Grade Six Social Studies
Students will develop an understanding and knowledge of two general units: Citizens Participating in Decision Making, and Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy.
Citizens Participating in Decision Making
Iqbal Masih Documentary
At the age of four Iqbal was sold into bonded labor for the equivalent of just $12 and he was forced to work 12 hours every day in Pakistan's rug industry. When he escaped at age 10, Iqbal made it his mission to save other "carpet kids" like him who were trapped slaving in the handmade rug industry.
Iqbal Masih Documentary
At the age of four Iqbal was sold into bonded labor for the equivalent of just $12 and he was forced to work 12 hours every day in Pakistan's rug industry. When he escaped at age 10, Iqbal made it his mission to save other "carpet kids" like him who were trapped slaving in the handmade rug industry.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Can debate the issue of child labour in Canada: To what extent should the government take responsibility for illegal operations? To what extent do the citizens of a province or country have influence over providing democracy to all? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Canadian Charter of Rights and Freedoms: A Short Documentary
Short explanation regarding the Charter of Rights and Freedoms. This video highlights the nine important parts of the Charter.
Short explanation regarding the Charter of Rights and Freedoms. This video highlights the nine important parts of the Charter.
- Curriculum connection:
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? How does Canada’s justice system help protect your democratic and constitutional rights?
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? - Suggested use:
- Have a class discussion about what parts of the Charter are important to them and why - Accessibility:
- No captions available on video additional accommodations will be needed
- Manual transcription available
Aboriginal and Treaty Rights in Canada’s Constitution
Short video depicting George Manuel and the Constitution Express: an effort by Mr. Manuel to bring concerned Aboriginal citizens from Vancouver to Ottawa in order to advocate for Aboriginal Treaty Rights. The movement gained momentum in the media and consequently in Parliament.
Short video depicting George Manuel and the Constitution Express: an effort by Mr. Manuel to bring concerned Aboriginal citizens from Vancouver to Ottawa in order to advocate for Aboriginal Treaty Rights. The movement gained momentum in the media and consequently in Parliament.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? - Suggested use:
- Discussion about movements: how they're formed, what keeps them relevant
- What would be a social issue that would inspire you to advocate for it?
- What counts as advocacy? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
A Day in the Life of a Member of Parliament
This video follows Priya, who is a newly elected Member of Parliament. This video shows a great about of diversity and multiculturalism within the individuals displayed, while explaining the jobs of MP's.
This video follows Priya, who is a newly elected Member of Parliament. This video shows a great about of diversity and multiculturalism within the individuals displayed, while explaining the jobs of MP's.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value the contributions of elected representatives in the democratic process - Suggested use:
- Introduction to either government units; discussion on the role of MPs and compare/contrast to the role of MLAs (Provincial) and councillors (municipal) - Accessibility:
- Closed captioning in French and English available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Right to Vote
A short video in which explains the history of the right to vote and various minority groups that were initially excluded, such as those of Indigenous, Chinese and Japanese descent. It also explains various rights those in Canada have access to.
A short video in which explains the history of the right to vote and various minority groups that were initially excluded, such as those of Indigenous, Chinese and Japanese descent. It also explains various rights those in Canada have access to.
- Curriculum connection:
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Discussion on democratic rights with regards to minority groups. If we say that democracy is truly equal, was it fair for those couldn't vote? How did leaving out different groups from the election process impact Chinese, Japanese, and Indigenous Peoples?
- Create a timeline of voting rights in Canada and the impacts it had on the groups mentioned in the video - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Civic Participation
A video explaining the concept of civic participation, while also viewing why it is important, the change it can bring towards social issues, and why people choose to engage.
A video explaining the concept of civic participation, while also viewing why it is important, the change it can bring towards social issues, and why people choose to engage.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society - Suggested use:
- Have students research and analyze a hashtag about a social justice issue
- Have students come up with their own hashtag about an issue that arises in their school (bullying, not respecting nature, wasting water, etc.) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Why Voting Matters
The first video explains Canadian students of different backgrounds and ages explaining why voting matters to them. This student vote video demonstrates a Student Vote parallel election for elementary, intermediate and high schools throughout Canada coinciding with the 2019 federal election.
The first video explains Canadian students of different backgrounds and ages explaining why voting matters to them. This student vote video demonstrates a Student Vote parallel election for elementary, intermediate and high schools throughout Canada coinciding with the 2019 federal election.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Have a voting poll in the class/school (led by the students) about an issue that matters to them - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
How To Understand Power
Every day, we move and operate within systems of power that other people have constructed. But we’re often uncomfortable talking about power. Why? Eric Liu describes the six sources of power and explains how understanding them is key to being an effective citizen.
