Civics and citizenship
Welcome to Civics and Citizenship! Why are civics and citizenship important? What does it mean to be a citizen of Canada and a citizen of the world? Review the introduction to the course by the host of TVO's daily current affairs program, The Agenda, Steve Paikin, in the following video.
Explore this!
Explore Steve Paikin’s video introduction to this course.
Nelson Mandela, a freedom revolutionary and the president of South Africa (between 1994-1999) once made a speech in which he stated the following.
A fundamental concern for others in our individual and community lives would go a long way in making the world the better place we so passionately dreamt of.”
Mandela's quotation refers to the importance of considering the needs of all individuals and communities within the scope of global citizenship. In this regard, he is referring to ways in which citizenship can be intentionally inclusive.
Explore this!
In the following video, Chris Beaver, TVO's Indigenous Affairs video journalist, discusses the importance of highlighting the lived experiences and histories of Indigenous Peoples when learning about Canada.
Civics terms and definitions
New words and terms will be briefly defined in the learning activities of this course. These terms (and related others) will be shown in boldface, and are listed in the following Civics Terms and Definitions(Opens in new window). You may want to download a copy of the file, print this out, and reference it as you progress through the course. It will definitely support your learning.
Civics, politics, and government
In Unit 1, you will explore ‘civic awareness,’ but what does that mean?
Definition
Civic awareness
Civic awareness is the knowledge and mindset that makes an individual decide to take an interest in civic action, participate in elections, support community planning and activities, volunteer, and feel connected to other citizens, both globally and locally.
Most people have a private life and a public life. Civics is part of a citizen’s public life. Civic life is concerned with all of the ways citizens can live respectfully together in public (the community and nation).
Politics is the process that’s used to make formal, civic decisions.
People have different ideas about how politics should work. In an ideal world, it would be great to get everyone together to make a decision. However, many factors influence the ability to bring people together to make decisions such as population size and geography. When groups of people live together but have different opinions and interests, political systems are created to help them make collective decisions.
Early ideas on governance
Politics in Canada originates in Indigenous and Western European understandings of leadership. While disagreements between these perspectives persist, each contributes to the Canadian understanding of good governance. Some notable influences include the Western political philosophies of Thomas Hobbes and John Locke.
Press on the following headings to find out more about the different ways that Hobbes and Locke thought about humans and human nature.
Thomas Hobbes (1588–1679) felt that people tended to be selfish and were mainly interested in achieving their own interests. He regarded this “me-first” attitude as one that often led to conflict, violence, and war. Hobbes thought that people would be better off if they were taught obedience and followed rules enforced by a supreme ruler. He felt that obedience to a higher authority was the best way for society to avoid the chaos of continuous conflict.
John Locke (1632–1704) believed that humans were naturally good, tolerant, and intelligent. Locke agreed that selfishness and greed were part of human nature, but he felt that people also had a built-in sense of fairness and equality, making it necessary to build choice and participation into government.
In addition to the philosophies of Hobbes and Locke, it is important to consider perspectives on governance from Indigenous communities. Before beginning to learn more about two specific forms of First Nations governance, examine the following key terms to know while learning about Indigenous issues and history.
Definition
Press on the tabs to access the definitions.
First Nations Peoples are original inhabitants of Canada, who are neither Inuit nor Métis. First Nations is a term that encompasses many different nations across the country. Currently, there are 634 recognized First Nations communities with over 70 languages spoken from coast to coast.
The Indian Act, first introduced in 1876 and still enforced today, governs and defines First Nations Peoples legally. Those who are recognized by the government under the Indian Act are legally referred to as “Status Indian” under the law. A non-Status First Nations person is not recognized by the government as a “Status Indian.”
This is one of the most confusing definitions under the Indian Act, and people can be non-Status for a multitude of reasons, including registration issues, laws that have excluded women passing down their Status to their children, and ineligibility due to certain rules set out in the Indian Act.
As indicated on the website of the Métis Nation of Ontario, "The Métis are a distinct Indigenous People with a unique history, culture, language and territory that includes the waterways of Ontario, surrounds the Great Lakes and spans what was known as the historic Northwest. The Métis Nation is comprised of descendants of people born of relations between Indian women and European men. The initial offspring of these unions were of mixed ancestry.
