BC Education - Social Studies K to 7

Sample 4: Grade 5

Topic: Citizenship and Government

Prescribed Learning Outcomes:

Applications of Social Studies

It is expected that students will:

identify and clarify a problem, issue, or inquiry
gather and record a body of information from a variety of primary and secondary sources
use an outline to organize information into a coherent presentation

Politics and Law

It is expected that students will:

explain citizenship in terms of participation in the community, province, country, and world
demonstrate understanding of equality and fairness in Canada with respect to the Canadian Charter of Rights and Freedoms, the BC Human Rights Code, and the Ombudsman Act
demonstrate a basic understanding of the Canadian Constitution

Overview

During a larger unit on citizenship, students learned about the Canadian Constitution and the Canadian Charter of Rights and Freedoms, researched and presented a variety of related contemporary issues, and developed a constitution for their school. Evaluation was based on:

ongoing notes and written assignments
group presentations on contemporary issues
development of a constitution and charter of rights for the school
individual statements

Planning for Assessment and Evaluation

The teacher introduced the concept of a constitution by presenting various stories and metaphors. Students then wrote individual recommendations about how the people in the stories might establish rules, and they identified what they thought would be the three most important rules or laws. The class discussed these ideas, and the teacher recorded students' suggestions on charts. The teacher used a consensus-building procedure to help the class decide on the five most useful rules or laws.
The teacher extended the discussion to include the rules and laws of Canada. Students worked in groups to brainstorm everything they knew about how Canada is governed, and they used categories to record their ideas (Canada, BC, Our Community, Our School).
The class then focussed on two documents: The Constitution of Canada and the Canadian Charter of Rights and Freedoms. They brainstormed what they already knew about each document, what they would like to find out, and where they might find more information. This information was recorded on a class chart. Students continued to add to the chart throughout the unit.
Students planned a news watch. Each day, a different student was assigned to skim newspapers and listen to radio or television news for news about the Constitution or the Charter. (Some students used the Internet to help with their news watch.) The information was presented to the class and then posted on a bulletin board. When the body of articles and reports was large enough, students organized them under various headings (e.g., Aboriginal Issues, Criminal Issues, Women's Issues, Multiculturalism, Unity, Federal-Provincial Relations).
From the list of headings, the class and teacher selected several key topics (e.g., "parts of government," "division of powers," "minority rights"). Each student was assigned to research one or two of the topics. Students then spent several class sessions gathering information using a variety of resources (newspaper articles, videos, library books, interviews). The class also reviewed various formats for recording information and sources, and they chose those that seemed most effective for particular tasks.
On wall charts, the class assembled the information they collected for each topic, using the headings they had developed for the news watch. After a class discussion, students individually recorded three to five key pieces of information about each topic, using information from the charts.
From the ongoing news watch, students identified several contemporary issues related to provincial or federal politics (e.g., the future of Canada, the Canadian Senate). In groups, each selected an issue, collected data reflecting at least two perspectives, polled the class or school on the issue, and wrote letters to federal or provincial politicians seeking their views on the issue. Then each prepared a written brief (including graphs and charts where appropriate) that included:
- a clear statement of the issue
- an outline of the background of the issue
- a list of groups who have interest in the issue
- an outline of pros, cons, and recommendations from the point of view of at least two of the groups
- a personal recommendation for dealing with the issue
Students presented their issues to the class in the form of role plays involving appropriate levels of government and stakeholders (e.g., hearings of a judiciary panel, debate in the House of Commons or Legislative Assembly, interviews). At the end of each presentation, students shared the results of their polls on the issues, and the class discussed the results.
Before watching each presentation, students in the audience recorded their views about the issue in their journals. During the presentation, they recorded key arguments. At the end, they recorded whether or not their views had changed.
Throughout the unit, class discussions were held regularly so students could share ideas, point out successes, and pose questions. Helpful suggestions, strategies for acquiring information, and ideas for recording information were collected, posted on charts in the classroom, and incorporated into student work.
As a concluding activity, students considered the unit problem: How can we as citizens improve our school and our community? They decided to design a constitution for the school.
Students were asked to work in co-operative groups to design a constitution and a charter of rights and freedoms for the school. Each group was responsible for one part of the constitution or charter. To discuss what might be included, students invited the principal, staff representatives, parents, and students in other classes. They decided that the constitution and charter would include:
- a definition of rights and freedoms for everyone in the school
- a definition of rights and freedoms specific to students
- an outline of the powers of various levels of authority (e.g., principal, teachers, students)
- a process for changing the constitution (an amending formula)
Each group chose a representative to meet frequently with other group representatives to discuss their progress and exchange ideas so that the finished constitution would be consistent. When completed, students presented a mock parliament in which they introduced their constitution to the school.
As a final assignment, each student outlined and wrote a personal statement about what it means to be a citizen of Canada.

