Unit

Plan Overview: Electoral Process in Alberta

Grade 6
2017-2018

Week 1
Lesson 1 - Introduction to democracy and Election project
This lesson will introduce the concept of democracy and the Election Project that students will work
Overview:
on throughout the unit. In this lesson, students will gain an understanding of what democracy is, the
importance of democratic participation, and issues related to provincial governance.
Essential Questions: What is democracy?
Why is democracy important in Canada?
What is democratic participation?

Lesson 2 - Ancient Athens

Overview: Students will watch a video about democracy in Ancient Athens. As the video plays, students will
questions on a handout that students will fill out as the video progresses. Once the video is done,
students will research the four pillars of democracy. After reviewing Internet browsing guidelines,
students will find out what the four pillars democracy are and explain their meaning and relevance.
Their findings will be discussed in class.
Essential Questions: What is democracy?
How is democracy related to Ancient Athens?
What are the four pillars of democracy?
Lesson 3 - Comparing Ancient Athens to today (using a table) - drafting questions to ask politician
Overview: Now that students have watched videos about democracy in ancient times and present day, the
class will break off into their groups to compare and contrast the concepts. Students will be given
iPads to conduct more research. Once completed, we will turn to a class discussion. This discussion
will then turn to a brainstorming session to come up with questions to ask visiting politician. The
questions will revolve around creation of platforms (specific platform issues such as the
environment), writing speeches, and the choice of campaign materials.
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

Essential Questions: What is democracy?

How has the face of democracy changed over the course of time?
Are there similarities between how democracy works now vs. in Ancient Athens?
Lesson 4 - Politician visit - students ask questions and take notes
Overview: In this lesson, a political representative will visit the class. Students will use questions drafted in the
previous class to inquire about the ways that campaign teams work with a candidate to win an
election. Questions will be posed about the creation of platforms (specific platform issues such as
the environment), writing speeches, and the choice of campaign materials. This is to expose
students to the real-world experience of democratic participation and to help guide students
through their project.
Essential Questions: What does an elected official do?
How is a platform created?
What are some issues that elected officials work on?
Lesson 5 - The relationship between the electorate and the candidate
Overview: In this lesson, each group will be given a case study about an issue faced by an candidate in an
election. The case study around the forest just outside of city limits. In the case study, a member of
the electorate will approach the candidate about a new insect that was introduced to the forest that is
killing off most of the trees. Students will use knowledge gained from their forestry science unit
coupled with their new knowledge on the work of elected officials to solve the problem.
Essential What is the relationship between the electorate and the candidate?
Questions: How do we use the knowledge that we have to solve real-world problems?
Is there a connection between science and social studies?

Week 2
Lesson 1- Political Platforms Part 1
Overview: This is a two-part lesson that will take place over the course of two class periods. Students will be
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

introduced to the concept of political parties and political platforms through this lesson. They will
then develop a deeper understanding of the careful planning and consideration that goes into
balancing resources in order to achieve desired platform results.
Essential What is a political party?
Questions: What is a political platform?
What is an annual provincial budget?
How do you make a budget?
Where does the government get money?

Lesson 2 - Political Platforms Part 2

Overview: In this lesson, the class will discuss different platform ideas from the given categories. Students will
then pick a platform topic and write a persuasive piece explaining why their group should focus on
the platform point. Once completed, students will be tasked with sharing their ideas with their
groups; the groups will then decide on four platform points to focus on for their campaign.
Essential What is a political party?
Questions: What is a political platform?
What is an annual provincial budget?
How do you make a budget?
Where does the government get money?

Lesson 3 - Political Platforms Part 3

Overview: Students will watch a video about the Alberta Budget. Based on a budget of $90,000, students will
research their platform points and allocate their budget to the areas that they believe need the most
funding. Students will be expected to use their math skills to divide their budget and also provide
good reasoning for their choices based on research.
Essential What is a political party?
Questions: What is a political platform?
What is an annual provincial budget?
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

How do you make a budget?

Where does the government get money?

Lesson 4 - Speech writing and persuasive language part 1

Overview: Students will begin the class by watching a series of short videos of famous historical and
contemporary figures giving speeches. The videos will include Martin Luther King, John F. Kennedy,
Emma Watson at the UN, and Maysoon Zayids TED Talk. After each of these clips, students will share
what they believe are the features of the speeches that make them so widely known and moving to
so many people. These ideas will be recorded on the board. Based on the discussion, each student
will write a speech using persuasive language based on their candidate and their platform. Give
students until the end of the class to do this.
Essential How have historical and contemporary figures used persuasive language to connect with an
Questions: audience?
How can we use persuasive writing to engage with the electorate?
Lesson 5 - Speech writing and persuasive language part 2 and check-in
Overview: This lesson will begin with students completing their speech. Once completed, students will get into
their groups and share their speeches with each other. Groups will then have to work to combine
their speeches into a single speech that will be a part of their final project submission. In the final 10
minutes of this class, give students an opportunity to share how theyve been doing so far and allow
them to pose any questions or concerns.
Essential How have historical and contemporary figures used persuasive language to connect with an
Questions: audience?
How can we use persuasive writing to engage with the electorate?
Where are we in terms of engaging in learning?
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

Week 3
Lesson 1 - Iroquois Confederacy and government Part 1
Overview: This is a two-part lesson that will take place over the course of two class periods. In this task, students
will engage with the Iroquois Confederacy, the Great Law of Peace, and the characteristics and
interactions of trees in a symbolic context. The lesson will begin with an examination of
the principles of peace and the symbols of peace. In pairs, students will complete a list of the principles
they believe are most associated with peace (such as tolerance, sharing, caring, freedom, harmony, no
war, etc). They will also produce a list of peaceful symbols (such as the dove, peace sign, holding up
two fingers, etc). Together, the class will compile their answers.
Essential What does peace mean to you?
Questions: What is a symbol?
What are the main principles of the Great Law of Peace within the Iroquois Confederacy?
What are the different physical characteristics of trees? How can these characteristics create
metaphoric symbols?
How can we effectively use the principles of the Great Law of Peace today?