The genesis of a new Indigenous people called the Métis resulted from the subsequent intermarriage of these mixed-ancestry individuals. Distinct Métis settlements emerged as an outgrowth of the fur trade, along freighting waterways and watersheds. In Ontario, these settlements were part of larger regional communities, interconnected by the highly mobile lifestyle of the Métis, the fur trade network, seasonal rounds, extensive kinship connections, and a shared collective history and identity."
The Métis Nation of Ontario (MNO) definition of Métis (for Registry/Citizenship purposes) is as follows:
The MNO’s definition of Métis is the same as that of the Métis National Council’s National Definition for Citizenship within the Métis Nation (the “National Definition”). This same National Definition is in place in all of the other Métis Nation governments across the Homeland (i.e., Manitoba Métis Federation, Métis Nation -- Saskatchewan, Métis Nation of Alberta, Métis Nation British Columbia). Specifically, the MNO Bylaws, state that: Métis means a person who self-identifies as Métis, is distinct from other Aboriginal peoples, is of historic Métis Nation ancestry, and is accepted by the Métis Nation.
Source: “Métis Nation of Ontario -- Registry Process.” The Métis Nation of Ontario.
The Inuit are Indigenous peoples from the Arctic and northern regions of Canada, Alaska, Russia, and Greenland. In Canada, Inuit populations descend from Nunavut, the Northwest Territories, the Yukon, Northern Quebec, and Newfoundland and Labrador. Like the Métis and First Nations Peoples, the Inuit have their own histories, traditions, languages, and lifestyle based on their Arctic and northern geography.
Press on the following tabs to access the terms.
The term Aboriginal is used to refer to First Nations (Status and non-Status), Inuit, and Métis Peoples. It is a singular, collective term used to represent these three diverse peoples and has been used widely in the past, especially after it had been used in the Constitution Act, 1982.
The term Indigenous is very similar to the term Aboriginal in that it encompasses First Nations, Inuit, and Métis Peoples. However, its distinction comes from the fact that it is used globally to describe people who were the original inhabitants of any region throughout the world. For example, Aborigines in Australia, the Maori in New Zealand, and the Sami People of Norway, Finland, and Sweden are all Indigenous Peoples in their respective regions. The term “Indigenous” can be made more specific by adding the territory that the people are from (for example, the Indigenous Peoples of Canada). Since this course is based on the Indigenous Peoples of Canada, there is no need to repeatedly make this distinction within the course.
In Canada, the preference is to move away from the term “Aboriginal” in favour of “Indigenous” when referring to First Nations, Inuit, and Métis Peoples. Thus, throughout this course, “Indigenous” will be used. At times, “Indigenous” and “First Nations, Inuit, and Métis” will be used interchangeably when all groups are being referred to.
Native is another term commonly used to describe Indigenous Peoples in both Canada and America, although it has been used less frequently in recent years. Native is a less specific term, as it sometimes is inclusive of all groups.
This term is not often used as it no longer reflects or represents current values. Some Indigenous People still may use this word and can be a term of reclamation. Historically, it is a term that has been used to oppress or exclude Indigenous Peoples. “Indian” is still used in government classifications through the Indian Act and thus is a legal definition used in Canada, which is how it will be used in this course. You should not use it in your responses, unless you are referring to the specific designation under the Indian Act.
Keeping these important distinctions in mind, you will now learn more about two forms of traditional governance from the Haudenosaunee and Anishinaabe First Nations. While these neighbouring nations coexisted across parts of the territory now known as Ontario, they had separate, distinct government structures and forms of social organization.
First Nations traditional life and governance
Each First Nations community has its own traditions, dialects, and cultural and spiritual practices, and for that reason, it is quite difficult to make generalizations about each community. You will learn two examples of First Nations governance, and you can research other examples from communities if you so choose.
There are two systems of inheritance within First Nations communities. Matrilineal systems refer to a situation where kinship is inherited through the mother’s family line, while in a patrilineal system, kinship is inherited through the father’s family line.
These systems differ from matriarchal and patriarchal systems, which rely on the rule of one gender over another. Neither matrilineal nor patrilineal systems are based on ruling over others in this manner.
A matrilineal kinship system did not mean that women acted completely independently. Rather, matrilineal societies promoted values of equality and balance amongst all members, and there was traditionally a balance of power between men and women in the government. Both men and women had rightful positions in all discussions and decision-making processes. The following are two examples of how communities governed through patrilineal and matrilineal systems.
Press the following tabs to learn more about each system.
