementing the goals of
your class action project.

How might your issues differ from other classrooms, groups of

people or communities?

79
Elections Alberta Grade 9
80
Elections Alberta Grade 9
 Learning Sequences

LEARNING SEQUENCE 4 A focus on political involvement and

citizen participation
How can citizen participation be improved?
The processes of a democratic society mean that issues continue to involve
questions, concerns and challenges. In Learning Sequence 4, students explore
issues related to citizen participation, including the voting age and voter
turnout. This section asks students to return to the overarching issue: Does
everyone have equal and fair opportunities to participate in society?

Prepare
Student Resources
Make It Matter
• Student Resource 4-1: Why Participate (p. 91)
• Student Resource 4-2: Make a Commitment (pp. 92-93) Students assess the impact and results
of their activities and consider how
Graphic Organizers effective their class action project
has been.
• Cause and Effect Chart (p. 122) or a T-Chart (p.112)
• Assess the Impact (p. 131)
4 to 6 50-minute class periods
Teacher Backgrounder 4 (pp. 106-109) provides background
information that you may find useful in supporting students’ learning.

81
Elections Alberta Grade 9
 LEARNING SEQUENCE 4

How can citizen participation be improved?

Curriculum Connections

Inquiry Context Learning Outcomes

How can citizen 9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in
participation be Canada (C, I, PADM)
improved?
9.1.2 appreciate the various effects of government policies on citizenship and on Canadian society (C, I,
A focus on political PADM)
involvement
9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I,
and citizen
PADM)
participation
9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative
process in Canada by exploring and reflecting upon the following questions and issues:
• (4) What is the relationship between the rights guaranteed in the Canadian Charter of Rights and
Freedoms and the responsibilities of Canadian citizens? (PADM, C)
9.S.1 develop skills of critical thinking and creative thinking:
• (2) evaluate, critically, ideas, information and positions from multiple perspectives
• (3) demonstrate the ability to analyze current affairs from multiple perspectives
• (4) re-evaluate personal opinions to broaden understanding of a topic or an issue
• (5) generate creative ideas and strategies in individual and group activities
9.S.4 demonstrate skills of decision making and problem solving:
• (1) take appropriate action and initiative when required in decision-making and
problem-solving scenarios
• (2) participate in and predict outcomes of problem-solving and decision-making scenarios
• (3) propose and apply strategies or options to solve problems and deal with issues
• (4) propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• (1) demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts
peacefully and equitably
• (2) demonstrate a positive attitude regarding the needs and perspectives of others
9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to
their community, such as:
• (1) develop leadership skills by assuming specific roles and responsibilities in organizations, projects
and events within their community
9.S.7 apply the research process:
•(1) reflect on changes of perspective or opinion based on information gathered and
research conducted
•(2) integrate and synthesize concepts to provide an informed point of view on a research question
or an issue
•(3) develop a position supported by information gathered during research
•(4) draw conclusions based upon research and evidence
(14) make connections among related, organized data, and assemble various pieces into a
unified message
(16) analyze and synthesize information to create a product
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Elections Alberta Grade 9
Inquiry Context Learning Outcomes
9.S.8 demonstrate skills of oral, written and visual literacy:
• (1) communicate in a persuasive and engaging manner through speeches, multimedia presentations
and written and oral reports, taking particular audiences and purposes into consideration
• (2) use skills of informal debate to persuasively express differing viewpoints regarding an issue
• (3) elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented
in discussions
• (4) make reasoned comments relating to the topic of discussion
• (5) listen to others to understand their perspectives
9.S.9 develop skills of media literacy:
• (2) examine the values, lifestyles and points of view represented in a media message
• (3) analyze the impact of television, Internet, radio and print media on a particular current
affairs issue

C Citizenship I Identity ER Economics and Resources

LPP The Land: Places and People GC Global Connections TCC Time, Continuity and Change
CC Culture and Community PADM Power, Authority and Decision Making
Selected curriculum outcomes from Alberta’s Information and Communication Technology (ICT) Program of Studies are infused throughout the
Social Studies Program of Studies and are indicated by this symbol .

83
Elections Alberta Grade 9
 LEARNING SEQUENCE 4

How can citizen participation be improved?

Checklist
Criteria Yes Somewhat Not Yet

Students provide evidence of their learning as they:

Listen and respond respectfully to demonstrate appreciation of the

effect of government policies and legislation on social and economic
conditions (9.1.1; 9.1.2; 9.S.8.5)
Value the impact of issues on quality of life, citizenship and identity
(9.1.3)
Identify examples and effects of the ways that rights and
responsibilities are protected in social and economic legislation and
democratic processes ([Link])
Access, organize, summarize and compare diverse viewpoints and
perspectives from a variety of sources (9.S.1.2; 9.S.1.3; 9.S.9.2)

Organize and summarize information to develop conclusions and

propose ideas and solutions (9.S.4.2, 9.S.4.3; 9.S.7.2; 9.S.7.4;
9.S.7.14; 9.S.7.16)
Develop, express and support a position with evidence, examples and
perspectives (9.S.4.4; 9.S.7.2, 9.S.7.3)

Express, support and reflect on development of personal opinions and

perspectives (9.S.1.4; 9.S.7.1)

Discuss and share ideas with and ask questions of others

(9.S.8.3; 9.S.8.4)
Access, compare and analyze diverse media messages that reflect
current affairs and social or political issues (9.S.9.3)

Participate and communicate with others to discuss and resolve issue-

related problems (9.S.4.4; 9.S.8.1)

Discuss and share creative and original ideas with others

(9.S.1.5; 9.S.8.4)
Communicate with others to discuss and persuasively express
viewpoints on issue-related problems (9.S.4.4; 9.S.8.1; 9.S.8.3;
9.S.8.2)
Demonstrate commitment to taking on roles and responsibilities in
projects and events in the community (9.S.4.1; 9.S.6.1)

Work collaboratively and cooperatively in a group setting

(9.S.5.1; 9.S.5.2)

84
Elections Alberta Grade 9
 LEARNING SEQUENCE 4

How can citizen participation be improved?

How am I doing?

How well did I: A A Not I know this because:

great good there
job start yet
Contribute to the group?

Provide information and ideas?

Listen to the ideas of others?

How consistently did I: Most Some Not I know this because:

of of very
the the often
time time
Communicate ideas and opinions
with others?

Apply my understandings to
my work?

Reflect on what I was learning?

85
Elections Alberta Grade 9
 LEARNING SEQUENCE 4

How can citizen participation be improved?

Rubric

Level 4 3 2 1 Insufficient /
Criteria Excellent Proficient Adequate Limited * Blank *

Value the impact of Provides Provides Provides Provides minimal No score is awarded
issues on quality of life, meaningful purposeful appropriate description of because there
citizenship and identity description of description of description of ways that citizens is insufficient
(9.1.3) ways that citizens ways that citizens ways that citizens can contribute to evidence of student
can contribute to can contribute to can contribute to improve quality performance based
improve quality improve quality improve quality of life. on the requirements
of life. of life. of life. of the assessment
task.

Identify examples Applies Applies thorough Applies Applies

and effects of the comprehensive examples of generalized superficial
ways that rights and examples of rights and examples of examples of
responsibilities are rights and responsibilities rights and rights and
protected in social and responsibilities involved in social responsibilities responsibilities
economic legislation involved in social and economic involved in social involved in social
and democratic and economic legislation. and economic and economic
processes ([Link]) legislation. legislation. legislation.

Work collaboratively Contributes Contributes Contributes to Contributes

and cooperatively in a skillfully to effectively to group products minimally to
group setting group products group products and occasionally group products
(9.S.5.1; 9.S.5.2) and consistently and frequently engages in and seldom
engages in engages in appropriate group engages in
appropriate group appropriate group behaviours. appropriate group
behaviours. behaviours. behaviours.

