Learning activity 1.1: Welcome to the course

Civics and citizenship

Welcome to Italic text startCivics and CitizenshipItalic text End! 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, Italic text startThe AgendaItalic text End, Steve Paikin, in the following video.

Explore this!

Explore Steve Paikin’s video introduction to this course.

Civics Introduction by Steve Paikin

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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.”

– Nelson Mandela

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.

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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.

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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 Bold text startcommunityBold text End and nation).

Bold text startPoliticsBold text End 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.

Italic text startThe Indian ActItalic text End, first introduced in 1876 and still enforced today, governs and defines First Nations Peoples legally. Those who are recognized by the government under the Italic text startIndian ActItalic text End 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 Italic text startIndian ActItalic text End, 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 Italic text startIndian ActItalic text End.

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: Bold text startMétis 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.Bold text End

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 Italic text startConstitution Act, 1982.Italic text End

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 Italic text startIndian Act Italic text Endand 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 Italic text startIndian ActItalic text End.

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 Bold text startclan motherBold text End. 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 Bold text startHaudenosaunee ConfederacyBold text End (also known as the Bold text startIroquois ConfederacyBold text End). 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 Bold text startdodemsBold text End (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

Bold text startNotebookBold text End 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

Bold text startPortfoliosBold text End 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

Acknowledgements (Opens in a new window)

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 speaking at a podium with microphones — 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.

Living under the Bold text startrule of lawBold text End means that everyone must follow the same laws (leaders and government are subject to the law).
Laws should be known, predictable, and impartial.

Citizens are meant to work toward the Bold text startcommon goodBold text End; that is, what will make the most people safe, secure, and happy. In addition, there’s a sense of responsibility and caring for others.

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 Bold text startStartBold text End button to access the interactive. This interactive will open in a new window.

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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 Bold text startShow TipsBold text End button to know more.

Bold text startJoin inBold text End - 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?

Bold text startBe inclusiveBold text End - 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.

Bold text startUse examples from the courseBold text End - 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.

Bold text startUse examples from your personal experienceBold text End - 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.

Bold text startThink before you postBold text End - 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 Bold text startStartBold text End button to access the interactive. This interactive will open in a new window.

Screengrab of Political thinking concepts ILO

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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 Bold text startpolitical significanceBold text End, 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 Bold text startobjectives and resultsBold text End, 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 Bold text startstability and changeBold text End, 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 Bold text startpolitical perspectiveBold text End, 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:

Italic text startLearning Resources (Political Thinking Poster). Italic text End(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 Bold text startpolitical significance?Bold text End
What Bold text startobjectivesBold text End and Bold text startresultsBold text End would the highway satisfy?
What impact would this Bold text startchangeBold text End have on the community?
What different Bold text startpolitical perspectivesBold text End 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.

The Citizenship Educational framework is a large circle with 4 key components: active participation, identity, attributes and structures. Within each component the inner circle outlining ways students may develop skills, knowledge for each component to become responsible citizen. The innermost circle for each component has topics and terms related to citizenship 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, Bold text startpolitical inquiry processBold text End 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.
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.
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.
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 Bold text startStartBold text End button to access the interactive. This interactive will open in a new window.

Screengrab of Primary Research Tools ILO

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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.

A person in a library with a book open in front of them.

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 Bold text startPrimary and Secondary SourcesBold text End 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 Bold text startStartBold text End button to access the interactive. This interactive will open in a new window.

Screengrab of Primary and secondary sources ILO

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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.

Searching a database of scholarly articles will provide you with material that is more reputable and reliable than the sources you may find from a basic search on the Internet.

When you find an article online that deals with your topic, locate background biographical information about the author. You can find this either at the top or the bottom of the article. Learning about an author’s biographical information is a good way to tell whether they are a reliable, trustworthy source.

