Procedure
Teacher Notes Power identifies the control and/or authority to act that one person or group has over another. It may be described in terms of one individual over others, an institution over individuals, or one region or nation over another. Authority is power credited to individuals or organizations by virtue of their positions in society (e.g., the principal of the school has authority because he/she is the principal; the Premier of Saskatchewan has authority because he/she is head of the provincial government). As well, an individual or organization may have the power of authority because of wealth, charisma, special abilities or education, intellectual abilities, accomplishments and strength of character.	Assessment Suggestions · Record anecdotal notes regarding students' contributions to discussions. · Use a checklist to monitor students' abilities to express their opinions clearly and with justification, and to respect others' opinions.
	Instruction Suggestions · Plan and deliver the following role play. ° Enter the classroom and announce that you are giving the students a surprise exam. Explain that it is important and necessary (for whatever reason). Be convincing, firm and matter-of-fact. ° Have the "exams" in hand (they may be real or just a prop). ° Instruct students to clear their desks except for writing tools. ° Students should be shocked and grumbling by now but, if necessary, hand out the exams and instruct students to begin. ° In response to their complaints, simply reply with statements such as: "I'm in charge here, I can give you an exam if I choose to do so." "I make the decisions around here." “I have the authority to give you whatever assignments I determine are necessary." “Yes, I do have the power to do this. After all, I am the teacher." (Be friendly, but firm and convincing.) ° Stop the role play after students are sufficiently agitated. · Debrief the role play by engaging students in a discussion about questions such as: ° What were their reactions and their emotions when the exam was given out? Why did they react/feel that way? ° Were the teacher's actions and expectations fair? Why? ° Do they agree that the teacher is "in charge"—the authority in the classroom? Why? Was it right for the teacher to use his/her authority and "power" in this way? Why? ° Do students consider this an example of the "abuse of power"? Why? ° What are other examples of abuse of authority and power that students can list (e.g., current events, school or sports-related incidents, home-related incidents, an experience students have encountered in public—a mall, shop, restaurant). ° What do we mean when we say that someone has the power of authority? Do we always agree with or respect someone in a position of authority? Do most people do what they are asked or told to do by a person in a position of authority? Why? What might the consequences be for not obeying? · Ask students to record the definitions for the concepts of power and authority in their notebooks for later reference. · Conclude by explaining that this unit focuses on the concept of power, and that they will explore various types of governmental and individual power structures. Tell them that they will learn about power structures in which people can influence decisions made by those in power, and those in which the abuse of power is common.

Topic Two: Forms of Power

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that power takes three forms: authority, influence and force, and give examples of each . (COM, CCT) · Know that the use of power has consequences, both positive and negative.	· Participate effectively and appropriately in role play. (COM, PSVS) · Provide justification for expressed opinions. (COM, CCT) · Engage in group discussion.	· Appreciate that the consequences of the use of all forms of power must be considered prior to acting. · Respect the opinions of others. (PSVS)

Procedure
Teacher Notes Forms of Power: authority influence force See page 391 in this curriculum guide for information about conducting role plays.	Assessment Suggestions Give students several scenarios and instruct them to state the form of power used, and to give their opinion of the effectiveness of that form and reasons for their opinions. Use a checklist to assess student participation in the role play.
	Instruction Suggestions Divide students into groups and give each group one of the scenarios in "Student Handout #1: Role Play." Instruct them to assign roles of child and parents. Have each group take one of the scenarios and role play it for the class. Debrief by discussing questions such as: Which form of power was more effective for the one incident? Which form of power would be more effective over a longer period of time, if the child repeated his or her actions? Are all the forms of power necessary from time to time? If yes, when and why? What are the probable consequences of each form of power? And/Or Develop with the students the following situation: there has been a great deal of litter left about the school lately and there is a need to create a cleaner school. Divide the class into four or five groups. Assign each group one of the forms of power. Each group is to pretend to be the principal and use its form of power as the basis for trying to achieve a cleaner school. Have each group make an appeal to the rest of the class using the approach it has devised. Outline to students the following descriptors of each form of power, which may help them to formulate their arguments: Authority - respect for the position of the person who gives the command; accept the authority of adults. Influence – persuasion; rational arguments to sell self-interest or public interest; emotional appeals to friendship or loyalty; show the benefits; offer rewards or bribes; use emotion or reason. Force - unpleasant consequences; confinement; fines; denial of privileges; removal of property. Debrief with the students the effectiveness of the different forms of power using questions such as: Which was the least effective? Why? Which do you prefer to use in situations such as this? Why? Which of the forms of power have you experienced? Did the circumstances warrant it?