Express, support and Provides a Provides a Provides a basic Provides an

reflect on development perceptive thoughtful reflection on unclear reflection
of personal opinions reflection on reflection on individual and on individual and
and perspectives individual and individual and group work. group work.
(9.S.1.4; 9.S.7.1) group work. group work.

* When work is judged to be limited or insufficient, the teacher makes

decisions about appropriate intervention to help the student improve.

86
Elections Alberta Grade 9
 LEARNING SEQUENCE 4

How can citizen participation be improved?

Teaching and Learning Activities
Differentiate
1 Why Participate
Index cards can be used to brainstorm
The issue of participation in the electoral process is one that continues to be ideas individually, while poster paper
discussed whether it is an election year or not. Considering whether voting can be used for group brainstorming.
should be mandatory or a choice encourages students to critically analyze the
importance of the electoral process in a democracy. Add the index cards to the
graffiti walls or display posters
• Provide students with Student Resource 4-1: Why Participate (p. 91). in the classroom.
Ask students to work with a partner to rank common reasons provided for
voting and not voting. Compare and discuss responses.

• Invite students to brainstorm strategies, either individually, in a group or as

a class, which could increase participation in the electoral process. Encourage Did You Know
students to consider not just voting, but also interest in the process and
results of elections as well as strategies that could influence what democracy Elections in Alberta can be called
in Canada “looks like.” (Some common suggestions that students may offer at the discretion of the government
include lowering the voting age, make voting a mandatory responsibility, focus on in power, within five years from the
educating new voters, allow voting by Internet, get families talking about politics date they are elected. In some other
and elections at home, make sure election dates are set so that everyone has the provinces, such as British Columbia,
same information on an election, get candidates and political parties to talk election dates are set.
about issues that are important for young people or change election campaign
finance rules.)

• Select one or two strategies that students think are most effective. Analyze
the consequences of the strategy as a class using a graphic organizer such as a Find Out More
Cause and Effect Chart (p. 122) or a T-Chart (p. 112). Consider causes
and effects or pros and cons. A chart that shows the provinces that
hold elections on fixed election dates
What is the effectiveness of online voting? is provided in the Building Future
Voters CD mini-library.
Pros Cons

-easier and more convenient to vote -security and privacy may be

difficult to ensure
-appeals to people who use
the Internet -extra costs may be added because
traditional voting methods would still
be needed

Discuss some current issues related to electoral reform, such as:

All Canadians should be required to vote.
People should be allowed to vote on the Internet.
Candidates should spend roughly the same amount of money on
campaigns to “level the playing field.”
Every province and territory, as well as the federal government, should
be required to hold elections on fixed dates.
The legal voting age should be lowered.
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Elections Alberta Grade 9
 • Have students work individually or with a partner to research the advantages
and challenges that might be involved in one of the issues. Decide on the
Asseess & Reflect
issue to be debated as a class, depending on student interest and motivation.
Assess students’ contributions to As an optional extension activity, students can be asked to create their own
the debate by using a checklist research source cards on current or local issues related to political
such as the following: participation and the electoral process.

Does this Yes Somewhat Not • Define key terms in the issue statement that is selected. Discuss and
student Yet negotiate how this issue statement should be debated and how the debate
demonstrate will be assessed. For example, students may be required to include
the ability supporting evidence that includes media images and advertising, statistics
to… and visuals that support their side of the argument.

Communicate • Have students work with a partner and use previous research, website links
their point and classroom resources to explore the issue question and evidence
of view in a supporting different positions. Ask students to collect and organize evidence
persuasive that supports these positions.
manner?
Use evidence • Have pairs work together, but individually prepare a position statement
and examples and evidence that represents their position. Have students use their position
to justify their statements and evidence to participate in a horseshoe debate.
point of view?
• Compare decisions about the extent to which students were involved in the
debate to the reasons that individuals choose to vote or not to vote. Are there
Have students reflect on a question
similar reasons? How do choices to participate affect quality of life?
such as the following:
• What inspires me to get involved?
Share
A horseshoe debate is an informal debating strategy that encourages
students to research multiple positions and perspectives, analyze
evidence that supports alternatives, and present opinions and
evidence. In a horseshoe debate, desks are arranged in an open semi-
circle, or a horseshoe shape. Students on one half of the semi-circle
are assigned the task of presenting a prepared statement and the
supporting evidence on one side of the issue. Students in the other
half take the opposite position. Students can be asked to take turns
presenting the position and a brief summary of the evidence they have
collected. Once students share their positions and evidence, the floor
is opened for questions and challenges. Students can be assessed on
both their research and presentation, as well as on their participation
in the question and challenge component of the debate.
There are different options for structuring the debate process.
Students can be asked to select the side they will present and defend
and sit on that side of the semi-circle. Or, students can be asked
to research and support multiple perspectives on an issue, and be
assigned one perspective on the day of the debate.
Students may also be asked to stand in a horseshoe to present their
position statements. As each student presents their perspective, other
students can move around the horseshoe, depending on how their
opinions are affected by the presenter’s arguments.
When debriefing the debate, have those students who did not
participate discuss their decision to not become involved. Why did
88 they choose non-involvement over involvement?
Elections Alberta Grade 9
 2 Consider Action
Revisiting concepts of democracy reinforces and emphasizes the value Differentiate
of informed participation. Developing a commitment to participate in
Provide students with choices
democratic processes is an important forerunner to decisions about how to
regarding the type of product they
participate in the electoral process.
create to apply their understandings
• As a class, brainstorm ideas about what an ideal active citizen is. and to demonstrate learning. Some
of these product choices can
• Ask students to form groups to create an advertising campaign that will include the following:
be implemented in the school. The advertising campaign will be focused on • A personal poster is used to
the question, “What is an ideal active citizen?” The advertising campaign can create a personal response,
include a variety of products: including visuals and text. The
A podcast personal poster should be
completed individually.
Posters
• A collage is created with a collection
PowerPoint presentations of items from different sources.
Speeches or school lunch symposiums A collage can include excerpts from
media sources, photographs,
Videos. illustrations, drawings, quotations
and literature excerpts. It can also
• Provide students with Student Resource 4-2: Make a Commitment include items that students create
(pp. 92-93). Work with the class to establish a format or criteria for their themselves. Three-dimensional
advertising campaign in advance, listing the elements that they should objects can be used in a collage to
include, such as meanings of citizenship, characteristics of an ideal citizen create a “collage in relief.”
and strategies for citizen participation. The campaign materials that students
develop should include visuals and written information. Students should • A storyboard is a series of drawings,
develop a project plan, detailing the following information: sketches and text that is used
to present a sequence of ideas or
The purpose and products for the advertising campaign events. A storyboard is usually
Group tasks and timelines created using a series of boxes
like a comic strip.
Individual responsibilities within the group. Each individual group
member should clearly identify a product that they will create that will • A photo essay is a collection of
become part of the group’s effort. photographs that are presented in
order to tell a story or evoke an
Alternatively, have students create a persuasive poster, collage, storyboard or
emotional reaction. A photo essay
photo essay that responds to the question, “Should there be any changes to
can provide a written explanation,
the rights we have as citizens today?” or “Does everyone have equal and fair
literature excerpt or quotation or
opportunities to participate in society?”
descriptive words and phrases with
each photograph. When students
• Revisit students’ graffiti walls. Have students add different perspectives on
are asked to create a photo essay, they
the ways that democracy can work to impact or address injustices.
can be encouraged to take their
own digital photographs and create
• Invite students to use the last page of the student resource to develop a
their essay in electronic form or
personal commitment card. Provide students with blank index cards, or
they can cut and paste photographs
have them make their own on construction paper or cardstock.
they find in different sources.

