Think Critically
Students think critically when they conceptualize what democracy means to them, question and analyze evidence, assertions and assumptions about democracy and citizenship and reflect on their own thinking.
The vision of Elections Alberta is to inspire trust and participation in the democratic process. This vision can be achieved if citizens are encouraged to build deep understandings about democracy as well as an appreciation of the potential impact of their actions on their own communities. Building Future Voters emphasizes engaged and active participation, collaboration and commitment to democratic values – all principles important for meaningful participation in society.
We know that young people who are introduced to the fundamentals of democracy grow up to become active citizens in the democratic process. Students who are engaged and committed to these democratic processes are equipped with the knowledge and understanding needed to participate. Our aim is to support this learning.
The Building Future Voters teaching and learning resources provide approaches, activities, assessment strategies, visual organizers and backgrounders that encourage the involvement of students in their schools and communities, as a necessary first step to involvement in political processes, including voting. Find these resources, including Google Docs assessment tools, in the resource portfolio below.
This Building Future Voters website engages students in an exploration of issues, information, fast facts and questions – all connected to the inquiries in each learning sequence of the teaching and learning resources. Student activities and visual organizers are provided on each webpage. Encourage students to question and explore what it means to be a future voter by clicking on the icons, timeline tiles and flip boxes on their grade level pages.
Teaching Through Competencies
Building Future Voters resources support the competencies and develop selected learning outcomes in the Alberta Social Studies program for elementary, junior high and senior high students. Competencies are an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to real world contexts. Building Future Voters emphasizes real world contexts that support students as active citizens and lifelong learners.
Think Critically
Solve Problems
Manage Information
Innovate and Apply Creative Thinking
Communicate
Collaborate
Cultural and Global Citizenship
Personal Growth
Building Future Voters Inquiry Model
The Building Future Voters inquiry model provides opportunities for students to develop and apply research and social participation skills. Students are asked to explore inquiries by starting with their own knowledge and perspectives, use research skills to collect information, and apply critical thinking skills to develop conclusions and consider social action. This inquiry model is integrated throughout the teaching and learning resources and reflected in this Building Future Voters website. Encourage students to apply the following steps as they explore information, perspectives and questions on this website.
In Explore, students establish a context for their inquiry. They establish prior knowledge and experiences, identify concepts and understandings and make predictions. Students consider questions such as:
• What do we already know?
• What do we think about this issue?
• What do we need to understand about this issue?
• How does this issue or question affect us?
• What interests us about this issue or question?
• Why is this important?
In Consider Perspectives, students identify research questions and the individuals or groups involved with the inquiry. They consider multiple perspectives and different opinions. Students consider questions such as:
• What questions do we have?
• Who is affected and why?
• What different opinions exist?
• Are there contradictory perspectives?
In Plan and Find Information, students focus on the research process. They identify, locate and organize sources and collect information. They allocate research tasks. Students consider questions such as:
• How will we find out what we need to know and understand?
• What type of information do we need?
• What sources do we need to consult?
• What is the best way to research?
• From who can we find out more?
In Record and Organize, students manage the information and sources they have researched. They make connections and comparisons. Students consider questions such as:
• How will we record our research?
• What concepts or topics are best used to organize information and ideas?
• How can you show your understanding of the information?
• What similarities and differences do we see?
• What comparisons can we make?
• What connections do we see?
In Construct and Share Conclusions, students analyze and assess information to construct conclusions and propose solutions. They think critically and creatively to consider perspectives, alternatives and predictions. Students consider questions such as:
• What would happen if…?
• Are there inconsistencies between ideas or values and actions?
• How does evidence support conclusions?
• Can alternative interpretations be proposed?
• What conclusions can we make?
• What solutions should we propose?
• What evidence supports our conclusions?
• How will we share our findings and solutions?
• How has our thinking or perspectives changed?
• How will we share our findings and solutions?
In Take Action, students consider and identify actions and their potential effects. They are also encouraged to implement these actions. Students consider questions such as:
• What will we do with what we have learned?
• How can we contribute?
• How can we make a difference?
• What should we do next?
In Reflect and Evaluate, students reflect on and consider the effectiveness of their actions and learning. They identify further areas for research and prepare to start an inquiry that arises from new questions they pose. Students consider questions such as:
• How effective were our actions?
• What should we change?
• What should we do next?
• What more do we need to find out about?
• How can we reflect on our learning through this inquiry?
• What has inspired us most?