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9-10
The Politics of Participation
Project type: Assignment
Related topic:
Voting in Canada: How a Privilege Became a Right
Voting in Canada: How a Privilege Became a Right
Subjects
History
Political Science
English Language Arts
Political Science
English Language Arts
Summary
Students will debate a decision to change the voting age.
Duration
2 lessons
Purpose
To explore the decision-making process and the value of involving younger voters
Before Exploring
Discuss with students the age of majority. Brainstorm why they think the voting age has already been changed from 21 to 18 years.
Outline the Opportunity
Write the following debate resolution on the board: The age of majority should be changed to 16 years old.
Divide the class into two groups. Assign one group the affirmative position and the other half the negative position.
Direct students to the topic Voting in Canada: How a Privilege Became a Right on the CBC Radio and Television Archives Web site. Have all students review Clips 5, 6, and 11 as well as the additional clips “Let 16 year olds vote,” and “Fighting for a lower voting age.” As students review the clips, they should note any information that can support their position.
Students will work in pairs to develop their arguments. Direct them to cite specific information from the clips and to include their personal views about the position. Each group will choose a moderator and three students to defend its position. The remaining group members can prepare and ask rebuttal questions. Conduct the debate within a suitable time structure, ensuring that both groups have equal opportunity to participate.
Divide the class into two groups. Assign one group the affirmative position and the other half the negative position.
Direct students to the topic Voting in Canada: How a Privilege Became a Right on the CBC Radio and Television Archives Web site. Have all students review Clips 5, 6, and 11 as well as the additional clips “Let 16 year olds vote,” and “Fighting for a lower voting age.” As students review the clips, they should note any information that can support their position.
Students will work in pairs to develop their arguments. Direct them to cite specific information from the clips and to include their personal views about the position. Each group will choose a moderator and three students to defend its position. The remaining group members can prepare and ask rebuttal questions. Conduct the debate within a suitable time structure, ensuring that both groups have equal opportunity to participate.
Revisit and Reflect
After the debate, conduct a class discussion about the age of majority. Inquire as to whether or not any of the students have changed their position after the debate.
Extension
Students can reflect their personal views in their journals about lowering the age and how it might affect voting in Canada. Students can work in small groups to share their reflections.
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