Share
Through Elections Alberta, invite a
Returning Officer to the classroom
to listen to students’ advertising
campaigns.

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Elections Alberta Grade 9
 Differentiate & Share Assess & Reflect
Ask students to reflect individually on the value of social and political
Students can be provided with
participation within their communities.
options in sharing their work.
Smaller group presentation contexts The products that students create in this learning sequence provide an
encourage students to develop skills opportunity for assessment of students’ understandings of the options
in more comfortable contexts. for social and political participation and their own accountability as
citizens. These understandings should be assessed through an individual
• Students can share with a partner.
demonstration of learning. Evaluation should be based on individual
Have partners develop questions
student performance and gathered from a variety of sources of evidence
they can ask of each other.
to make a judgement of student performance using the descriptors
• Students can present their work to a of the rubric (p. 86):
small group, taking turns presenting
• Use evidence from the Cause and Effect Chart, T-Chart and
their opinions and evidence.
Persuasion Map to assess students’ abilities to analyze cause and
• Students can practice a presentation effect and consequences of actions.
with a partner or small group, then
• Use observation evidence collected throughout the activities of the
present to the whole class.
learning sequence to consider performance of process skills and
group participation.

Assess & Reflect Make It Matter - Class Action Project

Have students reflect on what
• Provide time for students to Consider
they have learned and how they Explore
Perspectives
continue to implement their class
have learned by responding to the
project. If students are completing Reflect &
Evaluate Plan & Find
following three statements: Information
their projects, have them reflect on
• I liked learning about….because…. the impact they think their Take Action
Record &
actions have had. If students are
• I struggled when I was trying Draw & Share
Organize
still implementing their projects, Conclusions
to learn….
have them reflect on the
• I didn’t know that… effectiveness of their project work to date.
• Encourage the class to check in with each other by discussing and
reflecting on questions such as the following:
What has most inspired us with our project work so far?
Who have we connected with? How have different perspectives
changed or affected our project work?
What do we consider to be the most successful in the work we have
done? Why is it successful? What challenges or barriers have we had
to overcome?
• Use Assess the Impact (p. 131) in to guide students through an
assessment and reflection of their project work. Depending on the
project and how much work students have completed, assign parts
or all of the resource.

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Elections Alberta Grade 9
 Student Resource 4 How can citizen
participation be
improved?

4-1 Why Participate

A democratic society is based on the belief that all citizens have a voice
in decision-making about the ways they live and work together. However,
individuals have differing perspectives about how and when they should
participate politically.

Why do you think some people choose to vote and others do

not? Explore the following list of reasons. Rank each list in the 15% of Canadians
order that you think is most common. Compare your ranking with would rather vote in U.S.
two of your classmates. election: Survey
Monday, February 4, 2008

Rank Common Reasons Rank Common Reasons “Fifteen per cent of

for Voting for Not Voting Canadians would give up
their ballot in Canada’s
To exercise the right – we Do not have time
next federal election to
live in a democracy and we
vote in the U.S. election,
have the right to vote – Forget
a new poll co-sponsored
why not use it
Have to work by the CBC has found.
Out of duty – many people The poll, done by the
feel that it is their job as Do not like any of the Canadian polling company
citizens to participate choices Environics, asked 2,001
in elections Canadians over the age of
Do not know who to vote 15 questions about how
To support a particular for they perceive their role, and
candidate or their Canada’s role, in the world.
political party Out of town Forty-six per cent of those
surveyed in January by
To have a voice – to have a Not interested telephone said it matters a
say in how things are done great deal to Canada who
Do not think it matters wins the November 2008
To change things, to make U.S. presidential election.
a difference Do not know when or
Another 35 per cent said it
where to vote
mattered somewhat, while
The system does not work if only eight per cent said it
people do not vote doesn’t matter at all.”
15% of Canadians would rather
vote in U.S. election: survey.
(February 4, 2008). CBC News
Online. [Link]/canada/
story/2008/02/01/[Link].

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Elections Alberta Grade 9
 4 How can citizen Student Resource
participation be
improved?

4-2 Make a Commitment

Develop a Campaign

What matters when people participate as citizens?

Ideas
• A Podcast Develop an advertising campaign focused on the question, “What is an ideal
active citizen?”
• Posters
• PowerPoint Presentations Consider the elements that will be included in your campaign such as
meanings of citizenship, characteristics of an ideal citizen and strategies
• Speeches or Lunch Hour for citizen participation. The campaign materials that you develop should
Symposiums include visuals and written information.
• Videos
Make a plan for creating your advertising campaign. Ensure that each group
• Advertisements member has responsibility for completing one task.
• The Products The Purpose of The Tasks Who is
• We Will Create Each Product Responsible
and When It
• Has to be Done
•
•

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Elections Alberta Grade 9
 Future Voter Commitment Card

Learning Log
Future Voter Commitment Card
How will you participate in the democratic process? Will
you vote when you are 18? Why?

When I am 18 years old

in , I will vote.
(year)

Future Voter Commitment Card

When I am 18 years old

in , I will vote.
(year)

93
Elections Alberta Grade 9
94
Elections Alberta Grade 9
Appendix A

Teacher
Backgrounders

95
Elections Alberta Grade 9
 TEACHER BACKGROUNDER 1

Find Out More An Overview of Government

Some of the information in this People often use the term “government” to mean everything connected with
backgrounder is based on The making and enforcing laws, collecting taxes and providing public services.
Citizen’s Guide to the Alberta However, in our parliamentary system “government” has a very limited and
Legislature 6th Edition, accessed at specific meaning. It refers to the team of elected representatives that has the
[Link]/pub/gdbook/ support of a majority in parliament or a provincial assembly. This majority
[Link]. government is responsible for providing leadership to make laws and for
ministries that deliver programs and services mandated by those laws. In this
system, government is also referred to as the cabinet.

The bicameral, or two-house, system that provides the structure of government

Weblink www.
at the federal level originated in Great Britain. The British Parliament evolved
into an elected House of Commons and the appointed House of Lords in the
Teaching Democracy: What Schools
14th century. In Canada, this is equivalent to the House of Commons and
Need to Do, by Joseph Kahne & Joel
the Senate.
Westheimer is available at the weblink
[Link]/
The provincial equivalent of the federal parliament is the legislature. Alberta’s
DDpdfs/TeachingDemocracyPDK.
Legislature consists of a unicameral house called the Legislative Assembly
pdf. This article presents a number
and the Lieutenant Governor. Like their federal counterparts, the premier
of perspectives valuable in thinking
and cabinet are from the same political party – the one with the most elected
about how to approach teaching
members in the Assembly.
democratic principles.
Each provincial legislature consists of a unicameral legislature with an elected
An online module on parliamentary
assembly. Holding elections in which ordinary citizens elect representatives to
democracy from Athabasca University
a parliament is also part of Canada’s British heritage. Local village leaders were
can be accessed at [Link].
called to parliament as early as the 13th century, although voting rights were
ca/govn/parliamentary_democracy/
extended to the middle and working classes only in the 19th and 20th centuries
introduction/[Link].
and to women in the 20th century.
Information on the provinces
and territories, including federal– Responsible and Direct Democracies
provincial relations, is available on
the [Link] website The Canadian system of government, and therefore the electoral system, is
at [Link]/ based on the British principle of responsible government, which means that the
provinces/prov_assembly.shtml. cabinet must have the support of a majority in the elected Assembly to continue
governing. This establishes a system in which the government is responsible,
or accountable, to the Assembly. If a major policy or law is defeated, the
government must resign and call an election.