Every day, we move and operate within systems of power that other people have constructed. But we’re often uncomfortable talking about power. Why? Eric Liu describes the six sources of power and explains how understanding them is key to being an effective citizen.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: In what ways do elected officials demonstrate their accountability to the electorate (e.g., respond to constituents, participate in local events, represent and express in government meetings the concerns of constituents)? - Suggested use:
- Introduction on how power works and it affects everyone in our society
- Discuss what power is and where students see it in everyday life
- Use as an example of how power can affect the people in office
- Students can look at different current events that have affected marginalized groups and think about how the power dynamics affect the outcome
- Students can also look at different protests for racial and economic equity, and how they are using their power to impart change in our society - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
History of Voting Rights in British Columbia
Short video on how voting rights were fought for in BC, and how First Nations, Chinese, South Asian, Japanese, Doukhobor, Mennonite, and Hutterite populations, and those with different language backgrounds were excluded.
Short video on how voting rights were fought for in BC, and how First Nations, Chinese, South Asian, Japanese, Doukhobor, Mennonite, and Hutterite populations, and those with different language backgrounds were excluded.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? - Suggested use:
- Use as a discussion about voting rights in Canada; create a timeline of voting rights - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Charter of Rights and Freedoms
This is a video that explains the importance the Charter of Rights and Freedoms and how it allows citizens to live a better life.
This is a video that explains the importance the Charter of Rights and Freedoms and how it allows citizens to live a better life.
- Curriculum connection:
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? How does Canada’s justice system help protect your democratic and constitutional rights?
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? - Suggested use:
- Have students create a "Charter Tree," tracing the adaptation, accommodation, and address of a certain issue or legislation in Canada - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
This is Equity
California students have big dreams. Unfortunately. some students face a much tougher road to achieve them. This video explains the concept of equity and how it can impact different people.
California students have big dreams. Unfortunately. some students face a much tougher road to achieve them. This video explains the concept of equity and how it can impact different people.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use this video as an example of equity when introducing the four pillars of democracy
- Discussion about educational equity: Where do we see this in Canada? Alberta? Our own school community? What can we do to address educational equity? Connections to the Canadian Charter of Rights & Freedoms? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Systemic Racism Explained
Systemic racism affects every area of life in the US. From incarceration rates to predatory loans, and trying to solve these problems requires changes in major parts of our system. Here's a closer look at what systemic racism is, and how we can solve it.
Systemic racism affects every area of life in the US. From incarceration rates to predatory loans, and trying to solve these problems requires changes in major parts of our system. Here's a closer look at what systemic racism is, and how we can solve it.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: How does Canada’s justice system help protect your democratic and constitutional rights? - Suggested use:
- Use this video to explain systemic racism; class discussion about what this looks like in Canada (prior to class discussion, reminders about respect and right to pass; create a safe space for students to share their voice) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Equity and Equality
A video in which compares and contrasts equity and equality. It shows how these concepts are applied in real-life situations.
A video in which compares and contrasts equity and equality. It shows how these concepts are applied in real-life situations.
- Curriculum connection:
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy?
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use an introduction to the pillars of democracy (equity) and Canadian Charter of Rights & Freedoms (equality)
- Compare/contrast equity and equality coming up with examples in every day life - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Intersectionality 101
A video in which explains the topic of intersectionality. It explains its significance with examples and its origins.
A video in which explains the topic of intersectionality. It explains its significance with examples and its origins.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use this video to explain intersectionality; class discussion about what intersectionality means (prior to class discussion, reminders about respect and right to pass; create a safe space for students to share their voice)
- Could be used when introducing the Canadian Charter of Rights & Freedoms, Pillars of Democracy (equity, freedoms, justice), and/or citizens participating in democracy - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Cynthia Muller: Using a Racial Equity Lens
Cynthia Muller, the Director of Mission Investments at the W.K. Kellogg Foundation, speaks to the importance of using a racial equity lens when evaluating systems and the necessity of being vulnerable and curious when discussing sensitive topics such as marginalized communities.
Cynthia Muller, the Director of Mission Investments at the W.K. Kellogg Foundation, speaks to the importance of using a racial equity lens when evaluating systems and the necessity of being vulnerable and curious when discussing sensitive topics such as marginalized communities.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use this video to explain intersectionality; class discussion about what intersectionality means (prior to class discussion, reminders about respect and right to pass; create a safe space for students to share their voice)
- Could be used when introducing the Canadian Charter of Rights & Freedoms, Pillars of Democracy (equity, freedoms, justice), and/or citizens participating in democracy - Accessibility:
- Manual transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Democratic Principles
There are several guiding principles that act as the foundation for democracy: fundamental freedoms, free and fair elections, accountability and transparency, the rule of law and citizen participation. This video explains these terms.
There are several guiding principles that act as the foundation for democracy: fundamental freedoms, free and fair elections, accountability and transparency, the rule of law and citizen participation. This video explains these terms.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? How does Canada’s justice system help protect your democratic and constitutional rights? - Suggested use:
- Use this video as an introduction to democracy; students can create their own (or group) KWL (know, wonder, learned) chart that they can come back to/add to throughout the year
- Brainstorm key words from the video (rights, freedoms, Canadian Charter of Rights & Freedoms, elections, voting, accountability, transparency, rule of law, citizen, participation) and keep these on a word wall (with definitions and/or visuals) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
What are Canada’s three branches of government?