An example of a matrilineal society is the Six Nations of the Haudenosaunee, which uses a clan system, headed by a clan mother. Traditionally, the clan mother was selected according to her age, with the oldest woman in the clan becoming clan mother. Currently, a clan mother is selected based on her knowledge and continued commitment to Haudenosaunee culture.
Governance of the Haudenosaunee
The Great Law of Peace created one of the most famous examples of a military alliance in Indigenous history – the Haudenosaunee Confederacy (also known as the Iroquois Confederacy). In about 1142, five of the region’s most powerful nations – the Seneca, Cayuga, Onondaga, Oneida, and Mohawk – promised to unite and offer each other support, settling years of war. The alliance brought these groups together under the leadership of Dekanawida, the Great Peacemaker. Their alliance is confirmed and represented by the Hiawatha belt pictured, which symbolizes their agreement to join the Confederacy. The tree, in the middle of the belt, represents the Onondaga Nation and symbolizes the Tree of Peace planted by the Great Peacemaker. In 1722, Tuscarora also joined the Confederacy, bringing the total to six nations.
A reproduction of the Hiawatha belt, created by Richard D. Hamell.
The Hiawatha Belt is a very important symbol of unification of the Haudenosaunee Peoples. The Circle Wampum represents Haudenosaunee governance both traditionally and today.
Access the following Circle Wampum: Rotinonhshonni Teiotiokwaonhaston(Opens in new window) to learn more. As you read the document, make notes in your notebook on how the wampum informs Haudenosaunee governance and the roles of each nation in the Confederacy.
The neighbouring Anishinaabe had patrilineal dodems (the Anishinaabe word for clan). Dodems were named after animals, and the clan system provided governance and dictated relationship and matrimonial choices, and kinship rules. For example, marriages between members of the same clan were, and still are, forbidden.
Clans were also used to organize Anishinaabe society and government, and provided each member, both male and female, with an outline of their roles and responsibilities to their community. Elders, chiefs, and war chiefs (in times of war) all played a role in the community's decision-making. Both men and women could be Elders, but the position of chief was historically reserved for the men of the community.
Elders guided younger men and made decisions that would enable all members of the community to live in harmony. Chiefs could be elected but, traditionally, the position was inherited from the father, uncle, or father-in-law. Women, along with men, made up the general council, which discussed the challenges and issues faced by the community.
Course elements
For this course you are required to answer most questions in the form of a notebook response, a portfolio submission, or discussion board post. You will also encounter "Think" prompts, but you do not have to record or submit a response in these instances. Notebook responses may be completed electronically or in paper form. As you come to these items, choose the form that works best for you. For example, your notebook responses can be sections of the same folder on your desktop. If you are keeping your work on a digital platform like a drive or website, you can use headings and folders to stay organized.
Explore the following sections for a description of the course elements you may encounter.
Notebook
Notebook tasks might be familiar to you.
The notebook icon will appear when you are asked to consider concept-check or comprehensive questions, and/or answer questions based on a text. Your notebook can be written in complete sentences or point form, and it will not be submitted. Be sure that your answers are understandable, because you may need these answers to help complete assignments and/or prepare for your final test.
Portfolio
Portfolios have a different purpose.
Portfolio questions will ask you to think reflectively and maybe make connections to your self-identity. For example, you may consider a character or a situation and how similar or different your own life may be from that individual and/or circumstance. When you encounter the portfolio icon, try to make connections to your lived experiences. Portfolio responses will be shared with your teacher for constructive feedback using the “submit” button.
Think
The think icon may emerge throughout the course when a big idea has been introduced, or it could act as a prompt to have you reflect on a broad political topic. You do not need to record responses for think callouts unless it has been explicitly stated.
Join the discussion
Throughout this course, you will be prompted to share your thoughts to an online discussion board, and also comment on your classmates' posts. Providing and receiving peer feedback is an essential aspect of the learning process, and will support in the development of your transferable skills.
To begin, let’s attempt your first notebook entry next.
Notebook
Respond to the following questions in your notebook.
Which perspective on governing do you find most compelling: Hobbes', Locke's, the matrilineal system of the Anishinaabe Peoples, or the Haudenosaunee Confederacy? Explain your thoughts and ideas.
For this learning activity, you will:
- explore ideas of citizenship
- understand the purpose of the various course actions (Notebook, Journal, Join the Discussion, and Portfolio)
- learn about types of governance
- understand the inquiry process and political thinking concepts
Citizens' rights and responsibilities
There are a range of political systems in the world today. These typically fall along a political spectrum, from authoritative regimes to democratic systems.