Responsible government has always been part of the Canadian system, but the
concept of responsible government came from Britain. It began in Britain in
1742, when the first Prime Minister, Sir Robert Walpole, resigned after two of
his major policies were defeated in the Commons.

In the Canadian system of responsible government, the areas of proposing,

passing and administering laws overlap. The premier and cabinet, or executive
branch, are the chief lawmakers. The premier is the leader of the party
commanding a majority of support of elected members in the Assembly while
cabinet ministers are appointed Members of the Legislative Assembly
(MLAs) from that party. The executive branch consists of appointed members
96 of the legislative branch.
Elections Alberta Grade 9
When a political party has majority support or commands a majority, the party
holds more than half of the seats in the Assembly. In this case, the government www.
Weblink
formed is called a majority government. In Alberta’s parliamentary system,
majority governments tend to be stable because voting on major government A comprehensive history of the vote
initiatives such as bills and budget estimates normally occurs along party lines. is available on the Elections Canada
The defeat of a major government initiative would mean the downfall of the website at [Link]/content.a
government. Therefore, party unity is usually necessary for the government to sp?section=gen&dir=his&document=i
remain in office. Consequently, party discipline, under which all MLAs from ndex&lang=e&textonly=false.
the same party support their party’s policies in the Assembly, is a tradition in
the parliamentary system. The CBC Archives provide a number
of video clips and articles that deal
A party may also be said to command a majority if it holds fewer than half the with the history of the vote on Voting
seats in the Assembly provided that enough members from opposition parties in Canada: How a Privilege Became a
support its major initiatives to ensure that they pass. This is called a minority Right, found at [Link]
government. If one of its major initiatives is defeated, the government IDD-1-73-1450/politics_economy/
must resign, usually resulting in an election call. Minority governments voting rights/.
rely on compromise with members from other parties, so their bills and
spending priorities may represent a consensus of different parties’ ideas. Thus Perspectives on voting and
opposition members in a minority government usually have more influence on citizenship, including historical and
government business than they do with a majority government. youth perspectives, can be found on
the Historica Voices weblink at
Direct democracy is a system of government in which voters can directly [Link]/voices/[Link].
repeal, amend or initiate policies and laws through binding referendums.
Switzerland provides a good example of a country that practices direct
democracy in establishing laws and policies. Swiss voters can challenge laws or
policies through petition and referendum. The result of referendum voting is
binding on the government.

97
Elections Alberta Grade 9
 Weblink www. TEACHER BACKGROUNDER 2

Information relating to campaign

financing legislation, both federally
Economics of the Electoral Process
and provincially, can be found on
All federal and provincial elections in Canada today are governed by legislation
the Maple Leaf Web website at www.
that regulates, to varying degrees, the contributions and expenditures of
[Link]/old/features/
candidates and political parties – before, during and after election campaigns.
parliament/party-finance/regulating-
The tools for regulating political donations include actions such as reporting
[Link].
requirements for the names of donors, the amounts of contributions, and the
amounts and types of expenditures. Other rules restrict candidates, parties
A summary of the guidelines and
and their supporters – such as limits on contributions, expenditures or both.
rules for federal campaign financing
Legislation at provincial and federal levels requires that the parties’ nominated
can be accessed on the Elections
candidates register with the Chief Electoral Officer before the candidates can
Canada website at [Link]/
accept contributions.
[Link]?section=gen&document=
ec90533&dir=bkg&lang=e
Every candidate for office in a federal or provincial election must have an
&textonly=false.
Official Agent (or Chief Financial Officer), who is the only person authorized to
accept contributions and to authorize expenditures on behalf of the candidate
during the writ period. The maximum penalties for violating this rule are harsh
and include the loss of the right to vote or to be a candidate in a future election.

In Alberta, the electoral process, or the steps and actions involved in an

Find Out More election, is run by an organization called Elections Alberta. This organization is
independent from the government. Elections Alberta makes sure that when an
The Election Act is the main election happens, the following conditions are met.
legislation that guides the conduct of
elections in Alberta. It sets out all the • The election is open, fair and impartial.
rules and procedures that must be • Voters have the necessary information to participate in the election.
followed to ensure that elections are
fair and impartial. Elections Alberta • Political participants have the information and assistance to make sure they
is responsible for making sure the are following election rules.
Election Act is followed. • Election officers are trained to make sure elections are run properly and
They must remain independent results are made available to people.
from any political party or
government in power. The Election • Elections are evaluated to recommend any changes that could be made to
Act and other election-related improve the electoral process.
legislation can be accessed on the
Elections Alberta website at Most places in North America and across the world have campaign finance
[Link]/[Link]. legislation. This legislation usually deals with the impact of money on elections
and public policy and is based on the premise that financial support is a
significant factor in determining electoral success – in other words, getting a
candidate elected.

The legislation promotes financial equity and fairness, or creates a “more level
playing field.” In Alberta, the Election Finances and Contributions Disclosure Act
is a law that maintains the accountability of candidates and their contributors.
It does this through rules that provide contribution limits and the disclosure,
or making public, of contributions that individuals or groups make to political
parties and their campaigns during an election.

98
Elections Alberta Grade 9
In Alberta, there are different financial requirements during campaign periods
and for non-election years that involve political parties, candidates and
constituency associations, which are volunteer organizations that handle the
activities of a political party in an electoral division. Annual reporting is the
responsibility of the political party and the constituency association and is
based on a calendar year. Campaign reporting is the responsibility of a political
party and the candidate. It occurs in a year in which there is a provincial
general election, a by-election or a Senate nominee election.
• Annual contributions are those made to a political party or constituency
association.
• Annual contributions cannot be made during an election campaign. A
campaign begins when a Writ of Election is issued by the Chief Electoral
Officer and ends two months after Polling Day.
• During an election campaign period, campaign contributions or donations
can be provided to candidates and registered political parties. They must
be reported.
• The candidate’s financial report must include a list of contributors that
contributed a total of over $375 in cash or valued goods and services.
• Contributions may be made by individuals, corporations that conduct
business in Alberta, and trade unions/professional associations that operate
in Alberta.
• There is a maximum contribution limit of $15 000 in any one year to each
registered political party.
• During a campaign period, there is a maximum amount of $30 000 that can
be donated to a candidate. There is a maximum of $30 000, multiplied by
the number of candidates that are running on behalf of the party, that can be
donated to the party.

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Elections Alberta Grade 9
 TEACHER BACKGROUNDER 3

Provincial General Elections

Canada’s Constitution requires that provincial elections be held at least once
Find Out More every five years, but they are usually held approximately every four years.
Some of the information in this A government that waits until the end of its legal term to call an election runs
backgrounder is based on The the risk of being forced to call one at a time that may not be as advantageous
Citizen’s Guide to the Alberta politically, therefore reducing its chances of winning. Conversely, governments
Legislature 6th Edition, accessed at that take advantage of favourable political conditions by calling an election
[Link]/pub/gdbook/ too soon – a snap election – risk criticism. Governments normally look for a
[Link]. combination of an upsurge of popularity at the polls and the winding down
of their mandate to call an election. Holding an election is a complex affair,
beginning well before the Premier formally asks the Lieutenant Governor to
dissolve the Legislative Assembly.

Electoral Divisions
The difficult decisions involved in an election are not all made by voters. One
of these decisions involves how to divide the province into voting districts, or
electoral divisions, each of which has one MLA.

Alberta is divided into 83 constituencies. One Member of the Legislative

Assembly represents each electoral division, and that member represents
everyone within the electoral division’s boundaries, regardless of how they voted
in the last election or whether they voted at all.

