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PART 1: THE CLASSROOM ISSUE REFERENDUM
- identifying main idea
- sequencing events
- synthesizing information
- developing a referendum question
- defining "referendum"
- BLM 1-1: Voting Time at Canadiana School (one copy per pair of students)
- BLM 1-2: Referendum Flow Chart (one copy per pair of students)
Grouping - pairs
Grouping - whole class
- Have students, in pairs, read the story "Voting Time at Canadiana School"
- Ask each pair of students to complete Parts A and B of the Referendum
Flow Chart (BLM 1-2). Steps 1, 2 and 4 are already complete. You may wish
to have students use a highlighter or other system to mark the sequence of
events on the story sheets. It is important for them to understand the
sequence of events in a referendum campaign.
Note that the chart asks students to provide a definition of a referendum.
This definition should be drawn from the information in the story.
- Ask pairs of students to develop a referendum question or statement for
their own class, and write it on Part C of the flow chart. Discuss with the
class issues of importance to their school lives - for example, rules, dress
codes, etc. - before having pairs decide on a referendum statement such as,
"Students in this class should be permitted to chew and pop gum whenever
Also discuss with the class reasons why such issues may or may not be put
to the voters in a referendum.
- Have the class compare and discuss referendum questions they have created.
Evaluate Referendum Flow Charts. Do they show:
- understanding of sequence of events?
- a clear definition of "referendum"?
- clearly written and unambiguous referendum statements or questions?