Do you know what Canada’s three branches of government are? Learn how the legislative, executive and judicial branches work together as Canada’s system of government. Watch this educational video to see how it works.
Do you know what Canada’s three branches of government are? Learn how the legislative, executive and judicial branches work together as Canada’s system of government. Watch this educational video to see how it works.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value the contributions of elected representatives in the democratic process
- 6.1.4 - Analyze the structure and functions of local governments in Alberta
- 6.1.5 - Analyze the structure and functions of Alberta’s provincial government - Suggested use:
- Use a resource to introduce the branches of government in Canada
- Use to start discussion about how those branches of government impact different communities - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
The Levels of Government
A video that illustrates the basics of government and the levels within it. It goes to explain the role of each level of government and more.
A video that illustrates the basics of government and the levels within it. It goes to explain the role of each level of government and more.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value the contributions of elected representatives in the democratic process
- 6.1.4 - Analyze the structure and functions of local governments in Alberta
- 6.1.5 - Analyze the structure and functions of Alberta’s provincial government - Suggested use:
- Use a resource to introduce the branches of government in Canada
- Use to start discussion about how those branches of government impact different communities - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Democracy In Modern India
A video which explains the concept of democracy and how the country of India uses this notion.
A video which explains the concept of democracy and how the country of India uses this notion.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value the contributions of elected representatives in the democratic process
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Use to introduce students to government in India
- Students can compare Canadian government practices with Indian government practices to understand how the relationship between citizens and government can vary and can be similar - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Sikh motorcyclist cruises the blacktop helmetless via new licence
An Interview with a Sikh man explaining the significance of his turban and how important this law change was to him. This video shows how a person's religion is a factor of consideration within law making in Canada.
An Interview with a Sikh man explaining the significance of his turban and how important this law change was to him. This video shows how a person's religion is a factor of consideration within law making in Canada.
- Curriculum connection:
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)?
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use resource to prompt discussion about the role of religion and government
- Use in connection to resources highlighting Indigenous rights and government (hunting, fishing) - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Living In Colour: The history of anti-Black racism in Canada
A video which displays the struggles the Black community in Canada faces and the history behind it.
A video which displays the struggles the Black community in Canada faces and the history behind it.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Use resource to prompt discussion about how government policies can and have negatively impacted communities of color
- Use resource to prompt discussion about systemic racism in Canada
- Reflection on how individuals can impact change
- Record and share their understanding of why it is important to acknowledge systemic racism as well as understand the historical and modern impacts of it - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy
Namwayut: we are all one. Truth and reconciliation in Canada
Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.
Namwayut: we are all one. Truth and reconciliation in Canada
Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society - Suggested use:
- Compare class systems of Ancient Athens to the government's treatment of Indigenous peoples in Canada
- Discussion about Truth and Reconciliation
- How big of a difference does is make when many people work together for Truth and Reconciliation? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Iroquois Confederacy
A short video explaining the origin and purpose of the Iroquois Confederacy. It goes to explain the nations that were involved and allies as well.
A short video explaining the origin and purpose of the Iroquois Confederacy. It goes to explain the nations that were involved and allies as well.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Discussion question: How would the Haudenosaunee confederation be different without all the different groups working together?
- Use as an introduction to the Iroquois Confederacy unit - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Iroquois Confederacy
A video in which goes into depth about the Iroquois Confederacy. It describes how their government worked, its citizens and more.
A video in which goes into depth about the Iroquois Confederacy. It describes how their government worked, its citizens and more.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? What was the role and status of women within the Iroquois Confederacy? How did the Six Nations use the consensus-building process? - Suggested use:
- What are the similarities and differences between the Haudenosaunee government and the Athens government? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Voting Rights in Canada: A Select Timeline
Voting rights in Canada have not always been inclusive. This video explains the timeline in which various groups obtained their right to vote, and even brushes over the topic of the Iroquois Confederacy.
Voting rights in Canada have not always been inclusive. This video explains the timeline in which various groups obtained their right to vote, and even brushes over the topic of the Iroquois Confederacy.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Discussion or debate: At what age or point in your life do you think you should be eligible to vote? What perspectives are most important when voting for an issue? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
History Summarized: Iroquois Native Americans
A video that summarizes the Iroquois Nations, their cultures and how their government was organized.
A video that summarizes the Iroquois Nations, their cultures and how their government was organized.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? How did the Six Nations use the consensus-building process? How did the social structure of the Iroquois Confederacy impact its political structure? - Suggested use:
- Use as an introduction to the Iroquois Confederacy; compare and contrast the government structure (Ancient Athens, Canadian Democracy); KWL (Know, Wonder, Learned) chart to come back to throughout the unit - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Hiawatha - The Great Law of Peace
A video speaking towards the Haudenosaunee people and the Iroquois Confederacy, specifically highlighting the individual Hiawatha.