Electoral division boundary lines change about every ten years and are normally
Weblink www.
determined by a special body called the Electoral Boundaries Commission.
Students can search for their The Electoral Boundaries Commission is made up of a chairperson appointed
electoral division on the Elections by the Lieutenant Governor in Council and four members (commissioners)
Alberta website at appointed by the Speaker: two on the recommendation of the Premier and two
[Link]/streetkey/. on the recommendation of the Leader of the Official Opposition in consultation
with the other opposition leader or leaders. A boundaries commissioner must
have a thorough knowledge of electoral law combined with an understanding
of the needs and wishes of the people who live in the electoral division. The
commission draws the boundaries mainly on the basis of population but
also considers common community interests, the geographical area, natural
boundaries such as rivers, political boundaries such as county lines and city
limits as well as other factors. Its decisions are guided by a law called the
Electoral Boundaries Commission Act. When the commission changes boundaries,
the changes must become law before they can take effect.

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Elections Alberta Grade 9
Running an Election
The complex task of running a provincial general election belongs to Find Out More
Elections Alberta, the Office of the Chief Electoral Officer. This office must
do the following: Elections Alberta provides a number
of detailed resources on the electoral
• Divide electoral divisions into polling subdivisions process on their website at
• Update the Lists of Electors, which may include a full or partial [Link].
enumeration to collect voters’ names by going door to door Some of these resources include:
• Train Returning Officers to run the election A Guide for Polling Place Officials
• Make sure voting is conducted according to the rules (PDF). [Link]/
Public%20Website/files/A_Guide_for_
• Take care of all election paperwork
Polling_Place_Officials.pdf.
• Issue the official election results.
Guidelines for the Selection of Returning
Officers (Document).
First-Past-the-Post
[Link]/Public%20
In Canadian elections winners are chosen through the single-member plurality Website/files/Documents/Guidelines-
system, or “first-past-the-post.” In other words, the candidate winning the for_RO_selection.doc.
most votes in an electoral division is the winner, even if he or she received less
A Guide for Candidates on the Election
than 50% of the “popular vote,” which is the total number of votes cast.
Act (PDF).
[Link]/Public%20
Another voting system used by some democracies is proportional
Website/files/Documents/Guide_for_
representation, in which parties win seats according to the percentage of the
Candidates_on_the_Election_Act.pdf.
total votes cast in their favour. There are many countries using this system,
including Germany, Switzerland and Ireland. A Guide for Scrutineers (PDF).
[Link]/Public%20
Political Parties Website/files/Documents/A_guide_
for_Scruitneers.pdf
When a group of people have similar ideas about the major issues affecting
people in a democratic society, they may form a political party with a view to
electing some of their people to office and therefore having a better chance of
putting their ideas into practice.
www.
Weblink
An excellent website that describes
Members of a political party can influence politicians and governments when direct democracy in Switzerland is
policies are being formed or reviewed. In an election campaign, candidates available at [Link]/
usually concentrate on promoting policies that are already in place. Young dvd_rom/direct_democracy_2005/
adults can get involved by joining a party’s youth association. Alberta’s major [Link]. This website provides a
political parties include the Progressive Conservatives, the Liberals and the number of examples and illustrations.
New Democrats. The Progressive Conservatives and the Liberals have their Students will find this website
roots in the 19th century, while the New Democratic Party was born in the challenging but parts of it may be
20th century. The same parties are prominent in federal politics and also in suitable for whole class demonstration
the politics of other provinces. Many parties have both federal and provincial and discussion.
wings, and each wing can have its own members and select its own candidates.

Political parties begin the work of choosing candidates long before an

election. Each party tries to select, or nominate, one candidate to run in each Find Out More
electoral division. Candidates who don’t belong to a political party are
called independents. Information on political parties in
Alberta can be accessed on Elections
Alberta’s website at [Link].
[Link]/Public%20Website/[Link].
This information can also be found
in the telephone directory under the
political party’s name.
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Elections Alberta Grade 9
 Making a Choice
Voters choose how to vote for a variety of reasons. They may vote for a
candidate based strictly on individual qualifications. They may also vote for
both the candidate and for the political party that candidate represents, unless
the candidate is running as an independent. When deciding how to vote for
a candidate in an election, it is important to listen not only to the candidate
but also to the party leader. Party leaders will communicate what their party
intends to do if they form a government while individual candidates may also
focus on what they want for their electoral divisions.

Candidates will often go door to door during their campaigns. People seeking
public office welcome questions. They are competing for votes and a chance to
explain their party’s policies. Voters should explore the issues that most concern
them, and find out what their candidates and their parties plan to do about
them. There are a variety of strategies voters can use to communicate with
candidates and get involved in the electoral process:
• Talk to candidates and other individuals at their constituency associations or
campaign headquarters.
• Find out how previously elected candidates handled issues in the past by
reading copies of Hansard, which can be found on the Assembly’s website
at [Link] and is searchable by keyword. If voters know the
important details about an issue, their questions are likely to be more to the
point, and they will be better able to judge how much the candidates know
about that particular issue.
• Attend public meetings, debates, forums and discussion groups in which
candidates will be speaking. One of the best ways to find out about a party’s
election platform is for candidates in one electoral division get together to
talk about issues and answer voters’ questions. This is an opportunity to hear
how potential MLAs would deal with issues and concerns.
• Listen to or take part in a phone-in program, watch candidates’ panel
discussions or read their statements on important issues in the media.

The media provides helpful sources of information about candidates and

issues. Television, radio and newspapers all offer extensive coverage of election
issues, the best of which involve the candidates themselves speaking on
various matters.

The Electoral Process in Alberta

An election officially begins when the government in power passes an Order
in Council and the Chief Electoral Officer issues a Writ of Election to each
Returning Officer.

The election period is a total of 28 days after the date of the Writ of Election.
This means that voting day is on the 28th day. Nomination Day, the date by
which all candidates must be nominated, is the 14th day after the date of the
Writ of Election and Polling Day, the day on which voting takes place, is the
14th day after Nomination Day.

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Elections Alberta Grade 9
Each Returning Officer completes an Election Proclamation, which contains
the following information:
• The place, dates and times fixed for revisions to the Lists of Electors
• The place and times fixed for nomination of candidates, and the date fixed
for the closing of nominations
• The locations, dates and times for voting at the advance polls
• The date and times for voting
• The place, date and time for the announcement of the official results
• The name, address and phone number of the Returning Officers in the
electoral division.

As soon as possible following the date of the Writ of Election, each Returning
Officer publishes the information on the Election Proclamation, a map of the Find Out More
electoral division and a list of polling places. This information is published in
one or more newspapers in each electoral division. The responsibilities of Election
Officers are described on the
The Chief Electoral Officer provides copies of the Lists of Electors and polling Elections Alberta website at www.
subdivision maps to each registered political party. Each political party and [Link]/Public%20
candidate is entitled to receive this information. The same material is provided Website/[Link].
by the Returning Officer to independent candidates. Information for candidates and
political parties can be found at
The Returning Officer can accept changes to the Lists of Electors, starting on [Link]/
the 5th day after the date of the Writ of Election and continuing each day, Public%20Website/political_
except Sundays and holidays. Changes can continue to be made until 4:00 [Link].
p.m. on the Saturday before the opening of the advance polls.
Changes to the List of Electors
These changes often include names of electors who: can also be made by electors using
Voterlink at [Link],
• Were not included on the List of Electors an online voter registration service
• Moved since the List of Electors was prepared provided by Elections Alberta.

• Recently became eligible to vote.

A candidate is a person who is running for election in an electoral division. A

candidate must file an Application for Registration of Candidate with Elections
Alberta to begin to raise and spend money on his or her campaign and to
begin campaigning. After the Writ of Election is issued and the candidate has
registered by filing a nomination paper with the Returning Officer, his or her
name will appear on the ballot.

