Affecting Change: The Passage from Bill to Law

In order to demonstrate your understanding of our democratic system, we will be exploring topics that are we feel to be of utmost importance in our lives by drafting a Law that will address our concerns. This Project will take place over the next three weeks, with three distinct sections:
1) 2) 3)

Critical Issue Pamphlet Due ___________________ Party Discussion Panel Due In Class _________________ Order Paper Due _____________

With each stage, you will be asked to outline a critical issue, developing a rationale for your own potential law, or motion before Parliament.

1) Critical Issue Pamphlet Pretend you are a special interest group with an interest in a specific issue you feel to be of importance in society. Create a pamphlet supporting your side of a controversial Canadian political issue. The pamphlet will be on a standard size piece of paper (8 1/2" x 11") and it is recommended that you fold it into three sections. The purpose of this pamphlet is to inform the general public about your issue and to encourage them to become actively involved in supporting your side of the issue. These issues can include: -Reform of the Senate -The Power of the Prime Minister -Party discipline -Environmentalism and Climate Change Poverty -Gay, Lesbian, Bi, Trangender Rights -representation of minorities in Senate and/ or House of Commons -Aboriginal Self Government -the role of the Monarchy -Homelessness and -Womens equality

-Immigration Reform There are many other controversial issues in Canadian politics; many of them are mentioned in the textbook. Come see me if you have another suggestion. The pamphlet will be marked on 1) Layout/neatness 2) Multiple perspectives 3) Political context/content 4) Appeal of pamphlet, call for further action Total marks- /35

Marking Rubric 1) Layout/neatness /5 5 Neat and professional looking, care taken in the organization of resources, relevant visuals 3 A more rushed appearance and poorly organized materials. 1 disorganized material and sloppy construction

2) Multiple perspectives /10 10 Pamphlet addresses other sides of the argument to its own and makes a strong case against them. 3) Political Context /10 10 Pamphlets information is relevant to today's political context. Current issues and people are mentioned. Recent examples from Canadian politics or the politics of foreign countries are used. The issue is shown to be important in today's world. 7 The issue is vaguely important, but direct connections are not made to the reader or Canadian politics. 4 The issue is talked about in isolation and is not related to the world of Canadian politics. The reader cannot see how this issue is relevant to them or the political world. 7 Pamphlet argues own side well but does not fully discredit other arguments 4 Argument weak and other perspectives not addressed.

4) Attraction for the reader and enticement to their citizenship and action on this issue /10 10 Pamphlet is appealing and there is a nice balance between visuals and text. It is eye catching and will skilfully entice the reader to take action on this issue. 7 Informative but not captive to the reader. Unclear on how the reader can get involved with the issue. 4 Does not entice the reader. Reader may not finish the pamphlet! No suggestions for further involvement

Modified from Structure of Government Unit Social Studies 11. Dennis, Carmen SSED 314 December 2004 http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%2011/Gr.%2011Structure%20of%20Canadian%20Government-C.%20Dennis.pdf

Party Discussion Panel

With your newly formed political party, you will be asked to present your Critical Issue and potential Law to your Caucus. In a short 3-5 minute presentation, you will describe to your Caucus why you feel that your proposal should be the bill you put forward to Parliament. You will be asked to fill out one sheet for every member of the caucus, You will offer a mark for your presenter based on your understanding of their presentation. Name: Presenter: What is the main issue presented by this caucus member?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ /2

What does the caucus member believe is so important about this issue?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

/2 What do they propose be done to address this issue?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

/2 How do you feel this proposal? What would make it better? And does it appeal to your political party, why or why not?

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________ _____________________________________________________________
/3

Order Paper With your fellow Caucus members, you will create a Bill from the proposal chosen by your group. As a Caucus you will State the name of your potential Law, which ends in act Ex: The Constitution Act, The Youth Criminal Justice Act Your bill will outline: 1) The issue you wish to address This issue will be stated by your Party Leader, and defended by the rest of your caucus. 2) The proposed powers of the Law to rectify this issue. This could take the form of laws to protect people from discrimination by rewarding employers with a diverse workforce, or punishing people who commit serious crimes with harsher sentences.

Your bill will be debated in a Parliament of your fellow classmates, and each group member will be responsible for creating: A minimum of one point in favour of why the bill should pass A minimum of one point against your bill, and a counter argument to contest this point. In addition, you will be asked to prepare your own Order Paper Proposal for your individual Bill. You will be given the same outline as your group, but are responsible for offering Five Points in favour of why the bill should pass Five points against your bill, and a counter argument to contest each point

Party Name: Caucus Members Bill C:___:

A Proposal to

Arguments for the proposed Bill

Arguments against Proposed Bill

MP

MP

MP

MP

MP /5 Total: /10

/5

Rubric: Voice/Presentation. /3 3 2
Complete time is used, but does not go over; speaks confidently and convincingly using clear, vivid and precise language; is able to make succinct and telling arguments on the spot; Does not go over time allotment; is generally well-spoken with only moments of nervousness visible; makes good arguments; stays on topic using clear language and gives main arguments;

1
Either uses little of allotted time or goes over time allotment; is clearly nervous which interferes somewhat with presentation; language is imprecise and in places confused; subordinate and main points are given equal weight;

Substance of Point /3 3 2
A clear position statement illuminates the essentials of the topic succinctly; arguments are valid, Position statement is clear and begins to persuade; gives some support, though not all support is well-chosen;

1
Position statement is very general and may include irrelevant details; position meanders and

coherent and logical, showing sophisticated analysis of complex issues; critical support is given through examples and evidence that are thorough and insightful. In short, position is convincing and effective.

some analysis is attempted and examples are selected to support.

confuses; little appropriate support is given; analysis is absent or simplistic.

Respectful Debate /3 3 2
Member treats the House respectfully, directs all statements to the Speaker of the House, is respectful of opponents, and uses all proper terminology for Parliamentary procedure.

1
Member does not take role seriously, nor accurately attempt to portray parliamentary procedure. Speaks out of turn, mocks opponents or attempts to derail debate.

Member does not interrupt speakers, though may be speaking to other Members of the House out of turn. Does not direct questions to the Speaker, but directly to the opposition; is polite to opponents.

Modified from Regina Public Schools, Debate Rubric 2002. http://web.rbe.sk.ca/assessment/rubrics/#social