A video speaking towards the Haudenosaunee people and the Iroquois Confederacy, specifically highlighting the individual Hiawatha.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? - Suggested use:
- Use the video to introduce Hiawatha - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
We are the Haudenosaunee
This is the first of 8 short, testimonial films, on the Haudenosaunee (Iroquois). This series of short films is done via their testimony, and creates the space for the Iroquois to tell their story as they strive to uphold the traditions and the legacy of their people while also protecting the central tenets of their people and their relationship and care for the Earth.
This is the first of 8 short, testimonial films, on the Haudenosaunee (Iroquois). This series of short films is done via their testimony, and creates the space for the Iroquois to tell their story as they strive to uphold the traditions and the legacy of their people while also protecting the central tenets of their people and their relationship and care for the Earth.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? How did the social structure of the Iroquois Confederacy impact its political structure? - Suggested use:
- Use for class discussions, visual note taking, KWL (know, wonder, learned); topics to discuss could be: land rights, Haudenosaunee culture, government structure, and/or the environment - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Haudenosaunee’s Legendary Founding
This video tells a story through the Hiawatha wampum belt, in which goes to explain Haudenosaunee’s legendary founding and wampum’s power to heal. It tells of a warrior named Hiawatha who meets a prophet known as the Peacemaker. Together, with the help of Jigonsaseh, the first Clan Mother, they bring an end to war and create America’s first democracy.
This video tells a story through the Hiawatha wampum belt, in which goes to explain Haudenosaunee’s legendary founding and wampum’s power to heal. It tells of a warrior named Hiawatha who meets a prophet known as the Peacemaker. Together, with the help of Jigonsaseh, the first Clan Mother, they bring an end to war and create America’s first democracy.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How did the Wampum Belt address collective identity? - Suggested use:
- Unit long project: have groups adopt the same principles of democracy as the Iroquois Confederacy and come to a consensus about classroom protocols - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
What is Wampum?
This video, filmed on location at the Onondaga Nation School in Onondaga Nation, focuses on the history and purposes of wampum and wampum belts in the Haudenosaunee culture. Also included is a description of the Hiawatha Belt and its symbolism.
This video, filmed on location at the Onondaga Nation School in Onondaga Nation, focuses on the history and purposes of wampum and wampum belts in the Haudenosaunee culture. Also included is a description of the Hiawatha Belt and its symbolism.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How did the Wampum Belt address collective identity? - Suggested use:
- Use as an introduction to wampum and the wampum belt
- Class discussion about what students learned about wampum from the video and how it relates to collective identity. Why is the Hiawatha Belt important to the Haudenosaunee? What do the symbols on the belt represent? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Wampum Belt
This video displays the Oneida Wampum belt and why it's important to the Oneida and Iroquois people.
This video displays the Oneida Wampum belt and why it's important to the Oneida and Iroquois people.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How did the Wampum Belt address collective identity? - Suggested use:
- Use this video when teaching about wampum belts
- Discussion about how each wampum belt is important to collective identity and an example of sharing cultural history - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Native Americans for Kids: Cherokee, Apache, Navajo, Iroquois and Sioux
A video speaking about various Indigenous groups.
A video speaking about various Indigenous groups.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies - Suggested use:
- Use to introduce the Iroquois Confederacy - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
What did democracy really mean in Athens?
Short video that describes the structure of democracy in ancient Athens.
Short video that describes the structure of democracy in ancient Athens.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.3 – Analyze the structure and functions of the democratic system in ancient Athens: How was the government of ancient Athens structured? - Suggested use:
- Use the video to introduce the different levels of Athenian democracy
- Students can explore one level of Athenian democracy in small groups. Then they can come back together and share what they have learned - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Democracy
A video explaining the origins of democracy and how it is used in modern day society.
A video explaining the origins of democracy and how it is used in modern day society.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.3 – Analyze the structure and functions of the democratic system in ancient Athens: How was the government of ancient Athens structured? - Suggested use:
- Use this video when introducing democracy and historical models of democracy; compare and contrast to modern Canadian democracy - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Citizens Participating in Decision Making
Building Future Voters | Elections Alberta Elementary
Do you believe that one person has the ability to take action and create change? Make it Matter shares examples of kids who make a difference. The resource also provides classroom discussion questions.
Building Future Voters | Elections Alberta Elementary
Do you believe that one person has the ability to take action and create change? Make it Matter shares examples of kids who make a difference. The resource also provides classroom discussion questions.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Link includes suggested use - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Make It Matter
A student resource that provides examples of how students have made a difference in their communities by standing up to bullying. Classroom discussion questions on justice are also provided.
A student resource that provides examples of how students have made a difference in their communities by standing up to bullying. Classroom discussion questions on justice are also provided.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected - Suggested use:
- Activity attached - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Lesson Plans that Help Students Learn about Democracy
Teachers can begin by asking students to list concepts that they value or that they believe are valued in the common culture. The teacher should then introduce the different core values of truth, justice, equality, diversity, patriotism, individual rights, popular sovereignty and common good. They can then be split into smaller groups to discuss the different core values.