In authoritative regimes, designated leaders make the decisions, rules, and laws. Citizens have limited rights and responsibilities, and they are expected to obey leadership without question.
In democratic systems, citizens have a voice in making decisions, rules, and laws. Decisions reflect the will of the majority. The government is limited in its power and must respect people’s rights.
Madeleine Dion Stout addressing guests at a dedication ceremony for a stained glass window in Parliament Hill to commemorate the legacy of residential schools as part of a movement to rectify Indigenous Peoples' rights in Canada.
Characteristics of a democracy
Today, democracies come in many shapes and sizes, but most of them have the following characteristics in common. Press the following tabs to learn about each characteristic.
Notebook
Respond to the following questions in your notebook.
- Rank the characteristics of democracy in order from most to least important. Compare your list to another and compare justifications for why you have put them in the order you have chosen.
- Choose three characteristics that you can agree are the most important. How are these characteristics protected (or not) in your community?
What is the inquiry process?
In order to explore civics, you will use the inquiry process.
You will be using this process to investigate events, developments, and issues, find solutions to problems, reach supportable conclusions, and develop plans of action.
The inquiry process has the following five basic components:
- formulate questions
- gather and organize
- interpret and analyze
- evaluate and draw conclusions
- communicate
You usually begin the process by formulating questions. However, you won’t always follow these steps in this order.
For example, you can do the following:
- start with a question, and then gather and analyze information and evidence to investigate it
- start with evidence and analyze it to draw conclusions, and then ask questions to clarify your findings
- use the entire process
Explore the following interactive to analyze the different steps of the inquiry process.
Press here for an accessible version of the Inquiry Process document. (Opens in new window)
Press the Start button to access the interactive. This interactive will open in a new window.
When you do an inquiry using this process, you will find that it will not always result in one “right answer.”
In order to evaluate your effectiveness as your inquiry proceeds, you’ll need to pause and reflect after each step, as you may need to adjust your process before continuing.
For example, consider the following:
- When you formulate questions, check that they are relevant before moving on to the next step.
- When you gather and organize information, check that your evidence is accurate.
- When you interpret your evidence, verify the logic of your analysis.
- When you begin to form conclusions, ensure that you can support them with strong evidence.
- You will be communicating throughout the inquiry process, so make sure that your communication is always clear and specific.
Join the discussion
You may have encountered aspects of the inquiry process before. Describe two different times where you encountered or engaged with specific steps of the inquiry process. When you are ready, submit your descriptions to the discussion board and respond to two of your peers' posts.
Since this is the first discussion post of the course, it is very important that you review the following tips for online discussions. Be mindful of appropriate online discussion etiquette and be respectful of your online classroom community when posting or replying.
Press Show Tips button to know more.
Join in - Discussions are shared learning spaces. It’s true that the more you participate, the more you will gain in your own learning journey. Invite others to join in by expressing yourself in a comfortable and conversational manner. Consider how you will extend the thinking and learning of others. How will your contribution build on the ideas of others? How can you provide meaningful and helpful feedback to your peers?
Be inclusive - Everyone’s opinions and thoughts count. Be respectful of others when you share your thinking or respond to the thinking of others. Be open to changing your mind and considering new and different ways of understanding.
Use examples from the course - Depending on the discussion topic, it’s always a good idea to relate what you are learning and sharing to the experiences that you have had in the course. It’s a great way to reinforce your learning.
Use examples from your personal experience - Depending on the discussion topic, and your comfort level, you are encouraged to share examples from your own life and lived experience. It’s a great way to make connections and help others understand and develop their own thinking and learning.
Think before you post - Note that discussion posts and replies are visible to others. They are not private chats. Consider the value, relevance, and tone of your post so that it is appropriate for everyone in your class, including your teacher.
Political thinking concepts
Along with the inquiry process, you’ll use four concepts of political thinking as guides, to help you focus on relevant questions. The four political thinking concepts are as follows:
- political significance
- objectives and results
- stability and change
- political perspective
Each concept gives you a different lens through which to analyze and filter your information, allowing you to examine issues and evidence in a number of different lights. Explore the following interactive to know more about the political thinking concepts.
Press here for an accessible version of Political Thinking Concepts (Opens in new window)
Press the Start button to access the interactive. This interactive will open in a new window.
