Grade by Grade
C. Civic Engagement, Service, and Action · Civic Engagement, Service, and Action

Civic Engagement, Service, and Action: Unit Review

C1.1 C1.2 C1.3 C1.4 C1.5 C1.6 C2.1 C2.2 A1.1 A1.2 A1.3 A1.4 A1.5 A2.1 A2.2 A2.3 A2.4About 40 minutes
Learning goals
  • I can assess civic contributions and explain how actions serve the common good.
  • I can analyse representation, commemoration, civic information and ways of voicing opinions.
  • I can identify youth service opportunities and the skills they build.
  • I can analyse a civic issue and propose and assess courses of action.

Words to know

common good
What benefits a community as a whole.
political significance
How important something is, judged by its effects.
equity
Giving people what they need so everyone can take part.
commemorate
To honour and remember in a public way.
lateral reading
Checking other trusted sources about a site and its claims.
stakeholder
A person or group affected by, or able to affect, an issue.
decision matrix
A table that scores options against criteria.
SMART goal
Specific, Measurable, Achievable, Relevant, Time-bound.

Let's review!

In this unit you learned how people contribute to the common good, from Terry Fox and Autumn Peltier to the volunteers at your local food bank. You analysed whose voices are represented in your community, how Canada commemorates its events, people and symbols, how to find reliable civic information, and how people voice their opinions, including on social media. You explored service opportunities for youth. Finally, you analysed a civic issue you care about and planned action to create positive change.

This review has a few questions from every lesson. Try each one, then press Show answer to check.

How to use this review

Do two or three sections at a time. Write your answer before checking, especially for the "explain" questions: a good civics answer gives a claim, evidence and a reason. For any question you get wrong, note which lesson it came from and reread that lesson's worked example. Finish with the 10-question quiz.

C1 Civic contributions, inclusion and serviceContributions: L1, L2Common good: L3Inclusion: L4Pride and memory: L5Information and voice: L6, L7Service: L8C2 Engaged citizenship and creating change through actionAnalyse an issueL9Plan action for changeL10
The whole unit on one page. The C1 lessons give you knowledge and skills (contributions, inclusion, pride, information, voice, service) that you use in the C2 lessons to analyse an issue and plan action.
Political significanceHow important is it? (L1, L2)Objectives and resultsDid it work? (L3, L10)Stability and changeWhat stayed, what changed? (L5)Political perspectiveWho sees it how, and why? (L4, L9)
The four concepts of political thinking and where this unit used them. Use them as question starters on any civic topic.

Civic Contributions and the Common Good

1

Define the common good and give two examples.

2

Name the four criteria for judging significance.

3

Classify: (a) donating to earthquake relief abroad, (b) coaching a local youth team.

Significant Contributors in Canada and Around the World

1

Why did Terry Fox's Marathon of Hope end, and where?

2

Name one organization that grew from an individual's contribution.

3

Is a video of Autumn Peltier's 2018 UN speech a primary or secondary source?

4

Why check a charity's own website against another source?

Actions for the Common Good: Local, National and Global

1

Classify: a student researches why families in her town struggle to afford food and presents ideas to council.

2

A tree-planting goal was 400 trees; 300 survived. What percentage of the goal survived?

3

Give an example of an unintended consequence.

Inclusion: Whose Voices Are Represented?

1

Explain the difference between equality and equity.

2

Name three barriers to participation.

3

Which Ontario law sets accessibility standards for people with disabilities?

Pride and Commemoration: How Canada Remembers

1

Give two methods of commemoration.

2

What does September 30 commemorate?

3

Give one example of stability and change in Canadian commemoration.

Finding Reliable Civic Information

1

What do the letters of SIFT stand for?

2

What is the difference between misinformation and disinformation?

3

Name one primary document about a council decision.

Voicing Opinions: From Letters to Social Media

1

Who should you contact about a park in poor repair?

2

Give two criteria for assessing how effective a way of voicing an opinion is.

3

What is slacktivism?

Service and Leadership: Opportunities for Youth

1

How many community involvement hours are needed for the OSSD?

2

A student has 22 hours and volunteers 3 hours a week. How many weeks to reach 40?

3

Name two careers where civic skills are useful.

Analysing a Civic Issue You Care About

1

List three features of a civic issue.

2

Classify: "How have other towns handled this?"

3

Why describe each stakeholder's view the way its supporters would?

Planning Action for Positive Change

1

Weights Impact ×3, Feasibility ×2, Cost ×1. Scores 5, 2, 4. Weighted total?

2

Make this goal SMART: "More students should recycle."

3

Name two things to include in an action plan besides the goal.

Just for fun

Civics students at a party: one brings a petition for more snacks, one gives a two-minute deputation on the music, and one checks if the pizza rumour has a primary source.

Check your understanding

Quiz

1.

Which best describes a civic contribution?

2.

Terry Fox ran the Marathon of Hope to raise money for:

3.

A student organizes a weekly park clean-up with 20 volunteers. This is mainly:

4.

Adding a ramp beside the stairs of a town hall is an example of:

5.

The poppy is most closely linked to which day?

6.

Lateral reading means:

7.

Who is responsible for school curriculum in Ontario?

8.

Which activity would count toward community involvement hours?

9.

"To what extent should our town allow shared e-scooters?" is a(n):

10.

Option X scores Impact 4 (×3) and Feasibility 3 (×2). What is its weighted subtotal?

For parents and teachers

How to use the results: If your teen struggles with...

  • Judging significance or defining the common good: revisit Civic Contributions and the Common Good and Significant Contributors in Canada and Around the World (the scorecard examples).
  • Types of action, root causes, objectives and results: revisit Actions for the Common Good.
  • Equality versus equity, barriers, representation: revisit Inclusion: Whose Voices Are Represented?
  • Dates, symbols, methods of commemoration, stability and change: revisit Pride and Commemoration.
  • Checking sources, SIFT, fact versus opinion: revisit Finding Reliable Civic Information.
  • Who to contact, judging petitions and social media: revisit Voicing Opinions.
  • The 40 hours and service planning arithmetic: revisit Service and Leadership.
  • Question types, stakeholder maps: revisit Analysing a Civic Issue You Care About.
  • Decision matrix arithmetic and SMART goals: revisit Planning Action for Positive Change.

Tip: In civics, ask for a claim, evidence and reason in every answer. If your teen wants to carry their action plan into the real world, help them do it safely: it is the best review of all.