Wikipedia is a free online encyclopedia that is constantly updated and improved by users. Many people start their online research with Wikipedia when they want to quickly familiarize themselves with a topic. Currently, Wikipedia is acceptable as a starting point for research. You can use it to check facts, or to find “leads.” It can be a springboard to more in-depth research, because articles are usually supported with references or links to the sources.

However, Wikipedia is not acceptable as the main source for an academic research paper. Since anyone can edit or add to the site, so the information found there could be inaccurate. If you start your research on the site, be sure to verify any information you find with other credible primary and secondary sources if you plan to use the information in your own work. On the other hand, images from Wikipedia and Wikimedia are often acceptable sources in academic work as they are typically well documented, shareable, and sometimes copyright-free. Just use good judgement when using sources from any wiki site.

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.

Try not to become preoccupied with something else while you are listening. This can distract you from being fully engaged in the story and its meaning. Common distractions include being on a cell phone or having conversations while listening. Some people doodle to listen so that they don't divert their attention. Take breaks if necessary to help you keep focus.

Maintaining eye contact helps you fully engage in listening to a story and lets the storyteller know that you are paying attention. You will also be able to understand non-verbal elements of communication that may be included by the storyteller. It is important to know that different cultures have different customs regarding the appropriateness of maintaining eye contact.

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). Italic text startJournalism, “Fake News” and Disinformation: A Handbook for Journalism Education and Training. Italic text End 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 Bold text startStartBold text End button to access the following interactive. This interactive will open in a new window.

Start

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

Venn diagram of 3 overlapping circles. Circles are labelled: Person 1, Person 2, Person 3

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)

Evaluate and draw conclusions infographic

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 Bold text startCreating Change through ActionBold text End 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.

people working together to build a house

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.

Explore this!

Explore the following video to learn more about critical thinking and problem solving.

TransferableSkills_Ministry_CriticalThinking

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Definition

Critical thinking and problem solving involve examining complex issues and problems from a variety of different points of view in order to make informed judgments and decisions. Learning is deeper when the experiences are meaningful, real world, and authentic.

Students consistently:

solve meaningful, real-life problems
take steps to organize, design, and manage projects using inquiry processes
analyze information to make informed decisions
see patterns, make connections, and transfer learning from one situation to another
see the connections between social, economic, and ecological systems

Explore this!

Check out the following video to learn more about innovation, creativity, and entrepreneurship.

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Definition

Innovation, creativity, and entrepreneurship involve the ability to turn ideas into action to meet the needs of a community. The ability to contribute new-to-the-world thinking and solutions to solve complex problems involves leadership, risk taking, and independent/unconventional thinking. Experimenting with new strategies, techniques, and perspectives through research is part of this skill set.

Students consistently:

formulate insightful questions to generate opinions
take risks in thinking; experiment to find new ways of doing things
demonstrate leadership in a range of creative projects
motivate others in an ethical and entrepreneurial spirit

Explore this!

Access the following video to learn more about self-directed learning.

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Definition

Self-directed learning means: becoming aware and demonstrating ownership in your learning. Belief in your ability to learn (growth mindset), combined with strategies for planning, monitoring, and reflecting on your past, present, and future goals promote lifelong learning, well-being, and adaptability in an ever-changing world.

Students consistently:

are aware of how they learn best
ask for support when needed
set goals and make a plan to achieve their goals
practice new skills they want to improve
reflect on their own learning to determine strengths
learn to adapt to change and become resilient in the face of adversity
become managers of different aspects of their lives to enhance their health and overall well being

Explore this!

Explore the following video to learn more about collaboration.

TransferableSkills_Ministry_Collaboration

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A narrator says,
â€œCOLLABORATION.
HAVE YOU EVER BEEN ON A TEAM
THAT HAD A CLEAR GOAL?
MAYBE YOU WERE PART
OF THE SCHOOL SOCCER TEAM
WITH AN OBJECTIVE TO WIN
A REGIONAL TOURNAMENT.
OR, YOU JOINED THE SCHOOL
NEWSPAPER CLUB,
AND THE GOAL
WAS ONGOING,
LIKE DELIVERING GREAT STORIES
TO YOUR READERS EVERY WEEK.â€

A person shows their computer
screen to classmates on a patch of grass.