Summary: Political thinking concepts
Press the following tabs to explore the summary of the political thinking concepts you have just learned about.
I can use the concept of political significance, through the inquiry process, to do the following:
- explain how people, ideas, and events contribute to political change in society
- analyse the degree to which political decisions represent turning points
- assess the impact of a political decision or action made by a governing organization on a variety of stakeholders
- evaluate how the importance of political actions/decisions may shift for various people and over time
I can use the concept of objectives and results, through the inquiry process, to do the following:
- identify the intended rationale(s) or motive(s) for political responses to issues
- explain how political events or developments can be caused by multiple factors
- assess the intended or unintended effect(s) or outcome(s) of a decision
- evaluate the consequences of a political decision on various groups in society
I can use the concept of stability and change, through the inquiry process, to do the following:
- explain links between past and current political policies, decisions and responses
- determine the degree to which government policies may create or prevent political change
- analyse the reason(s) for political continuity and variation over time
- assess alternative approaches to political institutions to resist or support change
I can use the concept of political perspective, through the inquiry process, to do the following:
- identify the influence of beliefs/values on people’s political viewpoints and actions
- analyse the factors that influence how and why people push for political change
- compare and contrast how different groups respond to the same political issue
- evaluate political courses of action from the viewpoint of key stakeholders
Source:
Learning Resources (Political Thinking Poster). (n.d.). Ontario History and Social Science Teachers’ Association – Association Des Enseigant.Es Des Sciences Humaines de l’Ontario. Retrieved November 24, 2022, from https://ohassta-aesho.education/learning-resources/
Notebook
How do the four political thinking concepts affect the decisions that are made in your community?
What if your community wanted to build a new highway through a busy neighborhood? The highway would help people in the community access a new business that would create a lot of jobs. Consider how each lens would view this decision. Answer the following questions in your notebook.
- To whom would the new highway be of political significance?
- What objectives and results would the highway satisfy?
- What impact would this change have on the community?
- What different political perspectives may there be about this decision?
Citizenship education
An important part of this course is citizenship education, which is an important facet of your overall learning. This framework offers opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom, as well as the diverse communities to which you belong within and outside the school. It is important for you to understand that you belong to many communities and that, ultimately, you are all citizens of the global community.
Review the following graphic entitled Citizenship Education Framework to understand the pillars of this important facet of education.
Press here to open the image in a new window. (Opens in a new window)
Join the discussion
What are some of the ways you practice citizenship every day? Share your thoughts in a discussion post after you have reviewed the Citizenship Education Framework, and respond to two of your peers’ posts.
Take a break!
Great work! So far, you've explored the concepts of civics, governance, and political thinking. In the next sections, you will continue to learn more about the inquiry process. Consider taking a break before continuing your learning.
Exploring the inquiry process
Combining the steps of the inquiry process with the concepts of political thinking, political inquiry process can help you explore a topic you are interested in, making it easier for you to have an impact when you become actively involved. To become better acquainted with the process, let us explore the process’ steps in more detail in the following section:
Formulate questions
Explore the following image to learn more about formulating questions.
Press here for an accessible version of Formulate Questions. (Opens in new window)
Examples of inquiry questions
Following are some examples of good civics inquiry questions:
- Why is civics important?
- If you didn’t live in Canada, would you want to? Why, or why not?
- What characteristics make a good citizen?
- How should our government work?
- How should we balance individual rights and the common good?
- What do you think are the non-negotiable attributes of a democracy?
With questions like these, there isn’t just one correct answer. You have to work to determine what the correct answer is based on your own understanding. This process builds skills and abilities.
Notebook
To get some practice in choosing and creating effective questions for inquiry, explore the following examples. Respond in your notebook, then press “Show Suggested Answers” to check your work.
Which of the following questions would make a good inquiry question, and which are not so effective? Explain your decisions.
-
Who was the first Prime Minister of Canada?
This is not a good question for inquiry because it can be answered in a few words, with known facts. It’s a closed question, so additional work may not turn up any new information or insight. A more effective question might be, “Do you think that Sir John A. Macdonald was a good Prime Minister?” This allows you to express an opinion and try to support it.
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Who do you think was the best (or worst) Prime Minister of Canada? Support your opinion with evidence.
This is a better question for inquiry because there is more than one possible answer. You could find evidence to make an argument in support of a number of different answers. Although this question is not very original and has probably been studied before, your inquiry, evidence, and interpretation may add some new information, new insight, or a new point of view.
