Lesson Plan

Printable Version (PDF) 

Title

“LEG”eopardy: Legislature Jeopardy Game

Audience

Grades 5-9 Social Studies and Language Arts Curriculum

Overview

Students will play “LEG”eopardy, like the TV game Jeopardy and practise debating skills with concepts related to the B.C. Legislative Assembly.

Objectives

Students will:

1. Research one of six categories of B.C.’s Parliamentary Democracy.
2. Generate 10 questions and answers directly related to their category.
3. Interact in a jigsaw activity using think/pair/share with other groups of students.
4. Participate in the game to review roles and responsibilities of key components of Parliamentary Democracy.
5. Take part in 1 of 3 mini-debates.
6. Acquire vocabulary and knowledge of political terminology.
7. Develop critical thinking skills.

Duration of Activity

Approximately three to four class periods, depending on grade level.

Activities and Methods

NOTE: Students should have prior knowledge of basic debating, effective communication skills and the ability to work effectively in groups.

1. Students will research one of the following six topics: Members, Speaker, Queen/Crown, Sergeant-at-Arms, Clerks, and Statutory Officers as assigned by the teacher. Refer to the Discover Your Legislature CD-ROM and/or website.
2. Students will create a series of 10 questions and answers that address key points from their assigned topic.
3. Place students into six equal teams with at least one expert from each of the above topics.
4. Teach procedure and rules of the jeopardy game: (see Appendix A)
5. Students will engage in jigsaw learning style, in which the “expert” of each topic will educate their group members on the subject topic.
6. Students will play “LEG”eopardy.

Preparation (by teacher and students)

• Prior knowledge on Parliamentary Democracy, debating skills (see Appendix B), effective communication strategies and research abilities.
• Teacher will be familiar with jeopardy rules, expectations and procedures.
• Teacher will select either the paper version of jeopardy or the online version.

Learning Outcomes

Students will:

1. Be able to identify key information from research.
2. Demonstrate an understanding of the major roles of the Provincial Government.
3. Practice debating and effective communication skills.
4. Use Multimedia/Internet Skills (if using online version).

Materials and Resources

• Discover Your Legislature CD-ROM and/or website; also, teachers are encouraged to confer with their teacher-librarians.
• Formats of Debate
• Game Card Template
• Game Template (PPT)
  
• Overhead Projector/non-permanent pen
• CD (optional for saving information)

Evaluation

• Assess the “questions and answers” derived from the research component.
• Assess the “participation” and “level of comprehension and understanding” during the jigsaw activity.
• Use the Ministry of Education Social Studies Assessment Instrument “Participation in Discussions, Debates, and Simulations” rubric to assess responses during the Jeopardy game and the Double Jeopardy Debates. (http://www.bced.gov.bc.ca/irp/ss11.pdf)

Submitted By

Gordon Cumming, McGowan Park Elementary School, District #73 (Kamloops)
Manon Desjarlais, Sir Richard McBride Elementary School, District # 39 (Vancouver)
Louise Herle, Davis Bay Elementary School & Madeira Park Elementary School, District # 46 (Sunshine Coast)
Melinda MacKinnon, Mackenzie Secondary School, District # 57 (Prince George)
Litsa Tsoulos, Windermere Secondary School, District # 39 (Vancouver)

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

Procedures and Rules of the Jeopardy Game

• Teacher randomly selects a team to begin the game.
• The team selects a category and value amount.
• A teacher reads the corresponding answer.
• The student must provide a question related to the answer.
• Points are rewarded for correct response; points are deducted for incorrect questions.
• Repeat.
• A debate occurs each time a team reaches 600 points.
• 2 teams are chosen to debate (see Appendix B).

Printable Version of Appendix B (PDF)

Appendix B

Suggested Model for Debate

• 2 debating teams sit face to face, other classmates observe the debate
• A topic for debate is read by the teacher moderator. Please refer to Suggested Topics for Debate.
• The team that reached 600 points chooses a PRO or CON side.
• Each student in turn presents constructive arguments to support their side (time limit one minute each, alternate teams).
• Each student in turn presents a rebuttal to the opposing teams argument (time limit 30 seconds each, alternate teams).
• A bell is rung and each team has 1 minute to prepare their closing argument.
• One student from each team presents a summary of their team’s constructive arguments as a closing statement.
• Team points awarded: each new constructive argument presented, each argument that is substantiated (show or quote reference).
• Team points deducted: name calling, repeated arguments, and rude language.
• Resolution is read by the teacher moderator according to the final score “Be it resolved that…"

Printable Version of Appendix C (PDF)

Appendix C

Suggested Topics for Debate

• Should the Sergeant-at-Arms carry a gun in the Legislative Assembly?
• Should B.C.’s capital city and the Parliament be relocated to your hometown/other location rather than Victoria?
• Should there be a gender balance in the MLA’s of the Legislative Assembly?
• Should the class size limit for you class be lower than 25?
• Should the bicycle helmet law be extended to include skateboards and roller blades?
• Should pit bulls be allowed off leash in public parks?
• Should violent video games be restricted to 18 years old and over?
• Should an after dark curfew be assigned to children under the age of 13?

Printable Version of Game Card Template (PDF)

Game Card Template