The narrator adds,
â€œTO REALIZE EITHER
OF THESE GOALS,
TEAM MEMBERS NEED TO
COME TOGETHER TO SHARE IDEAS,
LEARN FROM EACH OTHER,
AND DEVELOP STRATEGIES.â€

Soccer players watch as their coach
explains information written on
a clipboard.

The narrator continues,
â€œIN OTHER WORDS,
THESE GOALS CANNOT BE REACHED
WITH THE EFFORTS
OF ONE PERSON.
EVERYONE INVOLVED MUST
CONTRIBUTE AND COLLABORATE
FOR THE TEAM TO
BE SUCCESSFUL.
SO WHAT DOES THIS MEAN?
WHEN YOU USE YOUR COLLABORATION
SKILLS, YOU:
PARTICIPATE IN TEAMS IN
RESPECTFUL AND POSITIVE WAYS,
LEARN FROM OTHERS,
CONTRIBUTE TO THE LEARNING
OF OTHERS,
ASSUME VARIOUS ROLES
ON A TEAM AS NEEDED,
BEING RESPECTFUL OF A DIVERSITY
OF PERSPECTIVES
INCLUDING INDIGENOUS
WAYS OF KNOWING.
ADDRESS DISAGREEMENTS
AND MANAGE CONFLICT
IN SENSITIVE
AND CONSTRUCTIVE WAYS.
NETWORK WITH A VARIETY OF PEOPLE
AND GROUPS ON AN ONGOING BASIS.â€

The narrator says,
â€œWHETHER IT'S A SOCCER TEAM
TRYING TO WIN
A REGIONAL CHAMPIONSHIP,
OR A NEWSPAPER CLUB
COMMITTED TO DELIVERING
EXCELLENT WEEKLY STORIES,
EACH TEAM WILL WORK TOGETHER
REGULARLY.
THROUGH THIS COLLABORATION,
TEAM MEMBERS
SHARE IDEAS AND KNOWLEDGE,
AGREE AND DISAGREE,
AND AT THE END OF IT ALL,
CREATE AND EXECUTE A PLAN THAT
PUTS THEM ON A PATH TO SUCCESS.â€

The narrator states,
â€œTHIS ISN'T EASY, BUT WITH GOOD
COLLABORATION SKILLS,
TEAM MEMBERS HAVE RESPECTFUL,
OPEN-MINDED,
AND CONSTRUCTIVE ATTITUDES,
AND THAT CONTRIBUTES TO
A HEALTHY TEAM ENVIRONMENT.
AND IT'S THIS ENVIRONMENT
THAT BETTER POSITIONS
EACH INDIVIDUAL TO ACHIEVE
A GOAL THAT CAN ONLY BE REALIZED
WITH THE SUPPORT
AND CONTRIBUTIONS OF OTHERS.â€

Definition

Collaboration involves participating ethically and effectively in teams. Being versatile across different situations, roles, groups, and perspectives allows you to co-construct knowledge, meaning, content, and learn from, and with others in physical and online spaces.

Students consistently:

participate in teams in respectful and positive ways
learn from others; contribute to the learning of others
assume various roles on a team as needed being respectful of a diversity of perspectives including Indigenous ways of knowing
address disagreements and manage conflict in sensitive and constructive ways
network with a variety of people and groups on an ongoing basis

Explore this!

Check out the following video to learn more about communication.

TransferableSkills_Ministry_Communication

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A narrator says, COMMUNICATION.