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How should Canada address historical wrongs done to Indigenous Peoples?
This question meets the criteria for a good inquiry question because there is more than one possible answer. It requires research to find evidence to support a position.
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How have harmful government policies regarding Indigenous Peoples affected Canada and Canadian identity?
This is a less effective research question because it only requires you to list examples and not make a judgement. A better question to ask might be, “Which action taken by the Canadian government against Indigenous Peoples has had the largest impact on Canada and the Canadian identity?” This question allows for multiple answers which can be supported and debated.
Gather and organize
An inquiry process is used in most subject areas and even in most business contexts. Following the process helps ensure that you’re asking meaningful questions and using appropriate sources to find the evidence and answers you need.
After you have formulated a good question, the next logical step in an inquiry is to gather and organize information in order to find evidence to answer your question.
Continue your exploration of the inquiry process by learning more about gathering information in the following section.
Explore the following image to learn more.
Press here for an accessible version of Gather and Organize. (Opens in new window)
Research using primary sources
Primary source research can involve collecting raw data on a specific topic directly from the source. In other words, the researcher obtains the original data from the source first-hand. Tools used to collect data from primary sources include surveys, interviews, and participant observations. Explore the following interactive to know more.
Press here for an accessible version of Primary Research Tools. (Opens in new window)
Press the Start button to access the interactive. This interactive will open in a new window.
Research using secondary sources
Secondary research is so-called because the information you’re working with is not first-hand information; it was collected and reported by another researcher and comes to you second-hand.
You do secondary research by consulting resources such as books, journals, articles, or videos that have been developed by others. Based on the information you discover, you can draw conclusions or develop plans for further research.
For example, if you’re interested in determining how a specific age group affects community participation, you could search for relevant information in articles found at libraries, or online. By consulting secondary sources, you’re studying what others have done and learned, before setting out to collect your own data.
Check your understanding
Using what you’ve just learned, determine whether the type of information detailed in the following activity would be considered a primary or a secondary source. Access the following interactive entitled Primary and Secondary Sources to check what you may already know about these concepts.
Press here for an accessible version of Primary and Secondary Sources. (Opens in new window)
Press the Start button to access the interactive. This interactive will open in a new window.
Locating sources
Some primary source information, such as that found in original letters, diaries, or photos, is available in reference libraries or archives. You’ll find plenty of secondary sources in databases, in online articles, and in libraries.
Following is a list of common places to search for secondary sources. Press the following tabs to learn about each place.
Checking sources
When you select secondary sources, you need to check that the information in them is valid and accurate.
Press each tab to know what you need to question while judging the sources you plan to use.
Accuracy means making sure that something is true, correct, and valid. If you refer to any false information, your interpretation of the information may also be questionable. Ask questions like the ones that follow when trying to determine whether information is accurate:
- Who produced the document? Do the authors have credibility or authority?
- Where did the information come from? Was it from a reputable source?
- Is the information first-hand knowledge from a primary source, or is it a summary created after the fact?
- Does the information match or contradict information that you already have on the topic? If there are contradictions, are there logical reasons for this?
Facts are unbiased pieces of information about reality. Facts are objective; they have been proven and are not arguable. For example, it’s a fact that Indigenous Peoples in early Canada governed themselves before Europeans arrived. That’s accepted as a fact because there is physical evidence to back it up.
Opinions are judgements, not facts. They are views or interpretations of events based on evidence, but they have not been proven beyond a doubt. Opinions are subjective and arguable. For example, “Indigenous Peoples in early Canada welcomed Europeans” is an opinion, because arguments could be made to support or counter this statement.
Bias is the presentation of an issue from a single, subjective point of view. Biased statements can persuade uninformed people to adopt opinions they may not otherwise hold. Ask yourself the following questions to determine whether a source is biased:
- Who wrote the document, and why? An unbiased source would have a credible author with no hidden agenda.
- Where did the information come from? Was it from a reputable source?
- Was the author or organization closely involved in the event being described? Could that have affected what was written?
Did you notice that some of the questions about bias are similar to those related to checking for accuracy? Misrepresentation caused by bias can easily result in an inaccurate or distorted understanding of a subject.
Identifying the author’s purpose is important, when judging sources. Ask some of the following questions to clarify the author’s purpose:
- Who are the authors?
- Are they educated in the subject matter?