See page 343 in this curriculum guide for information about creating and assessing collages.

Extended Learning: Have students create collages to depict visually each form of power. Magazines and newspapers would provide a variety of advertisements, photographs and words for the collage.

Topic Three: Sources of Power

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know three sources of power (resources, numbers and organization), and give examples of each. (COM, CCT) · Know that all decisions have consequences. (COM)	· Engage in the problem- solving process. (COM, CCT, IL) · Apply power concepts to their own lives. (CCT, IL) · Create an appropriate chart using information collected in a survey of the class. · Express opinions during discussion.	· Appreciate the usefulness of visual tools such as graphic organizers for making sense of information. · Appreciate that decisions stemming from the use of power have consequences for others. (PSVS, CCT)

Procedure
Teacher Notes Power can be acquired by having: superior resources greater numbers more effective and efficient organization. Power may be expressed as force, authority or influence.		Assessment Suggestions Assess students' abilities to use an effective problem-solving process.
		Instruction Suggestions Divide the class into small groups and give each group one of the following scenarios, or create others: Scenario #1 – You are a woman who has applied to a large store for a credit card. The store will not issue you one without your husband's signature. Scenario #2 – You have purchased a camera and it does not work properly. You return it to the store. Because of a small mark on the camera's body, the store states that you dropped the camera and damaged it. They will not refund the money or exchange the camera. Scenario #3 – The school board has decided to charge all students for texts. Give each group one set of power cards as provided on "Student Handout #2: Power Cards.” Instruct the groups to read their scenarios, draw three power cards (one from each category) and use those as their only sources for solving the problem defined in the scenario. Or Have each group use a graphic organizer to solve the problem in its given scenario. Have each group identify the problem and state possible solutions. Each solution should be based upon the use of a different source of power. The group should then identify the best solution and conclude by summarizing its decision. Debrief each of the activities above with sharing and discussion. Discuss with students the differences between resources, numbers and organizations as sources of power, and determine in what situations each might be most effective (e.g., unions gain their power mainly from the number of members, which also increases their resources). This part of the activity will help students to apply power concepts to their own lives. Divide the class into groups of four, and have students record, on 3”x5” cards, choices that are important to grade seven students. (e.g., I would like to travel to France next year; I would like to stay out past 9:00 p.m.). Give two students in each group a choice card from the previous activity, and give the other two students one power card each from any of the three categories on Student Handout #2. Have the students with the choice cards state how one of the power cards held by the other two students might help in carrying out the choice; the other two students may help and advise. Repeat the process with students in the groups exchanging roles. Complete a class survey and create a chart to show the various ways in which the groups went about using power to achieve their choices. An example follows: Choice to be Prime Minister Power Resources (money) Value of the Card I could use money to get a good education. Money would be useful for running a campain. Discuss the following questions with students: In what ways are some sources of power more useful than others? Can the use of some sources of power lead to the use other sources? Do some of the sources of power have consequences that make them unsuitable for use?

