Citizenship Challenge Civics Education Guide

ACTIVITY SIX: CHANGE MAKERS IN YOUR COMMUNITY Every community has its own social issues, and its own change makers who are trying to make a di erence. In this activity, students will identify key social issues within their communities, and the organizations and change makers meaningfully relieving the pressure felt by their fellow citizens. 1. In groups, or as individuals, identify a key social issue in your community. Some suggestions include mental health, the environment, public transit, food insecurity, minority language rights, accessibility, serious illness and/or injury, elderly care, education and literacy, child and youth development, newcomer support, Indigenous rights, or LGBTQ+ rights. If there is another issue your community faces, you may choose that. 2. For every issue a community faces, there are usually people working toward positive change. Who are these change makers in your community? As a group, come up with a definition of change maker, and research people in your community who are actively working to make a di erence. 3. Interview someone in your school or outside community who is a change maker, whether as part of an organization like a charity, or as an individual working to improve the community. Questions to ask your change maker might include: • Why is this issue important to you? • In trying to create positive change, where did you begin? How did you knowwhere to start? • Did you face resistance or backlash while working to change your community? • What strategy or strategies did you find most successful in working to create positive change in your community? • Is the issue completely resolved? If not, what are your next steps? 4. Create a 30-second video that summarizes the social issue, and the work being done by your change maker. Be creative with howyou present the information. You could use interview footage, create a summary, or even animate your video. Alternatively, if you do not have access to video equipment, present your findings in essay format, or as a blog post. ACTIVITYSEVEN: STUDENTS AS CHANGE MAKERS Change in your community might come from governments, but it can also come from grassroots movements and people within communities. Just like the change maker you interviewed, you can have an impact on your community by becoming an active citizen. 1. What does active citizenship mean to you? As a class, brainstorm a list of what an active citizen is or does, and together come up with a definition for active citizenship. 2. Brainstormways you can be an active citizen in your community. What needs to be addressed in your community? 3. How can you become an active citizen? As a class, come up with a list of 10-15 ways — apart from voting — bywhich you can be active citizens in your community (e.g., petitions, volunteering, writing a blog). Modification: Divide students into groups, and using a blank piece of paper, have each group list three to five issues facing their communities. Next, have students break from their groups and assign each student a di erent issue from their list. Working independently, have each student create a checklist of ways someone can work in the community to change their assigned issue. Have students share their checklist with their group members. Extension Activity: What is Going on Today? Taking the initiative to be informed about events, organizations, and politics in your community, region, and country is an important part of active citizenship. Before school starts in the morning, read two or three local, provincial, territorial, or national news stories, and have an informal daily chat in your classroom to explore news stories with your classmates. Alternately, as a class, read news headlines together and explore a couple of stories in-depth each morning with a discussion. Extension: What is being done by di erent governments to address the social issue you identified? Visit the websites of your municipal, provincial, territorial, and/or federal representatives to see if they have any information on how they are trying to address the issue. Modification: Have students identify five things that make someone a change maker, and list them in point-form. Consider providing a sentence starter (e.g., “A change maker is...”) followed by a choice of simple definitions or a checklist of characteristics. As a class, discuss a popular change maker in society today. What issues does this change maker prioritize? How are they trying to change things? What makes them a change maker? UNDERSTANDING THE ROLE Teacher Tip: You can contact the municipal, provincial, territorial, or federal politicians who represent your community. If information on the social issue your student selects is not available on the government website(s), have the student contact their representative directly. The Raging Grannies protest at the Ottawa Rally for Civil Liberties, 2010 (Dreamstime/Paul Mckinnon/15188152). Idle No More Founders, 2012 (courtesy Marcel Petit/Marcel Petit). Portrait of Viola Desmond, ca. 1940 (courtesy Wanda and Joe Robson Collection, Sydney, NS/ Beaton Institute/Cape Breton University). Group of Cree youth who walked 1600 kilometers to bring attention to Indigenous issues at Parliament Hill in Ottawa, March 25, 2013 (Dreamstime.com/Paul Mckinnon/30051673).