- Are they qualified to write about their subject material because they attended the event, or because they got involved in the issue as a witness, participant, survivor, or beneficiary?
- Are they employed by an objective institution, such as a university or research centre?
Conducting research on Indigenous issues
When researching civic topics related to Indigenous Peoples and communities in Canada, it is important to ensure that the sites that you are using are credible and reputable. Whenever possible, search the official Indigenous websites for a specific First Nations, Métis, or Inuit community, or for sites that represent the interests of a specific community.
Transmitting knowledge through history
First Nations, Inuit, and Métis Peoples have traditionally based their cultures around oral traditions, teachings, and storytelling – to preserve histories, convey knowledge from one generation to the next, and keep their cultures and identities alive within their communities. In Indigenous cultures, information is passed down mostly through the oral history instead of written records like western society. People have traditionally gone to ceremonies or met in particular places to experience stories being told for hours and sometimes even days. They continue to do so to this day.
Developing your listening skills
As many Indigenous stories are communicated orally, it is important that you be an active listener. Listening is a skill and involves more than just being quiet when someone else is communicating something. Listening is about really trying to understand someone’s perspective and emotions.
Active listening is the type of listening that involves action on the part of the listener. Some of these actions can be non-verbal, while others can be verbal, such as questioning, sympathizing, or encouraging others to continue on with their story, even when it is difficult for them to address it. It can be useful to have some tips to help you listen to the best of your ability.
Press the following tabs to learn more about the different ways you can show that you are an active listener. This will be helpful when you explore the creation stories in this learning activity.
Fake news
With many people using social media and the Internet to get their information, there is a question of accuracy and the quality of news shared with audiences since many news organizations, platforms, and websites prefer to produce content quickly, and they may not check all sources.
“Fake news” is a reality, and it is becoming increasingly difficult to figure out the truth. There is so much information being shared that could be misleading unless you carefully consider the source.
It’s important for you to be diligent when it comes to figuring out news media truths from fiction. Checking for a source's accuracy, facts, bias, and purpose is a great start as is being aware of the types of false information you may encounter.
Explore the three following terms defining the types of misleading information you may discover when searching through news media resources.
Definition
Disinformation
Information that is false and deliberately created to harm a person, social group, organization, or country. An example would be a politician posting negative information about their main competitor to gain votes.
Misinformation
Information that is false but not created with the intention of causing harm. An example would be someone posting a news article with outdated data.
Mal-information
Information that is based on reality, used to inflict harm on a person, social group, organization, or country. An example would be someone posting a picture (with no context) as in a picture of a vegetarian eating meat in 2007 that is now shared as a current photo to discredit that person’s character.
Source:
UNESCO. (2021, May 7). Journalism, “Fake News” and Disinformation: A Handbook for Journalism Education and Training. United Nations Educational, Scientific and Cultural Organization (UNESCO). https://en.unesco.org/fightfakenews
Citing sources
Examine the following interactive to learn more about citation using APA Style.
Press the Start button to access the following interactive. This interactive will open in a new window.
Start (Opens in a new
window)
Now that you have some background on how to gather information as part of your inquiry, the following is your chance to give it a try.
Portfolio
Find two people in your community who are willing to participate in this activity – in person, on the phone, or online. Conduct a short interview with each of them by asking the following question, “What do you think are the five most critical issues affecting the world today?”
Use a data collection sheet to record their responses. Use the Data Collection Sheet: Civics Inquiry (Opens in new window) as an example.
Note that, because this information is being gathered first-hand from participants in the inquiry, it is considered primary source data.
Interpret and analyze
Once you’ve gathered and organized your information, the next step in the process is to interpret and analyze the findings.
Explore the following image to learn more.
Press here for an accessible version of Interpret and Analyze. (Opens in new window)
Using a Venn diagram to compare information
Once you’ve gathered your information, you’ll organize it by creating a Venn diagram. On a piece of paper, or using a digital drawing tool of your choice, reproduce the following three overlapping circles. Each circle will contain the interview responses from one of your subjects.
Record the similarities in the overlapping areas, and the differences in the non-overlapping areas. Once you have finished filling in the diagram, move on to the following reflection questions. Record your thinking in a method of your choice.
- When you’ve filled in your Venn diagram, examine the results. Which issues did your subjects identify as being the most critical?
- Did any of your subjects identify the same issues as being the most critical? If so, what do you think that indicates? If not, what do you think that indicates?