(Upbeat music plays)

The narrator says, OH, NO!
I DIDN'T MEAN IT THAT WAY.
HAVE THOSE THOUGHTS
EVER CROSSED YOUR MIND
WHEN READING SOME COMMENTS ON
YOUR SOCIAL MEDIA POSTS?
HAVE YOU EVER POSTED
SOMETHING THAT WAS
INTERPRETED DIFFERENTLY
THAN HOW YOU INTENDED?
BEFORE YOU SHARE, YOU LIKELY
HAVE AN IDEA OF YOUR
MESSAGE AND TONE
AND AUDIENCE.

A person looks stressed in front of their computer.

The narrator continues, PERHAPS YOU WANT
TO ASK FOR HELP AT A
LOCAL FOODBANK WHERE
YOU VOLUNTEER,
OR YOU POSTED A PICTURE OF A SAD
PUPPY WITH NO CAPTION.
BUT WILL YOUR FRIENDS
UNDERSTAND WHAT YOU MEAN?
AND IF THEY DON'T,
COULD THAT BE A PROBLEM?

The narrator reads a list of bullet points on the screen.
DEVELOPING STRONG COMMUNICATION SKILLS
HELPS US TO CONVEY OUR THOUGHTS AND
FEELINGS WITH EFFECTIVENESS, SENSITIVITY
AND APPROPRIATENESS. SO, WHAT DOES THAT MEAN?

The narrator reads more points, AS YOU IMPROVE YOUR COMMUNICATION SKILLS,
YOU COMMUNICATE EFFECTIVELY IN A VARIETY OF
MEDIA. USE DIGITAL TOOLS APPROPRIATELY TO
CREATE A POSITIVE DIGITAL FOOTPRINT. LISTEN,
TO UNDERSTAND. ASK EFFECTIVE QUESTIONS AND
UNDERSTAND THE CULTURAL IMPORTANCE OF LANGUAGE.

The narrator continues WHEN YOU DEVELOP STRONG
COMMUNICATIONS SKILLS,
YOU LESSEN THE CHANCE OF
MISINTERPRETATION.

People scroll on their phones.

The narrator says, ON SOCIAL MEDIA,
THIS MEANS HOW YOU WANTED TO
EXPRESS YOURSELF IS BEING
RECEIVED AS YOU INTENDED.
YOU GET AN OVERWHELMING AMOUNT
OF SUPPORT FROM YOUR
FRIENDS AND FAMILY TO
VOLUNTEER AT THE FOOD BANK
BECAUSE OF A HEARTFELT AND
INFORMATIVE CAPTION.

The narrator says, YOUR FRIENDS WRONGLY ASSUMED YOU
WERE UPSET
BECAUSE OF THE SAD PUPPY
PICTURE,
BUT YOU JUST THOUGHT
IT WAS CUTE.
WITH STRONG
COMMUNICATIONS SKILLS,
YOU'LL HAVE A BETTER SENSE OF
THE IMPACT OF YOUR POSTS,
INCLUDING HOW THEY
MIGHT AFFECT OTHERS,
AND WHAT THEY MIGHT LOOK LIKE TO
DIFFERENT AUDIENCES
LIKE FAMILY MEMBERS
OR EMPLOYERS.

A person smiles.

WHETHER IT'S ONLINE
OR IN PERSON,
MORE DEVELOPED COMMUNICATIONS
SKILLS HELP YOU TO CONNECT
WITH OTHERS AND SHARE
YOUR GREAT IDEAS.

The person smiling scrolls on their phone.

Definition

Communication involves receiving and expressing meaning (e.g., reading and writing, viewing and creating, listening and speaking) in different contexts and with different audiences and purposes. Effective communication increasingly involves understanding both local and global perspectives, including using a variety of media appropriately, responsibly, and safely with regard to your digital footprint.

Students consistently:

communicate effectively in a variety of media
use digital tools appropriately to create a positive digital footprint
listen to understand
ask effective questions
understand the cultural importance of language

Explore this!

Access the following video to learn more about global citizenship and sustainability.

