Lesson Plan

Printable Version (PDF) 

Title

To Speak or Not to Speak

Audience

This activity can be adjusted across the grade levels. Recommended for grades 5 - 11.

Overview

Students will explore the role of the Speaker of the House and examine the importance of neutrality in that role.

Objectives

Students will be able to:

• Describe the primary role of the Speaker of the House;
• Identify and describe the importance of neutrality.

Learning Activities

LESSON 1

Hook

1. Initiate a debate between two groups on a hot topic without ANY mediation. A suggestion would be to simply write a controversial topic on the board and let the class debate it without any structure (teams, segregation, etc.). (15 min)
2. Discuss the need for a referee. Link to competitive sports.
3. Discuss the nature of neutrality.

Instruction

4. Outline the role of the Speaker of the House.

The primary role of the Speaker of the House is to ensure fair treatment of all parties, especially the Opposition (minority).

• maintain order and structure in the House
• Enforces the Standing Orders of the House
• discipline of Members
• only votes to break a tie

**A full description of the Speaker’s role and responsibility can be found at http://www.leg.bc.ca/_media/flash/speaker.html

5. Show a short clip of a mediated parliamentary debate.

Possible Options:

Oral Questions Funding of Senior’s Care

Oral Questions Government response to death Robert Dziekanski

Oral Questions – Privatization of BC Rail

6. Think Pair Share

** Students can be provided with character traits list (Appendix A).

• What five main character traits would make an effective Speaker?
• Groups must combine and narrow their lists.

7. Class shares and narrows lists to an overall five traits.
   
8. Introduce debate topic for following lesson to allow students time to consider pros and cons.

Possible debate topics are:

• Cell phones in the classroom.
• Copyright laws surrounding music downloads
• School uniforms
• Should parents be able to choose the sex of their child through genetic engineering?
• Should students have to go outside at recess?
• Should classrooms be gender segregated?
• Should there be a four-day school week?

LESSON 2

1. Arrange classroom as a model chamber with Speaker’s chair.
   
2. Teacher will perform the role of Speaker and act as biased and negative as possible during debate. Have fun!!
   
3. Students will debate the assigned topic.
   
4. Students will reflect on their experience first independently (written journal log) and then through classroom discussion.
   
5. Possible guided questions could be:
   • How did you feel during the process?
   • Were you fairly treated?
   • What did the Speaker do well?
   • What should he or she focus on in the future?
   • What was the impact of the Speaker on the debate and its’ outcome?

LESSON 3

1. Arrange classroom as a model chamber with Speaker chair.
   
2. Assign a topic for debate that inspires students (suitable for grade level). Possible debate topics are:
   • Cell phones in the classroom.
   • Copyright laws surrounding music downloads
   • School uniforms
   • Should parents be able to choose the sex of their child through genetic engineering?
   • Should students have to go outside at recess?
   • Should classrooms be gender segregated?
   • Should there be a four day school week?
     
3. Using the discussed character traits for the Speaker, a student will perform Speaker role. Depending on class composition and teacher objectives, the Speaker may be voted in through a detailed or basic procedure. Examples of this could be nominees from students, the teacher, random selection or volunteers.
   
4. Students will debate the assigned topic.
   
5. Students will reflect on their experience first independently (written journal log) and then through classroom discussion. Possible guided questions could be:
   • How did you feel during the process?
   • Were you fairly treated?
   • What did the Speaker do well?
   • What should he or she focus on in the future?
   • What was the impact of the Speaker on the debate and its outcome?

LESSON 4

Potential Assignments

The exact form of the final assignment would vary according to teacher, grade and context. Some suggestions are:

• Venn diagram (comparing the roles of a referee and the Speaker of the House)
• Compare/contrast essay (comparing the roles of a referee and the Speaker of the House)
• Analysis of two different Speakers’ performances (http://www.leg.bc.ca/)

Preparation (by teacher and by students)

Please note that everything should be modified according to grade, class composition and teacher preference. Prior knowledge suggested:

• A basic knowledge of government. This will vary according to class and grade.

Duration of Activity

The ideal duration of these lessons would cover four 60 minute classes. However, they may be used in part or in whole. They also may be expanded to go into more detail surrounding parliamentary procedure, current issues, parliamentary roles and so on.

Learning Outcomes

Students will be able to:

Social Studies 11

• apply critical thinking —including questioning, comparing, summarizing, drawing conclusions, and defending a position—to make reasoned judgments about a range of issues, situations, and topics
• demonstrate effective written, oral, and graphic communication skills
• demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration

Social Studies 10

• describe one of the structures and function of BC’s provincial government
• assess and defend a variety of positions on controversial issues

Social Studies 9

• defend a position on a controversial issue after considering a variety of perspectives

Social Studies 5

• apply critical thinking skills-including comparing, identifying relationships, summarizing and drawing conclusions
• describe responsi bilities of government
• It is expected that students will describe B.C.’s electoral system and processes
• It is expected that students will describe the legal rights and responsibilities of individuals, groups and organizations in Canadian society
• It is expected that students will apply skills of civic discourse and dispute resolution, including consensus building, negotiation, compromise and majority rule

Materials and Resources

• Websites: http://www.leg.bc.ca
• Appendix A: Character Traits List

Evaluation of Activity

Performance Standards: http://www.bced.gov.bc.ca/perf_stands/writing.htm

Submitted By

Jody Terpstra, Timothy Christian School, (Chilliwack)

Devon Stokes-Bennett, Westshore Learning and Training, School District # 62 (Sooke)

Katrina Link, Raft River Elementary, School District # 73 (Kamloops/Thompson)

Dale Cotter, Beach Grove Elementary, School District # 37 (Tsawwassen)

Michael Archibald, Golden Secondary School, School District # 6 (Rocky Mountain)

NOTE: The ideas and opinions expressed in this classroom activity belong to their authors and do not necessarily reflect those of the Legislative Assembly of British Columbia. The Public Education and Outreach office only edits for clarity.

Appendix – Handouts

Printable Version of Appendix A (PDF)

Appendix A

Character Traits List

Leadership

Biased

Committed

Insensitive

Indecisive

Fair

Diplomatic

Short-tempered

Disorganized

Firm

Understanding

Uninformed

Shy

Naïve

Aggressive

Good Listener

Generous

Decisive

Impartial

Kind

Nice

Self-confident

Flexible

Self-assured