Teachers can begin by asking students to list concepts that they value or that they believe are valued in the common culture. The teacher should then introduce the different core values of truth, justice, equality, diversity, patriotism, individual rights, popular sovereignty and common good. They can then be split into smaller groups to discuss the different core values.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
Four Pillars of Democracy
Description of a project about the Four Pillars of Democracy, and its importance to citizens.
Description of a project about the Four Pillars of Democracy, and its importance to citizens.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
On a bicycle built for two
These activities are designed to put provoke student discussion about the concept of foreign aid and social justice.
These activities are designed to put provoke student discussion about the concept of foreign aid and social justice.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
Active Citizenship Project Honouring Human Rights
Lesson plan designed to focus on active citizenship and democratic/social responsibility.
Lesson plan designed to focus on active citizenship and democratic/social responsibility.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
World Fair
Lesson plan focusing on examining human rights and the concept of being a global citizen.
Lesson plan focusing on examining human rights and the concept of being a global citizen.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
Vote: Own it or Get Owned
Sample project for students to realize the importance of exercising voting rights in a modern democracy.
Sample project for students to realize the importance of exercising voting rights in a modern democracy.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes suggested use - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Parliament of the Future
A lesson plan designed to make students think about the current issues in, and hopes they might have for a future government.
A lesson plan designed to make students think about the current issues in, and hopes they might have for a future government.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
What do I want to tell the world?
Students will look at how a young person can make a difference and how every voice helps our democracy and environment.
Students will look at how a young person can make a difference and how every voice helps our democracy and environment.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion on using your voice to advocate for yourself and others
- Link includes lesson/unit plan - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Building Future Voters
Extensive resource focused on "building future voters." Includes approaches, activities, assessment strategies, visual organizers and backgrounders for teaching about citizen participation, elections and democracy.
Extensive resource focused on "building future voters." Includes approaches, activities, assessment strategies, visual organizers and backgrounders for teaching about citizen participation, elections and democracy.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Link includes a suggested use project - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students dependent on activity
The Stories That Make Up Canada
Interview project to learn more about immigration and "the stories that make up Canada." There is a rubric included.
Interview project to learn more about immigration and "the stories that make up Canada." There is a rubric included.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society - Suggested use:
- Link includes a suggested use interview assignment with worksheets - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy
Comparative Activity
Ask students to interview grandparents, great grandparents or senior citizens to learn how life was different when he/she was growing up. Compare their interviews with how they think an Iroquois elder might answer the same interview questions. Write up the interviews or prepare a “TV talk show” format.
Comparative Activity
Ask students to interview grandparents, great grandparents or senior citizens to learn how life was different when he/she was growing up. Compare their interviews with how they think an Iroquois elder might answer the same interview questions. Write up the interviews or prepare a “TV talk show” format.
- Curriculum connection:
- 6.2.4 - Analyze the structure and functions of the Iroquois Confederacy - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students
Reflective Activity
Have students create a before and after list in the format of: “Before studying about the Haudenosaunee I thought that….. “ “But now I have learned ……”
Have students create a before and after list in the format of: “Before studying about the Haudenosaunee I thought that….. “ “But now I have learned ……”
- Curriculum connection:
- 6.2.4 - Analyze the structure and functions of the Iroquois Confederacy - Suggested use:
- Link includes suggested use - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Diary Entry
Children write in their “diary” dated today's day and month and the year 1703. Students write about their first encounter with a Haudenosaunee child (same age as theirs) or their first encounter with a European child (Dutch or English). Children read their entries aloud, comment, discuss. This should be done after having been exposed to the worksheet booklet on the website about stereotypes.
Children write in their “diary” dated today's day and month and the year 1703. Students write about their first encounter with a Haudenosaunee child (same age as theirs) or their first encounter with a European child (Dutch or English). Children read their entries aloud, comment, discuss. This should be done after having been exposed to the worksheet booklet on the website about stereotypes.
- Curriculum connection:
- 6.2.4 - Analyze the structure and functions of the Iroquois Confederacy - Suggested use:
- Link includes suggested use - Accessibility:
- Accessible for nonverbal
- Additional accommodations required for hard of hearing and visually impaired students
Social Studies Grade 6
Several activities and PowerPoints on this website, including both the Iroquois and the democracy part of the curriculum.
Several activities and PowerPoints on this website, including both the Iroquois and the democracy part of the curriculum.
- Curriculum connection:
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Link includes suggested use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired students depending on activity
Textbook Activity
A fill-in-the-blank worksheet about the Iroquois Confederacy, its culture and democracy.
A fill-in-the-blank worksheet about the Iroquois Confederacy, its culture and democracy.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Link includes suggested use - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
A Mohawk Iroquois Village: An Exhibit at the New York State Museum
A virtual exhibit by the New York State Museum, depicting life in an Iroquois village in approximately 1600.