To be nominated, a candidate must be at least 18, a Canadian citizen and a

six-month resident of the province. A person does not have to be ordinarily
resident in an electoral division in order to be a candidate in that electoral
division. A member of the Senate or House of Commons of Canada is not
eligible to be nominated as a candidate.

Each candidate is required to appoint an elector as an official agent. The

name, address and telephone number of the appointee must be on the
Candidate Nomination Paper and is published by the Returning Officer in
a newspaper of general circulation.

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Elections Alberta Grade 9
 Persons appointed as official agents must be eligible to vote under the Election
Act, but do not have to be a resident in the electoral division where their
candidate is seeking office. The official agent must consent to the appointment
by signing the Candidate Nomination Paper. A candidate cannot act as an
official agent.

A scrutineer is a person who represents the candidates at each polling station.

Scrutineers may watch election procedures in each polling station during
polling hours may as well as when the votes are unofficially counted after the
polling station is closed.

Each candidate may appoint, in writing, not more than four resident electors
for each polling station and Registration Officer’s station as scrutineers. Not
more than one scrutineer per candidate per ballot box or Registration Officer’s
station may be present at any one time. A scrutineer may attend more than
one polling station or Registration Officer’s station. Scrutineers must take the
Oath of Secrecy at each polling station or Registration Officer’s station before
performing their duties.

There are four types of polls that are used to conduct voting in each
electoral division:
• Polling Day polls are open from 9:00 a.m. to 8:00 p.m. on the day of the
election. Several polling stations can be located at one polling place.
• Special ballot polls are used for electors who are unable to vote on Polling
Day or at an advance poll. Special ballot polls can be used by people with
physical challenges, candidates, election officers, official agents or scrutineers.
They may also be used by people who live in remote areas or are away on
Polling Day.
• Advance polls are established by the Returning Officer in each electoral
division. These polls can be used by people with physical challenges and
those who believe they will be absent from their polling station on Polling
Day to vote in advance. Election officers, candidates, official agents or
scrutineers can also use advance polls if their official duties may prevent
them from voting at their own polling station on Polling Day. Advance polls
are open from 9:00 a.m. to 8:00 p.m. on the Thursday, Friday and Saturday
prior to Polling Day. The dates and locations are published by the Returning
Officer in the Election Proclamation. All electors who wish to vote at an
advance poll must complete an Advance Poll Declaration.
• Mobile polls can be established by the Returning Officer for places like
seniors’ and treatment centres. The hours for mobile poll voting are
established by the Returning Officer, who consults with the staff at
these centres.

The votes cast at all types of polls are counted after the close of polls on Polling
Day. The Election Act allows a candidate to briefly visit polling places during
polling hours, but campaigning is prohibited. Students and members of the
media are also permitted to briefly visit polling places.

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Elections Alberta Grade 9
A ballot is a list of the candidates’ names that electors use to vote. Candidates’
names are listed on the ballot in alphabetical order by their last name.
Candidates’ names cannot include titles, degrees, prefixes or suffixes. The name
of the political party which the candidate represents appears directly below the
name of the candidate. If the candidate is not running for a political party, the
word “Independent” is printed beneath the candidate’s name.

Voting involves the following process.

• The Deputy Returning Officer is responsible for obtaining each elector’s
name and address.
• The Poll Clerk finds the elector’s name in the Poll Book beside a
consecutive number. The Poll Clerk then draws a line through the elector’s
name on the List of Electors, which is preprinted inside the Poll Book.
• The Deputy Returning Officer provides the ballot to each elector once
their name has been found in or added to the Poll Book. The ballot is
numbered with a corresponding number found in the Poll Book
and the Deputy Returning Officer initials the back of the ballot.
• The Deputy Returning Officer then provides instructions to the voter to
proceed to a polling booth and mark the ballot by placing an “X” in the
circle opposite the name of the selected candidate. The ballot should then be
folded and handed back to the Deputy Returning Officer once the elector
has voted.
• When the voter is in the polling booth, no one else may enter or look into
the booth to see the ballot. Voting is private and secret. Exceptions are made
if the voter is physically unable to vote or cannot read the ballot. An elector
may receive assistance after appropriate oaths are taken.
• Ballots may not be removed from the polling place. If a person declines to
vote, the Deputy Returning Officer writes the word “Declined” on the ballot
and places it in a separate envelope.
• The Deputy Returning Officer checks the ballot without unfolding it
to ensure the number matches and it is the same ballot provided to the voter.
The ballot is then placed in the ballot box after the stub with the identifying
number is removed.
• The Poll Clerk marks the Poll Book to show the voter has voted.

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Elections Alberta Grade 9
 TEACHER BACKGROUNDER 4

After the Election

The electoral process is not finished after an election is complete. Individuals
who are involved in an election, including Elections Alberta and the
government, have important responsibilities to fulfill.

The work of Elections Alberta is also not finished when an election is over.
The Chief Electoral Officer is responsible for providing reports as well as
ensuring that the electoral process happens according to the laws set out by
the Election Act.

The Chief Electoral Officer is required, by law, to prepare and file certain
prescribed reports.

The Chief Electoral Officer submits an annual report to the Speaker of

Find Out More the Legislative Assembly of Alberta. The report provides consolidated
information from the financial statements of parties, constituency
Elections Alberta provides a number associations and candidates.
of detailed reports on election results
and statistics on their website at As required by the Election Act, the Chief Electoral Officer also submits a
[Link]. report to the Standing Committee on Legislative Offices following each
enumeration, election, by-election, plebiscite and referendum. The report
Statistics Canada provides an provides detailed information on each activity, and presents poll-by-poll results
overview of youth political of the election.
participation in the following article:
After an election is over, the Returning Officer must prepare reports on the
Milan, Anne (2005). “Willing election and provide these reports to the Chief Electoral Officer. A Returning
to Participate: Political engagement Officer’s appointment expires four months after the election is over.
of young adults.” Canadian Social
Trends, Winter 2005. Ottawa: The Chief Electoral Officer is also responsible for exploring and identifying
Statistics Canada. ways that the electoral process can be improved.
[Link]/english/
kits/pdf/social/[Link]. The Issue of Voter Participation
The issues of low voter turnout and voter apathy in elections for all levels of
government – federal, provincial and municipal – has increasingly become
a matter of concern for governments, politicians and many Canadians. The
reasons are many – some based on opinion and some based on evidence and
statistics. The sources that follow provide a sampling of perspectives and
statistics on these issues from across Canada.

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Elections Alberta Grade 9
Figure 1 Canadian voter turnout (as a percentage of the voting
age population) Find Out More
80%
The Maple Leaf Web website provides
75%
a feature topic on Voter Turnout in
Canada at [Link]/
70% features/voter-turnout-canada. A
variety of perspectives and statistics
65% are provided on this link, including
some from other countries.
60%

The Voter Almanac link at

55%
[Link]/
50%
voter-almanac also provides
45 49 53 57 58 62 63 65 68 72 74 79 80 84 88 93 97 00
statistics and information.
19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 20

The International Institute for Democracy and Electoral Assistance,

online: <[Link]/vt/region_view.efm?CountryCode=CA>
(date accessed: 19 December 2003)
Law Commission of Canada (2004). Voting Counts: Electoral Reform for Canada.
Ottawa: Minister of Public Works and Government Services (p. 39).
[Link]/files/[Link].

“… looking at each of the past two general elections, the number of people who did
not vote at all was larger than the number of people who voted for the winning party.
Now, we can rationalize these results with reference to political circumstances or social
change, but at some stage we have to face up to the fact: something is going wrong here,
and in a fundamental way. Casting a ballot is the most basic function of our democratic
system. That so many Canadians chose not to do so is the political equivalent of the
canary in the coalmine. It demonstrates graphically how high the stakes surrounding
reform are–that far too many Canadians cannot be bothered to vote because they don’t
think their vote matters.”