Topic Four: Identifying Forms and Sources of Power

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know the forms and sources of power and identify examples . (COM, CCT)	· Read for specific information. (COM, CCT) · Summarize information using a graphic organizer. (COM, CCT) · View in order to learn.	· Appreciate the forms and sources of power that are available or unavailable to people in various positions. · Appreciate that decisions stemming from the use of power have consequences for others. (PSVS, CCT)

Procedure
Teacher Notes	Assessment Suggestions
	Instruction Suggestions · Give each student a recent newspaper or news magazine, or hand out particular news stories that show the use of forms and sources of power by an individual, an organization or a nation. · Have students summarize the details of the story, including: ° State the forms and sources of power used and give examples. ° State whether it is an individual, organization or nation using the power. ° How successful was the use of the forms and source of power? ° Why do you think that these forms and sources were successful or unsuccessful? How would you have done things differently? Why? ° Identify the consequences of the decisions stemming from the use of power. · Have students record the information they get from the articles on "Student Handout #3: Graphic Organizer."
Heritage Minutes: Frontenac Orphans Trout Louis Riel Rural Teacher McClung Peacekeepers	And/Or · Have the class research the types of decisions that various people in the community make (e.g., mayor, politician, police officer, teacher, farmer, editor, dentist, lawyer). · Have the class decide which of the forms and sources of power each person has at his or her disposal. · Have students develop a chart such as the following: Person type of Decision Source(s) of Power Form(s) of Power Teacher Plan a unit or lesson Organization, resources Authority
	· Conclude with one or two clips from Heritage Minutes in which forms and sources of power are used to further the development of Canada. · Have students view the video clips and state the forms and sources of power they see people using to achieve their goals.

Topic Five: The Power of Individuals

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that individuals possess power from a variety of sources. (CCT) · Know their own sources of power. (PSVS, IL) · Know the reasons that an individual's power changes over time .	· Complete charts to demonstrate understanding. (CCT, COM) · Reflect upon and evaluate their own sources of power. (CCT, PSVS) · Participate in discussion by offering ideas and information, and by asking critical questions.	· Appreciate that the sources of individual power vary from person to person. (PSVS, CCT) · Become aware that an individual's sources of power change over time for many reasons.

Procedure
Teacher Notes Invite one or more individuals from the community to class for a discussion about their positions of power. Guests could prepare a talk for students or participate in an open discussion with other guests. When debriefing with students afterwards, encourage them to focus on facts and viewpoints rather than on personalities.	Assessment Suggestions
	Instruction Suggestions · Instruct students to meet in groups of three to answer the following questions: Who has power in our school (e.g., principal, teachers, SRC representatives)? Who has power in our community (e.g., mayor, reeve, doctor, lawyer, teachers, principal, mechanic)? Why? What or who gives them the power? · Write the two following headings on the chalkboard: Power in our school; Power in our community. Ask each group to record suggestions, including their reasons for choosing people under each heading. · Ask students to consider how individuals in those positions use their power. Are they always fair? Does everyone always agree with them? Why? When someone disagrees with them, what can that person do about it (e.g., write or talk to them, vote for someone else next time)? Give each group "Student Handout #4: Sources of Individual Power". Have the groups write the names or types of individuals under the appropriate headings in the first chart on the page. · Have students apply their understanding of the kinds of power to the following statements: ° Having decision-making power means being able to…. ° Having resource power means being able to… ° Since she completed her medical training she is now able to… ° Because he plays the piano very well he is able to… · Discuss examples of how individuals get into positions of power in the school and community. · Ask students to consider their own power as individuals. Do they think that they have power in any areas of their lives? If not, why? If so, in what areas? · Instruct students to complete the second chart on "Student Handout #4: Sources of Individual Power." · Using the data from students' charts, conduct a survey to determine the areas of their lives in which students feel they have power, and the kinds of power they believe they have in those areas. · With students, write a summarizing statement that reflects the general view of the class about their power as individuals. Discuss what the results mean for the students. Are they pleased or displeased with the results? Why? · Explain to students that, when individuals get together to achieve a goal, they tend to have greater power to influence change than when each individual works independently for the same goal. Ask why this might be so. Can students think of examples of groups of people working together toward the same goal? · Tell students that Collective Power will be the topic of the next lesson. The term refers to individuals working together.
In “The Schoolyard Bully” a boy is bullied by an older child until his peers act collectively to stop the bullying.	· If time allows, read aloud the short story “The Schoolyard Bully” by Peg Kehret on pages 19-22 in Justice - The Issues Collection. · Following the reading, ask students to respond orally to what they heard. What happened? How did they feel about what happened? Have the students ever experienced bullying? How did they deal with it? Did others come together to help them? Why? · Explain that in the story we see the strategy of collective action in process. Ask students what problems in the world today might be solved by collective action. Extended Learning: Related questions for discussion and debate include: Who has more power, male or female individuals? Is the answer the same for all societies? Give reasons and examples to support your response. Do an individual's sources of power change over time? If yes, what might be some reasons for that? Is this change a positive thing? Why?