A virtual exhibit by the New York State Museum, depicting life in an Iroquois village in approximately 1600.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Use as primary sources to explore the Iroquois Confederacy - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Virtual Paper Dolls
Interactive website to learn about 17th century clothing of the Iroquois people. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
Interactive website to learn about 17th century clothing of the Iroquois people. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Use to explore the culture of the Iroquois people further - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Hiawatha & The Peacemaker
Outline of activities for the book Hiawatha & The Peacemaker.
Outline of activities for the book Hiawatha & The Peacemaker.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? How did the Wampum Belt address collective identity? - Suggested use:
- Use in tandem with the Haudenosaunee unit
- After reading activities - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Consensus Building
Fill-in-the-blank flow chart about the Iroquois Grand Council and decision making in their democracy.
Fill-in-the-blank flow chart about the Iroquois Grand Council and decision making in their democracy.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: What are the advantages and disadvantages of consensus as a decision-making model for government? How did the Six Nations use the consensus-building process? - Suggested use:
- Use to consolidate learning on consensus in the Iroquois Confederacy - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Weave A Virtual Wampum Belt
An interactive website to create a virtual Wampum Belt. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
An interactive website to create a virtual Wampum Belt. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How did the Wampum Belt address collective identity? - Suggested use:
- Can be used after teaching the significance of the Wampum Belt - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Wampum History and Background
Useful website about the history of Wampum Belts. Can be used with the activity above. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
Useful website about the history of Wampum Belts. Can be used with the activity above. Note: The website uses the term 'Native' and 'Native American' and focuses on the Eastern Woodlands region.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How did the Wampum Belt address collective identity? - Suggested use:
- Class reading/popcorn reading/small group reading on the history and background of Wampum Belts - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
The Evolution of Democracy
Sample project for students to create a History of Democracy timeline. This will give them the opportunity to explore historical events that shaped Canadian democracy and our rights as citizens.
Sample project for students to create a History of Democracy timeline. This will give them the opportunity to explore historical events that shaped Canadian democracy and our rights as citizens.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies
- 6.2.3 – Analyze the structure and functions of the democratic system in ancient Athens - Suggested use:
- Link includes a suggested use project - Accessibility:
- Accessible for nonverbal and hard of hearing
- Additional accommodations required for visually impaired students
Square pegs and round holes
Simulation project for students to recognize and develop their "perspective consciousness and recognize the need for tolerance, acceptance, communication, and compromise when interacting with people from diverse cultural backgrounds."
Simulation project for students to recognize and develop their "perspective consciousness and recognize the need for tolerance, acceptance, communication, and compromise when interacting with people from diverse cultural backgrounds."
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society - Suggested use:
- Link includes a suggested use project
- Discussion about perspective - Accessibility:
- Accessible for nonverbal (excluding discussion)
- Additional accommodations required for hard of hearing and visually impaired students
Citizens Participating in Decision Making
How people around the world see democracy in 8 charts
An article that evaluates 8 charts and describes how people see the state of democracy in their country.
How people around the world see democracy in 8 charts
An article that evaluates 8 charts and describes how people see the state of democracy in their country.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Compare democracies in different places - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Democracies around the world
This short article talks about democracy in current times and how it may be in danger. The article tries to measure and compares a few different nations democracy.
This short article talks about democracy in current times and how it may be in danger. The article tries to measure and compares a few different nations democracy.
- Curriculum connection:
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Compare democracies in different places - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Holi: Festival of Colours
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada - Suggested use:
- Compare different celebrations and traditions with ones that the students practice
- Tie into freedoms and rights of practicing ways of life - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Canadian Black Political History Timeline
Timeline of the right to vote for Black Canadians. The timeline also shows times in Canadian history where members of Canada's Black community were elected to political positions.
Timeline of the right to vote for Black Canadians. The timeline also shows times in Canadian history where members of Canada's Black community were elected to political positions.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
5 Barriers to Voting That Persist Today- And How You Can Help
Article that synthesizes voting barriers for African Americans into one article. The article also discusses ways to help in dismantling some of these barriers.
Article that synthesizes voting barriers for African Americans into one article. The article also discusses ways to help in dismantling some of these barriers.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democrac - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
America Wasn't a Democracy, Until Black Americans Made It One
Article in the New York Times that describes how many Black Americans had to fight for the right to take part in American democracy. The article also describes histories of voting and democracy in time of slavery. Note: Article requires a subscription to the New York Times in order to access.
Article in the New York Times that describes how many Black Americans had to fight for the right to take part in American democracy. The article also describes histories of voting and democracy in time of slavery. Note: Article requires a subscription to the New York Times in order to access.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/ analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
First Nations Face Real-Life Barriers to Voting in the Next Federal Election
Article that describes the issues facing Indigenous communities in Canada when it comes to participating in voting. The article addresses issue ranging from voter ID problems to access to polling stations.
