Lesson Plan

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Title

Parliamentary 101 or "How to Get Things Done!" (Unless You're in Opposition)

Audience

Adaptable for Grades 5 - 12

Overview

Students will develop an understanding of the roles of Parliamentary Committees and MLAs used within the parliamentary/decision-making process.

Objectives

• To understand the language and vocabulary used in the Legislature
• To engage students in active decision-making
• To develop research skills using various tools (Hansard, internet sites, print media)
• To demonstrate social responsibility through group work

Activities and Method

• Have students identify current "Hot-Topic" issues in their community (Climate Change, Tobacco, School Fees, Street Racing, Danger of Anti-freeze to Household pets, Fish Farms, Pine Beetle, etc.) by way of reputable sources (print, internet and qualified stakeholders).

All Grades

1. Teacher distributes a vocabulary sheet (refer to Glossary on www.leg.bc.ca) and provides the basic overview of the various roles (Government, Opposition, Chair and Speaker of the House) and processes (committee work, debating, recommendations for legislation) of government. (See Legislative Assembly website: www.leg.bc.ca).
2. Teacher may split class into Government (60%) and Opposition (40%) and/or allow students to choose which MLA they would like to 'play'.
3. Teacher maintains non-partisan role of Speaker and Chair (could be teacher on prep who is invited to be an impartial Speaker or Chair).
4. Students present their issues before the class (House) and attempt to garner support for their issue.
5. The class (House) ranks the issues presented and the top five issues are then referred to parliamentary committees.
6. Students remain in their MLA roles for the remainder of the project.

Grades 10-12 (Extension)

1. Teacher distributes names of MLAs from B.C. Legislature to class and instructs the students to conduct research and compile a biographical fact sheet on their MLA (refer to MLA Finder on www.leg.bc.ca).
2. Teacher instructs students in computer lab how to navigate Legislative Assembly of B.C. website, with a particular focus on Hansard (at teacher's discretion of depth of complexity) to determine the likely position their MLA would take (or has taken) on the issue (refer to Hansard Help on www.leg.bc.ca).
3. For the remainder of the project, students stay in role.

• Parliamentary Committee Work
  1. Students break out into the five parliamentary committees and using a graphic organizer, develop and present their side of the issue.
  2. Each parliamentary committee will conduct research to support their position, which will then be presented to the class (House).


• Extension

The parliamentary committee may go out into their community to gather evidence from vested stakeholders as part of their evidence.

• The parliamentary committee comes up with a position statement (mandate) and supporting evidence to present before the class (House).
• All parliamentary committees have an opportunity to present their findings (committee report) before the class (House).

• House Debate
  1. Physically re-arrange classroom into Legislative Assembly Chamber format (2.5 sword-lengths distance apart).
  2. Each parliamentary committee presents their report to the House, and the House debates the merits of each position (Teacher as Speaker).
  3. Debate and length of debate are subject to teacher direction.
  4. Once all groups have presented, and the House has debated, then a decision is made (vote taken) to adopt which recommendations.

NOTE: There is no debate of committee reports when presented to the House in B.C.'s parliamentary system. All debate/discussion occurs in the parliamentary committee meetings prior to finalizing the committee report to be presented to the House.

• Debrief
  1. Students write a reflection based on key questions such as:
  • What frustrations did your committee experience in working together?
  • What did you do well?
  • What was more effective, collaborating or adversarial, and why?
  • What was your experience as governing party? Opposition?
  • What would you do differently next time?
  • What did you learn about yourself in the process?
  2. Teacher discusses with class the reality of the process of parliamentary committee work.

Preparation (by teacher and by students)

• Teacher and students familiarize with Legislative Assembly of British Columbia website (www.leg.bc.ca).
• Identify current issues.
• Generate vocabulary list for student use (see Glossary on website www.leg.bc.ca).

Duration of Activity

About 1 - 2 weeks

Learning Outcomes

Students will:

• Develop an enhanced understanding of our parliamentary democracy in action.
• Be able to select and analyze important issues facing their community.
• Undertake leadership roles to discuss and debate issues.
• Demonstrate the importance of teamwork and collaboration in building consensus.
• Develop and articulate an informed opinion.

Materials and Resources

All Grades

• Computer lab access
• Newspapers
• Graphic organizers

Grades 5-8

• MLA bios prepped for students - can be printed from website (refer to MLA Finder on www.leg.bc.ca).

Evaluation of Activity

All Grades

• Evaluation of presentations
• Reflective journals
• Group report from each committee

Grades 10-12

• MLA bios

Submitted By

Wendy Charters, Pender Harbour Secondary School, SD # 46 (Sunshine Coast)
Karen Larsen, Langley Secondary School, SD # 35 ( Langley )
Henry Lee, Burnaby Central Secondary School, SD # 41 (Burnaby)
Tamara Malloff, Mount Sentinel Secondary School, SD # 8 (Kootenay Lake)
Lisa Marshall, George Bonner Middle School, SD # 79 (Cowichan Valley)
Massoud Namini, SD # 43 (Coquitlam)

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.