Having a Voice: Voting rights and Democracy in BC

Last updated on
Wednesday, October 14th, 2020
Experience type: 
In-Person
Program Description

Having a Voice is designed to fit the Grade 5 Social Studies: Canadian Issues and Governance curriculum. All classes and community groups are invited to use the kit. Students or community groups will use the contents of this kit and their inquiry process skills to address participation and representation in BC politics, the electoral process and electoral boundaries.

 

Big Ideas
  • Communities include many different roles requiring many different skills.
  • Effective collaboration relies on clear, respectful communication.
  • Everything we learn helps us to develop skills.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Effective collaboration relies on clear, respectful communication.
  • Everything we learn helps us to develop skills.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Effective collaboration relies on clear, respectful communication.
  • Everything we learn helps us to develop skills.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Leadership requires listening to and respecting the ideas of others.
  • Public identity is influenced by personal choices and decisions.
  • Leadership requires listening to and respecting the ideas of others.
  • Public identity is influenced by personal choices and decisions.
  • Leadership represents good planning, goal-setting, and collaboration.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Leadership represents good planning, goal-setting, and collaboration.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Our career paths reflect the personal, community, and educational choices we make.
  • Adapting to economic and labour market changes requires flexibility.
  • The value of work in our lives, communities, and society can be viewed from diverse perspectives.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Successful career and education paths require planning, evaluating, and adapting.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Everyone has a unique story to share.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Everyone has a unique story to share.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Texts can be understood from different perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Texts are socially, culturally, and historically constructed.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Texts are socially, culturally, and historically constructed.
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment.
  • Our rights, roles, and responsibilities are important for building strong communities.
  • We shape the local environment, and the local environment shapes who we are and how we live.
  • Canada is made up of many diverse regions and communities.
  • Individuals have rights and responsibilities as global citizens.
  • Local actions have global consequences, and global actions have local consequences.
  • Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
  • People from diverse cultures and societies share some common experiences and aspects of life.
  • British Columbia followed a unique path in becoming a part of Canada.
  • Demographic changes in North America created shifts in economic and political power.
  • Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.
  • The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
  • Canada’s policies and treatment of minority peoples have negative and positive legacies.
  • Canadian institutions and government reflect the challenge of our regional diversity.
  • Immigration and multiculturalism continue to shape Canadian society and identity.
  • Natural resources continue to shape the economy and identity of different regions of Canada.
  • Complex global problems require international cooperation to make difficult choices for the future.
  • Economic self-interest can be a significant cause of conflict among peoples and governments.
  • Media sources can both positively and negatively affect our understanding of important events and issues.
  • Systems of government vary in their respect for human rights and freedoms.
  • Economic specialization and trade networks can lead to conflict and cooperation between societies.
  • Geographic conditions shaped the emergence of civilizations.
  • Increasingly complex societies required new systems of laws and government.
  • Religious and cultural practices that emerged during this period have endured and continue to influence people.
  • Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
  • Contacts and conflicts between peoples stimulated significant cultural, social, political change.
  • Exploration, expansion, and colonization had varying consequences for different groups.
  • Human and environmental factors shape changes in population and living standards.
  • Collective identity is constructed and can change over time.
  • Disparities in power alter the balance of relationships between individuals and between societies.
  • Emerging ideas and ideologies profoundly influence societies and events.
  • The physical environment influences the nature of political, social, and economic change.
  • COVID Precautions
    The Government of BC announced museums can reopen as of mid-May as part of the Province’s Restart Plan. Worksafe BC published new guidelines for the sector to help employers ensure that sites are safe for returning employees and volunteers. Protocols for the Arts and Cultural facilities can be found here and protocols for offices can be found here. The BC Museums Association (BCMA) also developed guidelines for BC museums. This plan has been developed with resources and guidelines from Worksafe BC, BC Centre for Disease Control (CDC), the BCMA, Destination BC, and similar industry resources and understanding and knowledge of the existing facilities and visitors. The focus of the plan is on developing protocols that address elimination by focusing on physical distancing and where this is challenging, implementing engineering controls. We have focused on key risks for the museum which represent the categories within this plan. This plan will be reviewed as new information from the BC CDC/Interior Health Authority becomes available and assessed every two weeks minimum to adjust for on-site requirements. IMPORTANT NOTES: If you are feeling ill, do not enter the museum Follow specific guidance posted throughout the facility for restrictions in the visitors centre, gift shop, washrooms, etc. Limit of 40 people in the museum Maintain physical distancing 2 metres/6 feet Sanitize hands upon entry & when you leave In case of contact tracing needs, a name & phone number will be required for each party/person Masks are encouraged for indoor access
    Trip Details
    City: 
    For Grades: 
    1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
    Months Available: 
    Duration: 
    60 minutes unless otherwise stated.
    Maximum Students: 
    Offered In French: 
    Packages Provided: 
    Fee Details
    Cost Per Student: 
    $5.00
    Cost Per Adult: 
    $0.00
    Fee Notes: 

    Students: $5
    1 free Chaperone per 10 students
    Additional chaperones are $5