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Lesson Two: Senator Yvonne Boyer 96 To debrief the video, ask the class the following questions: 1.What was the turning point in Senator Boyer's life/career? 2.What laws does Senator Boyer state are more powerful than the Western Law of the Constitution? 3.What advice does Senator Boyer give to young people who are questioning what they should be doing in life? Next, students will use the learning from the Maamawi Island activity, and teachings from Senator Boyer in her fireside chat interview, to hold a mock class election! APPLY: MOCK CLASS ELECTION Students will work in small groups to form "political parties" and run for class election. Groups will run an election campaign together. Groups will be made of 3-4 people. You may want to make groups at random, let students choose their own groups, or you can take a brief questionnaire and put students with similar political views together. Groups will first complete the "Election Campaign Outline" handout. This is where they will outline all their ideas for their political party, starting with a name! Remind students to choose a respect- ful, thoughtful and appropriate name. Next on the worksheet, students will figure out an electoral slogan (Example: Choose Green for a Better Tomorrow!), and an electoral statement. The statement should be 1-2 sentences to summarize their election goals. Next, groups will need to make a list of 6 points of how they will make the class better, and one reason why they want to be class leader. After students are finished with their worksheets, check it over and give the group the go ahead to start the next step. When groups are ready, they will create two dierent posters for their political party. The posters will show that they are running for election. Posters must include the name of their political party, their electoral slogan, use colour, images/graphics and show creativity, organization and eort. Stu- dents may post their posters in the classroom, hallway, or hold them up during their presentation. Choose a day for groups to present their ideas to the class. Students will present their name, elec- toral slogan, electoral statement, ways they will make the classroom better and the reason why they should be chosen to be Class Leader. Optional: Voting. After the presentation of political parties, students will vote for which party they want to be their class leaders. Students can raise their hands to pick the best group, have a class discussion, or run a voting booth! ASSESS: The Survivor Island activity is a form of formative assessment. This activity will enable teachers to assess group learning and student communication skills. The debriefing questions after Senator Boyer's interview with Fireside Chats is a form of formative assessment. Teachers will be able to check what students took away from the video and make con- nections to the other parts of the lesson. The Mock Class Election is a summative assessment. Students will be assessed by peer evaluation, a poster rubric and a self-reflection on the group evaluation. TAKE STUDENT LEARNING FURTHER Activity: Media Construction of Political Campaign Analysis To take students' learning further, students can analyze the way the media portrays various political parties and how the media shapes perception of dierent political campaigns. Political campaigns include Presidential campaigns, Prime Minister campaigns, National First Nation Chief campaigns, Member of Parliament campaigns, etc. Students will look at the discrepancies between political par- ties and the influence media has on society when there is an election afoot. Students may complete a presentation, group project, oral report, multimedia presentation etc to share their findings.