P. Martin (December 2002–January 2003). “The Democratic Deficit.” Policy Options
at 11 (p. 1). In Law Commission of Canada (2004). Voting Counts: Electoral Reform for
Canada. Ottawa: Minister of Public Works and Government Services (p. 4).
[Link]/files/[Link].

“The heart of our citizenry, if one may so speak, is deeply troubled. Across the
province, Quebecers are extremely disillusioned with politics. Their frustration with
their powerlessness to influence decisions that affect their lives and those of their fellow
citizens is palpable. One major source of disappointment is the voting system; citizens
do not feel that their vote is truly and systematically reflected in the composition of the
National Assembly.” [Translation]

Original source: Steering Committee of the Estates-General on the Reform of Democratic
Institutions, Prenez votre place! La participation citoyenne au coeur des institutions démocratiques
québécoises (Quebec, March 2003) at 21.
Law Commission of Canada (2004). Voting Counts: Electoral Reform for Canada.
Ottawa: Minister of Public Works and Government Services (p. 5).
[Link]/files/[Link].

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Elections Alberta Grade 9
 “Under our current voting system, our votes only count–or have impact on the
allocation of seats–when we happen to share the most popular partisan viewpoint in our
riding. In other words, what you believe in determines whether your vote counts–not
the fact that you’re an equal citizen along with everyone else in your riding.”
Make Every Vote Count (2003), available from Fair Vote Canada. For contact information
visit [Link].
Law Commission of Canada (2004). Voting Counts: Electoral Reform for Canada.
Ottawa: Minister of Public Works and Government Services (p. 68).
[Link]/files/[Link].

Figure 2 Perceived Reasons Why Young People Less Likely to Vote

(Open-ended; multiple responses)
Under 25 25 years
years (%) and older (%)
Not Integrated 79 71
Distanced from politics by age; not feeling 40 37
represented, connected
Lack of information, understanding, knowledge 34 27
Lack of encouragement 2 4
Too busy, too mobile 3 3

Disengagement 51 59
Uninterested, apathetic 31 30
Negativism, cynicism, disillusionment 9 14
Distrustful of system, politicians 7 9
Irresponsibility, rebelliousness, laziness 4 6

Other 2 4
Do not know 0 *
*less than 1 percent.
J. Pammett and L. LeDuc (2003). “Confronting the Problem of Declining Voter
Turnout Among Youth” 5:2 Electoral Insight at 6.

“Of particular concern in recent years has been the lack of youth participation in
traditional political processes. For example, only about 25 percent of eligible voters
between the ages of 18 and 24 cast ballots in the 2000 federal general election. Although
there is a range of factors contributing to the non-participation of youth, including
a lack of knowledge about politics and insufficient time to vote, there is evidence to
suggest that many youths do not feel connected to the system of democratic governance,
or that they lack interest in politics. [Figure] 2, taken from a recent study completed in
co-operation with Elections Canada, reveals some of the reasons that people provided
when asked why young people did not vote in the 2000 election. As the table illustrates,
one-third of people under the age of 25 cited disinterest and apathy as perceived reasons
why youth did not vote, while two fifths suggested that not feeling represented or
connected played a role in the decision not to vote.”
Law Commission of Canada (2004). Voting Counts: Electoral Reform for Canada.
Ottawa: Minister of Public Works and Government Services (p. 41).
108 [Link]/files/[Link].
Elections Alberta Grade 9
Figure 3 Opinions of Canadians on measures to improve
representation of various groups in Parliament
57
Measure to improve
51
representation of
46 women (2000)

Requiring parties to
33 choose more visible
31 32
Percentage

minorities as
candidates (2006)

16 Setting aside seats

in parliament for
10 10 Aboriginal peoples
7 8
(2000)

Favour Oppose Choose Don’t

the best Know/Refuse

Adopted from P. Howe and D. Northrup (2000). “Strengthening Canadian Democracy:

The Views of Canadians.” Policy Matters at 18−20 (pp. 1-5). The category “choose Find Out More
the best” refers to “choose the best candidate.” It does not apply to seats for
Aboriginal peoples.
Law Commission of Canada (2004). Voting Counts: Electoral Reform for Canada. A research paper that deals with the
Ottawa: Minister of Public Works and Government Services (p. 63). concept of youth engagement in
[Link]/files/[Link]. social issues and organizations can
be accessed on the website
Youth engagement [Link].
Youth engagement can be defined or described as meaningful participation
and consistent involvement in activities that are focused on other individuals Yeung, Monica (January 2007).
or groups. Youth can be engaged in many things, and in many different ways. “Youth Engagement in Canada.”
Youth involvement can include volunteer activities, leadership roles, political Ingredients for Learning Research Paper.
participation, membership with organizations or individual actions such as Toronto: University of Toronto.
participating in meetings, becoming involved in a lawful protest or rally or Other interesting research articles on
speaking out at public forums. In other words, participation can range from the issue of youth engagement and
those actions that are considered to be more “traditionally” based to those that political participation include:
are not. Recent research is showing that young people tend to be involved, but
in those activities that are perceived as “non-traditional.” Bristow, Jason. (March 2008). The
An expert on youth participation, Roger Hart, describes involvement using Next West Generation: Young Adults,
the analogy of an eight-step ladder. This ladder is referenced in The Heart of Identity and Democracy. Calgary:
the Matter: Character and Citizenship Education in Alberta Schools Workshop Canada West Foundation.
Facilitator Guide (Alberta Education, 2007). It can provide a useful context in
which to analyze the forms of participation that students identify. MacKinnon, Mary Pat; Pitre, Sonia;
Watling, Judy. (CPRN Research
The Ladder of Student Involvement in School Report, October 2007). (Mis)
8. Student-initiated, shared
Understanding Youth Engagement
decision-making with adults Synthesis Report: Charting the
(student-adult partnerships) Course for Youth Civic and Political
7. Student-initiated and direct action Participation. Ottawa, ON: Canadian
Degrees of
6. Adult-initiated, shared decision- Policy Research Networks Inc.
Participation
making with students
5. Students informed and consulted
about action A paper discussing the issue of
4. Students informed about and then Aboriginal youth engagement can
assigned action be accessed at [Link]
3. Tokenism retrieve/3566/[Link].
Degrees of
2. Decoration Non participation
1. Manipulation Matthew, C. (n.d.) An Exploration of
Adapted from Roger Hart’s Children’s Participation:
From Tokenism to Citizenship. New Yourk, NY: UNICEF, 1994.
Aboriginal Youth Engagement. Centre
for Native Policy and Research.
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Elections Alberta Grade 9
110
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Appendix B

Graphic
Organizers

111
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 T-Chart

112
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 113
Elections Alberta Grade 9
KWHL Chart
What I Know What I Want to Know How I Will Find Out What I Learned
 Continuum

114
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Retrieval Chart

115
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 Sphere of Influence

116
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Triple T-Chart

117
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 Mind Map

118
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 119
Elections Alberta Grade 9
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chief electoral office chief electoral office
s s
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chief electoral office chief electoral office
s s
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chief electoral office chief electoral office
Money Cards

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chief electoral office chief electoral office
 Cause and Effect Timeline

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 Flow Chart

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 Cause and Effect Chart

Effects 1

Effects 2

Cause

Effects 3

Effects 4

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Elections Alberta Grade 9
Appendix C

Project Planner
Templates

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Elections Alberta Grade 9
 Explore Consider
Perspectives
Project Planners
Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions Plan It
What do we already know? Ideas turn into action when you plan the steps you need to take.
What do we think about this issue? Start planning by thinking about the purpose and goals of your class
action project.
What do we need to understand about
this issue?
What would you like to see changed? Describe the purpose of
How does this issue or question
affect us? your project.
What interests us about this issue
or question?
Why is this important?
What questions do we have?
Who is affected and why?
What different opinions exist?