- How could you revise your inquiry to check your results?
- Did you get any insights into your subjects or the issues raised by conducting this basic research activity? What were they?
Evaluate and draw conclusions
Now that you have a preliminary list of civic issues that are considered significant, you’ll come back to it from time to time, as you work through the course. After analyzing your information, the next step is to evaluate what you’ve found and draw conclusions, based on sound judgement of the evidence.
Explore the following image to learn more.
Press here for an accessible version of Evaluate and Draw Conclusions. (Opens in new window)
Communication
You will use the following information about communication to create a plan of action towards the end of this course. At the end of Unit 2, your culminating task titled Creating Change through Action asks you to choose a civic issue and organize research about it, including providing possible solutions. For now, make sure you examine the information carefully.
Explore the following image to learn more.
Press here for an accessible version of Communicate. (Opens in new window)
The inquiry process has five basic components, and these steps are interrelated. Using the process in this learning activity, you’ve documented the issues that a small group finds important in your community and/or globally.
These issues may be of use to you in your final activity!
Moving into action
As this course progresses, you’ll choose issues and then use your inquiry tools, knowledge, and skills to investigate them.
By the end of the course, you will have done the following:
- selected one issue that you believe to be significant and interesting
- researched the issue
- found out how you can contribute toward the issue
- created a plan to help resolve the issue
For example, you may decide to try to improve political participation within your community, plan to resolve an issue in your neighbourhood, create a plan for an annual celebration in your community, improve recycling and exchange of used objects in your community, or clean up the waterfront. Alternatively, you could focus on a larger issue (such as hunger), a specific group of people (such as the elderly), the work of an organization (such as Habitat for Humanity), a common goal (such as reducing waste), a more effective practice (such as a non-violent protest), or a needed service (such as mental health care for children).
The type of civic issue chosen, and its scope, are up to you!
As you progress through the course, keep the nature of this final assignment in mind. Think about how you can use the processes, skills, knowledge, and tools that you acquire during the learning activities to help you complete your final project.
Housing community service groups are common in many communities across the province
Final thoughts about studying civics
In this learning activity, you’ve started to ask some civics-related questions. You have done the following:
- defined of civics and understood how it relates to politics and government
- followed the steps in the political inquiry process and began to use it to investigate civic issues
- identified four political thinking concepts and received information on how they are used during the inquiry process
- distinguished between a number of data collection methods and used one to collect data as part of an inquiry
- distinguished between different types of sources for inquiry
If you still have trouble understanding the inquiry process, you can always come back and review the information in this learning activity. This will help you as you apply the process within future activities.
Assessment Opportunities
There will be six assessment opportunities for you to complete in CHV2O. Examine the following list to learn when these assessments will occur, as well as their topics:
- Learning Activity 1.2 – Active citizen opinion paragraph
- Learning Activity 1.3 – Researching a human rights issue
- Learning Activity 1.4 – Informed voters speech
- Learning Activity 1.5 – Form of government
- Learning Activity 2.3 – Persuasive paragraph about a charity
- Learning Activity 2.5 – Creating change through action
These will be explained in greater detail as you progress closer to each of these assessment opportunities.
Portfolio
This is an opportunity for you to consider your progress. Think about the following questions:
- What have you clearly understood in this learning activity?
- What have you struggled with in this learning activity?
- What remains unclear for you in this learning activity?
- What are your next steps to improve upon your understanding of this learning activity?
Superb work! You are off to a great start having successfully completed the first learning activity. You familiarized yourself with key terms of the course and their definitions. As you continue through this unit and the rest of the course, keep your notebook updated and be mindful of opportunities to apply and develop transferable skills. You’re now ready for the rest of the course!
Connecting to transferable skills
Ontario worked with other provinces in Canada to outline a set of competencies that are requirements to thrive. Ontario then developed its transferable skills framework as a set of skills for students to develop over time. These competencies are ones that are important to have in order to be successful in today’s world.
Read the following document entitled Transferable Skills Outline (Opens in new window) to explore the framework and the descriptors for each skill. Download, print, or copy the information in the document into your notes - you'll refer to it in each unit.
Press the following tabs to explore the skills.
Note the indicators that you think you will develop in this course. Throughout this course, you should revisit these skills to reflect on which ones you develop and if your original predictions were correct.
As you continue through this unit and the rest of the course, keep your notebook updated and be mindful of opportunities to apply and develop transferable skills.