Article that describes the issues facing Indigenous communities in Canada when it comes to participating in voting. The article addresses issue ranging from voter ID problems to access to polling stations.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Visible Minorities and Under-Representation
Article from the Government of Canada that highlights how many of the government positions are occupied by visible minorities. The article also discusses possible reasons for under-representation in Canadian government.
Article from the Government of Canada that highlights how many of the government positions are occupied by visible minorities. The article also discusses possible reasons for under-representation in Canadian government.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
What Voting Rights Look Like in 6 Countries
Article that discusses voting rights in various countries around the world. The article also goes into detail about what communities in these countries face disproportionate barriers to participating in the democratic process.
Article that discusses voting rights in various countries around the world. The article also goes into detail about what communities in these countries face disproportionate barriers to participating in the democratic process.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
What Democracy and Voting Right Look Like Across the World
Article that discusses the use of democracy in various countries around the world and elections processes. The article also has a useful figure describing how many countries use democracy as a political system versus other political systems.
Article that discusses the use of democracy in various countries around the world and elections processes. The article also has a useful figure describing how many countries use democracy as a political system versus other political systems.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: value citizens’ participation in a democratic society
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the similarities and differences between direct and representative democracy? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present
Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Voter Suppression is Warping Democracy
Article that describes the barrier to voting that African American and Hispanic communities face in the United States. The article also provides a brief overview of voter suppression in these communities.
Article that describes the barrier to voting that African American and Hispanic communities face in the United States. The article also provides a brief overview of voter suppression in these communities.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Why Minority Voters Have a Lower Voter Turnout: An Analysis of Current Restrictions
Article that lists various reasons why minority communities see lower voter turnout rates. The article is focused on the United States, but many of the reasons are broad and can apply to minority communities in Canada.
Article that lists various reasons why minority communities see lower voter turnout rates. The article is focused on the United States, but many of the reasons are broad and can apply to minority communities in Canada.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
How Canada's Indian Act Destroyed Direct Democracy
This article discuss the ways in which European forms of democracy were forced onto Indigenous communities in Canada. Additionally, part of the article also describe traditional forms of democracy used in First Nations communities prior to the arrival of the Europeans on the continent.
This article discuss the ways in which European forms of democracy were forced onto Indigenous communities in Canada. Additionally, part of the article also describe traditional forms of democracy used in First Nations communities prior to the arrival of the Europeans on the continent.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? - Suggested use:
- Discussion/analysis on whether modern democracy is the best system to govern a population
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The Irony of the First Nations' Vote
This article describes the reasons why many First Nations Canadians choose not to vote in Canadian elections. Provides the view of First Nations Canadians about what it is like to vote for a government that historically has harmed their communities.
This article describes the reasons why many First Nations Canadians choose not to vote in Canadian elections. Provides the view of First Nations Canadians about what it is like to vote for a government that historically has harmed their communities.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Electoral Insight-Electoral Participation of Ethnocultural Communities
Article by Elections Canada discussing the participation of various ethnic communities in Canadian elections. The most useful part of the article is the tables that break down ethnocultural groups and their participation in Canadian democracy.
Article by Elections Canada discussing the participation of various ethnic communities in Canadian elections. The most useful part of the article is the tables that break down ethnocultural groups and their participation in Canadian democracy.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada
- 6.1.2 – Demonstrate an understanding of the fundamental principles of democracy: What is democracy? What are the rights and responsibilities of citizens living in a representative democracy? - Suggested use:
- Analysis on how different groups practice their rights and freedoms - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
History of Voting Rights in Canada
The article outlines a timeline of important events on how voting rights have expanded in Canada from the 1800's to now.
The article outlines a timeline of important events on how voting rights have expanded in Canada from the 1800's to now.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The History of Voting in Canada
This article presents a timeline of the right to vote in Canada for Asian immigrants. Throughout Canada's history, there were various periods in which Asian Canadians were deliberately denied the right to vote.
This article presents a timeline of the right to vote in Canada for Asian immigrants. Throughout Canada's history, there were various periods in which Asian Canadians were deliberately denied the right to vote.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
First Nations Right to Vote Granted 50 Years Ago
Article that describes the act that give First Nations Canadians the right to vote in elections. The article also provides the viewpoints of Indigenous communities on the anniversary of the act.
Article that describes the act that give First Nations Canadians the right to vote in elections. The article also provides the viewpoints of Indigenous communities on the anniversary of the act.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.3 – Analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time: How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Honouring Louis Riel's Legacy
An article outlining the Métis Nation of Alberta's work to create a constitution and bylaws that reflect traditions, customs, and their citizens on the pathway to self-governance. Additional website with more information.
An article outlining the Métis Nation of Alberta's work to create a constitution and bylaws that reflect traditions, customs, and their citizens on the pathway to self-governance. Additional website with more information.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, recognize the influence of historical events and legislation on democratic decision making in Canada
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The Ethnic Vote is a Myth
An article addressing the term 'ethnic vote'. Newer Canadians of visible minorities' cannot be simplified into a homogenous group, and that variations in voting patterns exists within and across communities. However, some data shows that if certain groups feel negatively targeted, they will vote accordingly.
