Grade 6 - Social Studies

Citizens Participating in Decision Making

Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy 

recognize how individuals and governments interact and bring about change within their local and national communities: 

demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues: 

analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by exploring and reflecting upon the following questions and issues:

analyze the structure and functions of local governments in Alberta by exploring and reflecting upon the following questions and issues: 

analyze the structure and functions of Alberta’s provincial government by exploring and reflecting upon the following questions and issues: 

analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following questions and issues: 

appreciate the relationship between the values of a society and the model of government adopted within a society (PADM) 

value the role of participation by citizens in diverse democratic societies (C, PADM) 

analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting upon the following questions and issues: 

analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues:

recognize and respect the democratic rights of all citizens in Canada (C, I)

value the role of the Canadian Charter of Rights and Freedoms in protecting individual and collective rights and freedoms (I, PADM) 

recognize the influence of historical events and legislation on democratic decision making in Canada (TCC, PADM) 

value citizens’ participation in a democratic society (C)

value the contributions of elected representatives in the democratic process (PADM) 

What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM) 

What are the similarities and differences between direct and representative democracy? (PADM)

What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM)

How does Canada’s justice system help protect your democratic and constitutional rights? (C, PADM)

How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? (I, PADM)

How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? (I, PADM) 

How did the Treaty of La Grande Paix de Montréal address collective identity and collective rights? (I, PADM, TCC) 

How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights and Freedoms compare in the way that each addresses individual and collective identity and collective rights? (PADM, TCC, I) 

Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution? (C, I, PADM) 

How are representatives chosen to form a local government (i.e., electoral process)? (PADM) 

What are the responsibilities of local governments (i.e., bylaws, taxes, services)? (PADM) 

How are local governments structured differently in rural and urban settings? (PADM) 

What role is played by school boards (i.e., public, separate, Francophone) within local communities? (PADM) 

How is the provincial government structured? (PADM) 

What is the role and status of the Lieutenant Governor within the provincial government? (GC, PADM) 

What are the responsibilities of the provincial government (i.e., laws, taxes, services)? (PADM) 

How are representatives chosen at the provincial level of government (i.e., electoral process)? (PADM) 

What are the differences between the responsibilities of a Member of the Legislative Assembly (MLA) and a cabinet minister? (PADM) 

How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? (C, PADM) 

How do associations such as the Association canadienne-française de l’Alberta (ACFA), the Métis Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA) provide their members with a voice, at local and provincial levels, exercising historical and constitutional rights? (C, I, PADM) 

In what ways do elected officials demonstrate their accountability to the electorate (e.g., respond to constituents, participate in local events, represent and express in government meetings the concerns of constituents)? (C, PADM) 

How was the government of ancient Athens structured? (PADM) 

How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making? (C, PADM) 

How did identity, status and class structure impact citizenship in ancient Athens? (C, I) 

How did the social structure of ancient Athens impact its political structure? (CC, PADM) 

To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? (I, PADM) 

How was the Iroquois Confederacy structured? (PADM)

What was the role and status of women within the Iroquois Confederacy? (I, PADM) 

What are the advantages and disadvantages of consensus as a decision-making model for government? (PADM) 

How did the Six Nations use the consensus-building process? (PADM) 

How did the Wampum Belt address collective identity? (I, PADM) 

How did the social structure of the Iroquois Confederacy impact its political structure? (CC, PADM) 

To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? (PADM)