TransferableSkills_Ministry_GlobalCitizenship

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The text reads, Global Citizenship and Sustainability.

(Upbeat music plays)

A narrator says, GLOBAL CITIZENSHIP
AND SUSTAINABILITY.
WOAH!
YOU JUST GOT A
PIECE OF REAL MAIL.
IT HAS YOUR NAME AND
A BUNCH OF INFORMATION ON IT.
YOU READ THE
DETAILS AND REALIZE,
ITâ€™S PROVINCIAL ELECTION TIME.
THIS WILL BE YOUR FIRST TIME
VOTING IN AN ELECTION.
EXCITING.
YOU WANT YOUR VOTE TO
SUPPORT A LOCAL CANDIDATE.
AND PROVINCIAL PARTY THAT IS
COMMITTED TO
MAKING YOUR COMMUNITY AND THE
PROVINCE OF ONTARIO
A BETTER SOCIETY FOR
ITS RESIDENTS.

A presenter stands in front of an audience. The audience starts to clap.

The narrator says, BUT THEN YOU
BEGIN TO WONDERâ€¦

Text appears on the screen in bullet points.

The narrator reads the points. DO I KNOW THE CHALLENGES
THAT MY COMMUNITY IS FACING?
WHAT ARE SOME OF THE
BROADER ISSUES THAT ARE
AFFECTING THE PROVINCE?
WHAT DOES A â€œBETTER SOCIETYâ€
ACTUALLY MEAN TO ME?
BY DEVELOPING YOUR GLOBAL
CITIZENSHIP AND SUSTAINABILITY SKILLS,
YOU WILL BE BETTER POSITIONED TO
ANSWER THESE QUESTIONS.

A person works on a laptop.

The narrator asks, SO, WHAT DOES THIS MEAN?

Text appears on the screen in bullet points.

The narrator reads the points. GLOBAL CITIZENSHIP AND
SUSTAINABILITY SKILLS HELP YOU TO:
TAKE ACTION AND MAKE RESPONSIBLE
DECISIONS TO SUPPORT THE QUALITY
OF LIFE FOR ALL.
UNDERSTAND THE HISTORIES,
KNOWLEDGE, CONTRIBUTIONS AND
INHERENT RIGHTS OF
INDIGENOUS PEOPLE.
RECOGNIZE DISCRIMINATION AND
WORK TO PROMOTE THE
PRINCIPLES OF EQUITY.
CONTRIBUTE TO YOUR LOCAL
AND GLOBAL COMMUNITY.
PARTICIPATE IN AN INCLUSIVE,
ACCOUNTABLE, SUSTAINABLE, AND
ETHICAL MANNER, BOTH IN GROUPS
AND IN ONLINE NETWORKS.
WITH GLOBAL CITIZENSHIP AND
SUSTAINABILITY SKILLS,
YOUâ€™LL HAVE THE KNOWLEDGE
AND EXPERIENCE TO
MAKE CHOICES THAT SUPPORT
THE QUALITY OF LIFE
FOR LOCAL AND GLOBAL
COMMUNITIES.

A student holds a book. The student smiles.

The narrator says, SO, WHEN IT COMES TO
ELECTION TIME,
THAT MIGHT MEAN
RESEARCHING ISSUES
IN THE PROVINCE WITH
AN ATTENTION TO
UNDERSTANDING DIFFERENT
PERSPECTIVES,
AND HOW POLICIES MAY
AFFECT NOT JUST YOU,
BUT YOUR FELLOW ONTARIANS.
IT MIGHT MEAN CONNECTING WITH
COMMUNITY MEMBERS
AND ORGANIZATIONS
TO LEARN ABOUT LOCAL
ISSUES AND HISTORIES.
IT MIGHT MEAN OBSERVING THE
ENVIRONMENT AROUND YOU
AND THINKING ABOUT
HOW CHANGES TO THE LAND
ARE IMPACTING YOUR REGION.

In a field, people clean up trash.

