Doing Democracy Project Modules
These modules were created by teacher candidates at the University of Ottawa over the course of eight months. They are not for a specified subject or grade level, but instead are meant to be adapted to a variety of subject areas and grade levels. All were designed for 120 minutes and to accommodate up to 130 students, but can be adapted to be shorter and for less students.
|Doing Democracy – The Future is Now Module (2015-16)||Students will produce a 1 minute video (e.g. rant, slam poetry, skit, poster with narration, etc.) in a small group on a topic of their choice based on a solution to a current problem. We will pitch a scenario that the Department of X (pertaining to each weekly theme) will be hosting a competition to provide funding for a project that will alleviate a current problem. Students will compete with their videos to win the funding. The students need to imagine 20 years into the future, representing an issue of their choice through a utopian or dystopian lens (define these terms if needed). Students will imagine if the issue was not solved today, how would it look in the future, or if their issue is solved today, how would that look in the future?|
|Doing Democracy – Engaging your High School Module (2015-16)||Students will begin by brainstorming current issues that are of concern, importance and/or interest to them and their peers. They will then discuss various modes of civic action that are/can be taken up by youth to build awareness and contribute to positive change around these issues. In small groups of 5-6 people, students will move to develop a plan of action around an identified issue that they can implement back in their respective schools or communities. Each group’s plan of action will be shared with the larger group after which a vote will take place to determine the plan perceived to be most effective based on voting criteria provided.|
|Doing Democracy – How to Make a Difference Module (2015-16)||In this lesson, students will learn about how to effect change in Canada based on issues that they are passionate about. In small groups, they will brainstorm ideas and vote on an issue. They will create a campaign, and vote on which campaign they want to use to represent their issue. The students will reconvene in a large hall and each group will then present their issues to the study body. A vote based on Canada’s electoral system will follow to decide which campaign they think would be most successful. Afterwards, they will reflect on why they voted this way and what they can do to bring what they learned to their communities.|
|Doing Democracy – Art as Social Action Module (2014-15)||Students will be given the opportunity to develop an increased interest in taking action in relation to civic and community responsibility. They will first pick a topic of personal value, research the issue if needed, and create an artistic expression of active engagement. Participants will then be asked to present their argument in 1-2 minutes and each participant will vote on the one that was most effective. This lesson is best for classrooms of 20-30 students from the ages of 14-17.|
|Doing Democracy – Social Media Campaign Module (2014-15)||Students will learn how to build a social media campaign based on an issue of their choice in. Students will choose an issue and decide whether they want to spread awareness, fundraise, or communicate their points of view with candidates, political parties, elected representatives, lawmakers, etc. The social media campaign will be presented using a montage of pictures and videos on Instagram. This lesson is best for classrooms of 20-30 students from the ages of 14-17.|
|Doing Democracy – Town Hall Module (2014-15)||Students will reflect on the importance of civic engagement by means of a short role-playing exercise based on voter turnout of 18-24 year olds in Canada. They will brainstorm means of civic engagement for young people, examine an example of a young person who created an awareness campaign, and then role-play a town hall exercise of campaigning for an important issue. This lesson is best for classrooms of 20-30 students from the ages of 14-17.|
Citizen Science Resources
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