Fighting for Fairness: Teaching Proportional Representation

Cindy Spackman

After brainstorming the success criteria for explanatory writing, students were provided with an organizer. We filled it in together, making sure to include  key vocabulary. A final section at the end of the organizer was left for them to add anything that they felt was most interesting, or a detail they believed was important, or any other ideas that had occurred to them they felt they would like to include. A word wall was begun on the SMART Board which we added to as necessary while they used the organizers to write the first draft of their explanations. The title suggested was “A Proposed Change to Canada’s Voting System” (or they could make up their own). The hope, of course, was that students would express and organize what they had learned about the electoral system.

Each student next wrote an explanation to show an understanding of our voting system. Although my class is typical of many, with a wide variety of abilities and challenges, I had some concern that the explanations would be very similar, based heavily on the organizer. But despite the somewhat lock-step scaffolding, I was surprised by the variety of the explanations. Students  emphasized certain aspects over others, and many added their own examples. One student managed to explain the concepts so succinctly that I suggested he should write for Elections Canada!


World globe sitting on desk in classroom

Given that education unions have memberships that are predominantly female, austerity in the education sector is clearly a women’s issue.

Student volunteer sitting next to vote submission box

June 2, 1997, was a memorable day for me.