The narrator says THESE DISCOVERIES WILL
HELP YOU TO MAKE AN
INFORMED VOTE ON ELECTION DAY,
AND MAY EVEN INSPIRE YOUR
EVERY DAY CHOICES,
FROM WHERE YOU SHOP
TO WHAT YOU EAT.
BY EXERCISING GLOBAL CITIZENSHIP
AND SUSTAINABILITY SKILLS,
YOUâ€™LL HAVE A DEEPER
UNDERSTANDING
OF A BETTER SOCIETY,
FOR ALL,
AND WILL BE BETTER POSITIONED TO
HELP YOUR
COMMUNITY BECOME ONE.
YOUâ€™RE MAKING A DIFFERENCE.

Definition

Global citizenship and sustainability involve understanding diverse worldviews and perspectives in order to address political, ecological, social, and economic issues that are crucial to living in a in a sustainable world. Being aware of what it means to be an engaged citizen and how the appreciation for the diversity of people and perspectives contributes to a sustainable world are part of this skill set.

Students consistently:

take actions and make responsible decisions to support the quality of life for all
understand the histories, knowledge, contributions, and inherent rights of Indigenous people
recognize discrimination and work to promote the principles of equity
contribute to their local and global community
participate in an inclusive, accountable, sustainable, and ethical manner, both in groups and in online networks

Explore this!

Explore the following video to learn more about digital literacy.

TransferableSkills_Ministry_DigitalLiteracy

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Definition

Digital literacy involves the ability to solve problems using technology in a safe, legal, and ethically responsible manner. Digitally literate students recognize the rights and responsibilities, as well as the opportunities, that come with living, learning, and working in an interconnected digital world.

Students consistently:

select and use appropriate digital tools to collaborate, communicate, create, innovate, and solve problems
use technology in a way that is consistent with supporting their mental health and well-being
use digital tools effectively to solve problems and inform decisions
demonstrate a willingness and confidence to explore new or unfamiliar digital tools and emerging technologies
manage their digital footprint by engaging in social media and online communities respectfully, inclusively, safely, legally, and ethically

The transferable skills described in these videos have been adapted from the Ministry‘s definitions and descriptions that are available for viewing on the Ministry of Education‘s Curriculum and Resources site: Transferable Skills(Opens in a new window)

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.

Civics and citizenship

Explore this!

Explore this!

Civics terms and definitions

Civics, politics, and government

Definition

Civic awareness

Early ideas on governance

Definition

First Nations traditional life and governance

Matrilineal system example: Six Nations of the Haudenosaunee

Governance of the Haudenosaunee

Patrilineal system example: Anishinaabe

Course elements

Notebook

Portfolio

Think

Join the discussion

Notebook

Citizens' rights and responsibilities

Characteristics of a democracy

Rule of law

Political equality

Common good

Personal freedom

Respect

Political engagement

Political freedom

Human dignity

Notebook

What is the inquiry process?

Join the discussion

Political thinking concepts

Summary: Political thinking concepts

Political significance

Objectives and results

Stability and change

Political perspective

Notebook

Citizenship education

Join the discussion

Take a break!

Exploring the inquiry process

Formulate questions

Examples of inquiry questions

Notebook

Gather and organize

Research using primary sources

Research using secondary sources

Check your understanding

Locating sources

Databases

Articles on the Internet

Wikipedia

Checking sources

Conducting research on Indigenous issues

Transmitting knowledge through history

Developing your listening skills

Fake news

Definition

Disinformation

Misinformation

Mal-information

Citing sources

Portfolio

Interpret and analyze

Using a Venn diagram to compare information

Evaluate and draw conclusions

Communication

Moving into action

Final thoughts about studying civics

Assessment Opportunities

Portfolio

Connecting to transferable skills

Critical thinking and problem solving

Innovation, creativity, and entrepreneurship

Self-directed learning

Collaboration

Communication

Global citizenship and sustainability