Defining the Criteria

Ongoing Notes and Written Assignments

To what extent does the student:

provide complete, accurate, and relevant information
provide explanations that are clear and show understanding of concepts studied
use outlines, charts, and other formats appropriately
include details, examples, or other features that show insight beyond basic understanding

Group Presentation on a Contemporary Issue

To what extent does the group:

clearly explain the issue, including definitions as necessary
provide background information that is accurate and balanced
accurately identify interest groups
provide a detailed outline of pros, cons, and recommendations (from the perspective of two groups)
offer logical and feasible recommendations, given the information presented
provide a presentation that is clearly organized around required topics

Constitution and Charter of Rights (Group Contribution)

To what extent does the group:

present clear and relevant articles or sections
address key issues related to governance and individual rights
use an appropriate format, modelled on works studied
use appropriate terminology to offer precise meaning
show understanding of the concepts involved (clauses are logical and relevant)
include clauses or details that show insight beyond basic understanding

Individual Statement

To what extent does the student:

provide an outline that identifies key points and supporting details
include detailed and accurate information about rights and responsibilities
make relevant personal connections to own rights and responsibilities
offer a logical conclusion that is supported by the information presented

Assessing and Evaluating Student Performance

Ongoing Notes and Written Assignments

Criteria	Rating
complete, with accurate and relevant information	4 3 2 1
explanations are clear and show understanding of concepts studied	4 3 2 1
outlines, charts, and other formats are used appropriately	4 3 2 1
includes details, examples, or other features that show insight beyond basic understanding	4 3 2 1

Key: 4

Group Presentation on a Contemporary Issue

Rating	Criteria
4 Excellent	clearly explains the issue; accurately defines all terms needed background information is detailed, accurate, and balanced; shows research from more than one source gives a complete list of all interest groups outline of pros, cons, and recommendations for two groups is thorough and detailed (all important aspects are included) and shows understanding of parties' points of view recommendation shows insight into the issue and the information presented and is feasible presentation is clearly organized and easy to follow; may include appropriate visual representations
3 Very Good	clearly explains the issue; defines terms gives accurate and balanced background information accurately identifies most interest groups outline of pros, cons, and recommendations for two groups is detailed (includes most important aspects) and shows understanding of parties' points of view recommendation is logical and feasible, given the information presented presentation is clearly organized around required topics
2 Satisfactory	states the issue clearly gives accurate background information; may rely on one source accurately identifies key interest groups includes logical and relevant pros, cons, and recommendations for two groups; may omit some key information; shows awareness of different points of view recommendation is logical but may require generalizing beyond the information given; may not be feasible presentation is organized around required topics
1 Criteria Not Demonstrated	issue may not be clear may omit background information or provide a biassed view accurately identifies some interest groups includes some logical and relevant pros, cons, and recommendations for two groups; omits key information; may have difficulty showing two points of view recommendation may be illogical presentation may be incomplete or poorly organized

Constitution and Charter of Rights (Group Contribution)

Rating	Criteria
4 Excellent	clear and relevant thorough and complete; all important issues are included each article or section is important accurately models format of documents studied language is clear and precise includes special features that show insight and depth of understanding
3 Very Good	clear and relevant includes important issues each article or section is logical and needs to be included follows an appropriate format uses correct vocabulary to make meaning clear details and ideas show insight beyond basic understanding
2 Satisfactory	generally clear; some parts may be difficult to understand includes most key issues most articles or sections are logical; some may be difficult to connect to the topic follows an appropriate format uses appropriate language in most places; may be vague in parts shows basic understanding
1 Criteria Not Demonstrated	parts are illogical, unclear, or unrelated to the topic some key issues are omitted may include a large amount of unrelated information may not be presented in appropriate format tends to rely on vague language or to use special terms inaccurately does not demonstrate basic understanding

Individual Statement

Criteria	Rating
outline identifies key points and supporting details	4 3 2 1
includes detailed and accurate information about rights and responsibilities	4 3 2 1
makes relevant personal connections to own rights and responsibilities	4 3 2 1
offers a logical conclusion that is supported by the information presented	4 3 2 1

Key: 4

Revised: January 28, 1999

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