The only way for us to ensure a just and equitable recovery and the safety and wellbeing of our communities is to organize, mobilize and vote for the government we need.
Michelle Munk teaches her students about different electoral systems and asks them to consider what is most fair.
Getting students to become active agents of inquiry is not always something that comes to mind when the topic is politics. But it is never too soon to engage students in learning about Canadian political processes and the rights and responsibilities of voting.
June 2, 1997, was a memorable day for me. It was the date of Canada’s 36th general federal election and it was the first time I had ever voted. I haven’t missed an election since, although my enthusiasm is not reflective of most voters.
The notion of what is fair resonates deeply with the students in my grade 7 class at Algonquin Avenue School in Thunder Bay, Ontario. Students clamour for fairness in a wide range of situations. But what does “fair” mean? Why does “fair” matter?
Early in 2011, the five members of ETFO’s Political Action Committee (PAC) are focused on a test that is still several months away. These classroom teachers are thinking not about EQAO, but about the outcome of the next provincial election.
Earlier this year ETFO leaders took a bold step: we approved a controversial public relations campaign to run during the provincial election campaign.
Critics, especially those on the right, take pride in denigrating public education. They want us to believe that our schools – and by implication, you, our members – are failing our children.
On March 17, 2008, Peter Hughes went to vote in a federal by-election. The polling station was located down a long flight of stairs. The solution?
They were deeply involved in the federal election. They met the candidates. They researched party platforms and positions. They argued and debated.