Lesson 2 - Iroquois Confederacy and government Part 2

Overview: Students will understand that for the Iroquois People, the White Pine represented peace and the
principles of their governance (just as the dove or peace sign commonly represent peace worldwide).
In pairs, students will discuss the characteristics of the White Pine and answer the question: What
specific components of the White Pine make it a good symbol for peace? Consider the trunk, roots,
needles, etc. They may answer the thick trunk is a symbol of righteousness and steadiness the roots
connect the tree to the earth and to other trees trees get taller over time and this represents the
growth of peace etc.
Essential What does peace mean to you?
Questions: What is a symbol?
What are the main principles of the Great Law of Peace within the Iroquois Confederacy?
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

What are the different physical characteristics of trees? How can these characteristics create
metaphoric symbols?
How can we effectively use the principles of the Great Law of Peace today?

Lesson 3 - Political Campaigns Part 1

Overview: The final performance task in this unit will take place over five classes in which students will create a
media representation to demonstrate their learning. Students must work in their groups of four to five
in order to create a viable, imaginary candidate who will compete for the position of Alberta premier.
Students will then create a political advertisement for their politician, and display their video in a
school fair at the end of the lesson. As a result of this project, students will gain a deeper
understanding of the electoral process, while also developing their digital literacy skills.

In this first lesson, students will be tasked with creating an outline for their campaign video that will
focus on 2-3 key platform issues.
Essential How do political candidates use media to bolster their campaign?
Questions: How does the media reflect beliefs and ideologies?
How can we critically evaluate media for bias?
How can we effectively communicate through digital media tools?

Lesson 4 - Political Campaigns Part 2

Overview: Students will take part in a teacher-led tutorial of video editing software that they will be using to
create their videos. Students will exchange their outlines with another group and provide peer-
feedback to the outlines. Guiding questions will be provided for students to ensure positive feedback.
Once completed, groups will provide their drafts to the teacher who will also provide feedback.
Students will use this feedback to make any necessary changes to their draft.
Essential How do political candidates use media to bolster their campaign?
Questions: How does the media reflect beliefs and ideologies?
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

How can we critically evaluate media for bias?

How can we effectively communicate through digital media tools?

Lesson 5 - Political Campaigns Part 3

Overview: The class will begin with each group working on their video. During this time, the teacher will sit down
and have a conference with each group to discuss how the project is going so far and if students have
any questions or concerns. This discussion will provide formative feedback for the teacher in order to
determine if students require more scaffolding in creating their media. Students will continue working
on their video throughout the class.
Essential How do political candidates use media to bolster their campaign?
Questions: How does the media reflect beliefs and ideologies?
How can we critically evaluate media for bias?
How can we effectively communicate through digital media tools?

Week 4
Lesson 1 - Political Campaigns Part 4
Students should be finishing the filming stage and transitioning into the editing stage. The teacher will
Overview:
provide assistance and formative feedback as necessary.
How do political candidates use media to bolster their campaign?
Essential
How does the media reflect beliefs and ideologies?
Questions:
How can we critically evaluate media for bias?
How can we effectively communicate through digital media tools?

Lesson 2 - Political Campaigns Part 5

Overview: Students should complete their political advertisement within the first half of this class. For the second
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

half of the class, students will individually write 1-2 paragraphs reflecting on the process of creating
their political advertisement. Students will be provided with guiding questions. After students have
finished their written reflection, the teacher will close the lesson with a classroom discussion which
pertain to the preceding questions, as well as the essential questions for this lesson plan. This political
advertisement will then be used for the Election Day Showcase
Essential How do political candidates use media to bolster their campaign?
Questions: How does the media reflect beliefs and ideologies?
How can we critically evaluate media for bias?
How can we effectively communicate through digital media tools?

Lesson 3 Preparation Day

Overview Students will prepare their work to be showcased at a science fair style event. They will present their
political candidate and their learning throughout the unit. In their groups, students will create a trifold
and prepare their video to be shown on their assigned iPad. Students will have this time to draft their
pitch and think of any questions that may be posed to them by other students and visitors.
Essential How can I present my candidate in the best possible way?
Questions: How do I prepare information in a way that is clear and concise?
Lesson 4 - Election Day
Overview: In the gymnasium, students will present their candidates to other students and visitors in a science fair
style showcase. They will answer questions and show their video to gain votes from the other students
and visitors. The visitors will include political officials and campaign experts who will provide students
with an authentic connection to the election realm. The visitors and other students will be given a form
to vote for their choice of candidate. The visitors will be asked to provide feedback on each of the
groups presentation. The results will be tallied and presented in the next class.

Essential How to I use the knowledge Ive gained to present my candidate in the best possible light?
Questions: What should I do if I cannot answer a question?
Unit Plan Overview: Electoral Process in Alberta
Grade 6
2017-2018

Lesson 5 - Reflection
Overview: The candidate that won will be announced. Each group will be given a sheet with the number of votes
that they received along with the number of votes that were cast. As a group, they will figure out the
percentage of the vote they received and depict it in a chart and review the feedback.

Once they complete their task, they will get into pairs and interview each other using the big questions
for the unit. This will be used as a formative assessment to see if students gained the knowledge
intended by this unit.
Essential
What is democracy? When and where did it originate?
Questions:
What is an election?
How have the Indigenous communities of Canada contributed to the democratic process?
How do we fact check to maintain fairness and equity amongst candidates and the electorate?
How can I participate in the democratic process?