What are the project goals? Write them down. Make the goals focused
and specific by describing actions.

For example, if your project involves helping make your neighbourhood safer
or cleaner, identify a specific goal like organizing monthly safety meetings
for parents and students, or holding a neighbourhood cleanup day twice a
year. If your project involves making your school more aware of the problem
of poverty or bullying, identify specific goals like holding a rally or starting a
monthly newsletter.

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Elections Alberta Grade 9
What resources will help you reach the project goals?

What different types What support do you Describe how much Consider what
of resources will you think you will need time you will need to information will help
need to carry out from people in your work on the project. you carry out your
your project? classroom, school project. Make a list of
or community? questions you have.

Project Group

Make a list of everyone in your project group.

• What is each group member good at? What would each group member
like to do?
• How will you assign tasks?
• How will you keep track of each group member’s responsibilities?

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Elections Alberta Grade 9
 Explore Consider
Perspectives
Project Planners
Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions Get Informed
How will we find out what we need to What information do you need to support the project? Consider different
know and understand? types of sources you can consult to answer questions and develop
What type of information do we need? knowledge and expertise about your issue.
What sources do we need to consult?
Review Learning
What is the best way to research?
Who can we find out more from? What have you already learned about your class action project? What
How will we record our research? information is important and relevant to the project?
What similarities and differences do
we see?
What comparisons can we make?
What connections do we see?

Ask Questions
Where can you find information?
What more can you learn about the issues that relate
Print sources: Go to your school or local
to your project? Develop questions to which you need
library. Books, magazines and newspapers can
answers. For example:
provide research information.
• What makes this issue unique and important?
Internet sources: Make a list of websites of
interesting organizations, government sites, • Who is most affected? Why?
online newspapers and magazines. Check • Does this issue have local, national, or global effects?
the search terms you will use with your What are they?
teacher. When you find information, check the
accuracy of the information you find on the • Who is already involved? (Consider individuals or
Internet with your teacher or another adult. groups such as government, businesses, non-profit
organizations, etc.)
People sources: Talk to friends and family
members. Identify individuals who have • What different strategies have others used to try to
expertise and organizations that can provide deal with the issue?
information.
List other questions you may have:
List other sources.

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Elections Alberta Grade 9
Organize Research

Make a plan to find information. Identify the responsibilities and tasks of

each group member by using this chart.

Group Member Responsibilities Tasks and Target Date Use graphic organizers to help
(Area or Topic) Specific Jobs you organize your research.
Decide what type of graphic
organizer works best for
collecting the information
you need. Ask your teacher to
provide you with the organizers
you need.

Triple T-Chart

Cause and Effect Chart

Effects 1

Effects 2

Cause

Effects 3

Effects 4

Flow Chart

Mind Map

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Elections Alberta Grade 9
 Explore Consider
Perspectives
Project Planners
Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions Communicate and Implement

How will we share our information? Effective communication is important to the success of your project.
What would happen if…? Effective communication involves:
What conclusions can we make?
• Communicating with others to ask questions and find information
What evidence supports our
conclusions? • Asking for help from experts
• Telling others about your project
• Getting support for your project.

Communicating effectively
involves identifying the
people you know and what
they can offer or help
you with. People who
can support
• Use a mind map to start our project
identifying people you
think can support
your project. Ask your
teacher for this graphic
organizer.
• Describe what they can
do in the second layer of What progress have you made? Summarize the actions you have taken so
the map. far in the flow chart below. What are the next steps?
• Identify other people
who could contribute to
your project.

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Elections Alberta Grade 9
What conclusions can you make from your class action project? Use the
chart below to analyze what you have accomplished and learned.

What is most important What have we What evidence supports What are some
to know about our class learned that we did our conclusions? solutions that address
action project? not know before? the issue or challenge of
What conclusions can our class action project?
we make? What would happen if
we implemented these
solutions?

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Elections Alberta Grade 9
 Explore Consider
Perspectives
Project Planners
Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Draw & Share
Conclusions
Plan for Action

What will we do with what we Revisit and review your project goals, and use the chart below to break
have learned? down the steps you can take to implement your class action project. What
What would happen if…? activities best fit your goals and the resources you have available to you?
How can we contribute?
Activities Resources Who and When
How can we make a difference?
What should we do next?

Activity Ideas
Create posters
Plan a public awareness
campaign
Plan a day of action in the
community or school
Hold a workshop
Create a video
advertisement
Distribute pamphlets
Organize a local student
day of action
Start a youth council
Start a student newsletter
Start a website
Create a game with a
message
Organize a student festival

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 Project Planners Explore Consider
Perspectives

Reflect &
Evaluate Plan & Find
Information

Take Action
Record &
Organize
Assess the Impact Draw & Share
Conclusions

How can you assess, or judge, the impact of your activities? How effective were our actions?

• Keep your assessment simple. Evaluate how successful you think your What should we change?
activities were. What were the results? Describe them. What should we do next?
What do we need to find out about?
• Ask for the input of others. What did they think? How were they affected?
• Look for unexpected results from your activities. What were they and
who did they affect? How can you tell if you
are successful? Consider:
• What else could you do? What other ideas resulted from your activities?
• The people who have
Use the inquiry circle to assess the process you have used to implement participated
your project. • Who and how many you
have affected
• Satisfaction from team
members
• Other projects that get
ideas from your work
•
•
•
•

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Elections Alberta Grade 9
 We hope this resource is helpful
Building Future Voters
in supporting your Social Studies Teacher’s Feedback Form
program. Please indicate your
agreement with the following 1. This resource provides effective and practical strategies to support student
statements about this resource. learning about citizenship, democracy and the electoral process.

Please return this page to: q strongly agree q agree q disagree q strongly disagree
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Elections Alberta Grade 9
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c tio r ta If you have any questions
elealbe
Permission Form or concerns, Elections Alberta
chief electoral office
can be contacted using the
Elections Alberta has developed educational resources, called Building Future information below:
Voters, for teaching about citizenship, democracy and the electoral process for
Grades 6, 9 and 12 Social Studies classrooms. Some activities that your child Elections Alberta
completes may involve working directly with a Returning Officer of an Alberta Suite 100, 11510 Kingsway NW
electoral division. Edmonton, Alberta T5G 2Y5

Elections Alberta would like to share examples of student ideas, responses Office Hours:
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Signature Date

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Elections Alberta Grade 9
 Building Future Voters
Return this form and attachments to:
Teaching Ideas & Student Work Submission Form
Elections Alberta
Suite 100, 11510 Kingsway NW The teaching and learning process can always be improved. We welcome your
Edmonton, Alberta T5G 2Y5 ideas and suggestions for enhancing, adapting to adding to the activities,
information and materials in this resource.
Office Hours:
Monday through Friday Please submit your ideas on this form and attach any photographs or
8:15 a.m. to 12 noon; photocopies you may have of student work. Ensure that you also attach the
1:00 p.m. to 4:30 p.m. Permission Form provided on page 133 of this resource with any student
work that you send to us.
Tel: 780-427-7191
Fax: 780-422-2900 Name:
Other locations in the province can Contact Information:
call toll free by dialing 310-0000
then dial 780-427-7191

Description of idea or suggestion (Attach extra pages if required):

Attached:

q Student work (Describe and identify students by first name, grade

level and community. Attach list if neccessary.)

q Permission Form(s)

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Elections Alberta Grade 9
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Elections Alberta Grade 9