An article addressing the term 'ethnic vote'. Newer Canadians of visible minorities' cannot be simplified into a homogenous group, and that variations in voting patterns exists within and across communities. However, some data shows that if certain groups feel negatively targeted, they will vote accordingly.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present
- Discussion on "ethnic vote" and how different groups are squished together under a label - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Alberta 3rd province to allow Sikhs to ride motorcycles without helmets
A news article outlining a helmet exemption for motorcyclists in the Sikh community. The Alberta government is the third province in Canada to provide this exemption, following the community's call to recognize their civil rights and religious expression to not remove their turban.
A news article outlining a helmet exemption for motorcyclists in the Sikh community. The Alberta government is the third province in Canada to provide this exemption, following the community's call to recognize their civil rights and religious expression to not remove their turban.
- Curriculum connection:
- 6.1.1 – Recognize how individuals and governments interact and bring about change within their local and national communities: recognize and respect the democratic rights of all citizens in Canada, value citizens’ participation in a democratic society
- 6.1.6 – Analyze how individuals/ groups and associations within a community impact decision making of local and provincial governments: How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present
- Discussion about the ethics of state and religion - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy
What Does Traditional Consensus Decision-Making Mean?
Article that describes the form of democratic decision-making that was used traditionally in Indigenous communities in Canada. It also describes how the introduction of Canada's democratic system affected decision-making in First Nations communities.
What Does Traditional Consensus Decision-Making Mean?
Article that describes the form of democratic decision-making that was used traditionally in Indigenous communities in Canada. It also describes how the introduction of Canada's democratic system affected decision-making in First Nations communities.
- Curriculum connection:
- 6.2.4 - Analyze the structure and functions of the Iroquois Confederacy: What are the advantages and disadvantages of consensus as a decision-making model for government? How did the Six Nations use the consensus-building process? - Suggested use:
- Use as a supplement to learning about consensus in Haudenosaunee culture - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The Chaotic Story of the Right to Vote in Canada
This article describes the timeline of the right to vote in Canada. The first section of the article discusses traditional forms of democracy in First Nations communities prior to colonialism.
This article describes the timeline of the right to vote in Canada. The first section of the article discusses traditional forms of democracy in First Nations communities prior to colonialism.
- Curriculum connection:
- 6.2.2 – Value the role of participation by citizens in diverse democratic societies - Suggested use:
- Discussion/analysis on the history of certain groups fighting for their rights and freedoms
- Discussion about racism and oppression on marginalized groups in the past and present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The Great Peace of Montreal
These articles review the history of The Great Peace of Montreal in 1701 and includes pictograms representing signatures on the peace treaty. The second article highlights Kondiaronk, a Huron chief in the Great Lakes region.
These articles review the history of The Great Peace of Montreal in 1701 and includes pictograms representing signatures on the peace treaty. The second article highlights Kondiaronk, a Huron chief in the Great Lakes region.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 - Analyze the structure and functions of the Iroquois Confederacy - Suggested use:
- Discussion on what treaties are - how they were used in the past, if they are being uphed in the present - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
How the Iroquois Great Law of Peace Shaped US Democracy
This article discusses the ways in which the Iroquois Confederacy was used by European settlers in the United States to base their democracy off of. The article does a good job highlighting how many western ideals, like democracy, actually have roots in other cultures.
This article discusses the ways in which the Iroquois Confederacy was used by European settlers in the United States to base their democracy off of. The article does a good job highlighting how many western ideals, like democracy, actually have roots in other cultures.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? How did the Six Nations use the consensus-building process? - Suggested use:
- Tie into Haudenosaunee consensus; compare our current system with the Great Law of Peace - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Where Can I Learn More about Indigenous People in Canada?
This article provides introductory resources for children and youth to understand more about Indigenous Peoples in Canada. It includes links to books, games, and activities.
This article provides introductory resources for children and youth to understand more about Indigenous Peoples in Canada. It includes links to books, games, and activities.
- Curriculum connection:
- 6.2.4 – Analyze the structure and functions of the Iroquois Confederacy: How was the Iroquois Confederacy structured? - Suggested use:
- Link includes games, books, and ideas for use in the classroom - Accessibility:
- Accessible for nonverbal
- Additional accommodations required for hard of hearing and visually impaired students dependent on activity
Athenian Democracy
This article describes ancient Athenian democracy and its origins.
This article describes ancient Athenian democracy and its origins.
- Curriculum connection:
- 6.2.1 – Appreciate the relationship between the values of a society and the model of government adopted within a society
- 6.2.3 – Analyze the structure and functions of the democratic system in ancient Athens: How was the government of ancient Athens structured? - Suggested use:
- Introduction to Athenian democracy - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students