Topic Six: Collective Power

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that a group can achieve things that are not possible for individuals to achieve . (CCT) · Know that a group has power of its own that is not available to individual members. · Know that collective action is a kind of power. (CCT)	· Read for specific information. (CCT, COM) · Participate effectively and appropriately in group discussions. (PSVS, COM) · Summarize information gathered. (CCT, COM)	· Appreciate the power of groups to accomplish more than would have been possible individually. (PSVS)

Procedure
Teacher Notes Synergy is the outcome of combined action, which results in a greater effect than the sum of the individual components working independently. A cooperative is an organization in which members work together to achieve a goal.	Assessment Suggestions · Assess students’ summaries. · Observe students’ group participation skills.
	Instruction Suggestions · Write the word “synergy” on the board. Ask students to give ideas on the meaning of the word. Synergy is the united power of a group. It is greater than the combined power of all the individuals working on their own. There is increased power and strength in a group. · Brainstorm examples of collective or group action. Each example should illustrate a group of people who have achieved something that would not have been possible had they acted individually (e.g., the building of a community curling rink, a school fundraiser, an employee union to ensure fair wages and safe working conditions, homes built by Habitat for Humanity, a cooperative to supply members with a product or service not available). · Review the basics of cooperatives. (See “Teacher Information Sheet #1: Cooperative Basics: FAQs.") Discuss what a cooperative is and why it might be formed. · Divide the class into groups of five or six students. Give each group one of the following case studies: "Student Handout #5: Co-op Kanagawa, Japan"; "Student Handout # 6: Core Neighbourhood Youth Co-op, Saskatoon"; or "Student Handout # 7: Free the Children, Thornhill, Ontario."
	· Instruct students to read the case studies and then, as a group, discuss and complete "Student Handout #8: Discussion and Summarizing Guide for Case Studies.” The following roles should be assigned in each group: chairperson - to lead the discussion and ensure that everyone contributes recorder - to write down what people say timekeeper - to keep track of the time presenter - to report to the class the outcome of the group’s discussion. · Have groups report back to the entire class. (See “Teacher Information Sheet #2: Answers to Discussion Guide Questions”.) · Lead a class discussion to address questions such as: ° Who had power before the organizations were formed? ° Who had the power after the organizations were formed? ° What would have happened if these organizations had not been formed? ° How were the groups in these case studies successful through collective action? · Ask students to list issues or rules that they have to live with at school or in their community that they feel are unfair. Are students being treated unfairly? Are these issues serious? Could something be done to change the situation? What kind of action would be required? Would individual or group action be more effective? Extended Learning: Assign a research project to explore collective action in the students' own community. Tell students that this will be a group project. Divide the students into groups of three or four. Each group is responsible for researching an example of collective action in the community or school (e.g., local community group or association, student representative council, parent-teacher council, cooperative business, union, chamber of commerce). Students will need to learn why and how the group was formed, its purpose, how it is structured, success stories and current issues facing the organization. Identify the different components of the project: research (including interviewing members of the association), a written report and a class presentation. At the end of the project, each student must be able to show how he/she contributed to the report.
	And/Or Help students organize a school cooperative or credit union to provide themselves with a product or service that is currently not available. Local cooperatives and credit union organizations could provide advisory assistance. The following Web sites provide tips for getting started: · Canadian Cooperative Association on the Web: http://www.coopcca.com · North American Students of Co-operation: http://www.umich.edu/~nasco/ · Cooperative Information Superhighway (International Co-operative Alliance): http://www.coop.org

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that different kinds of national power are political, economic, technological and military. (COM)	·Classify information. · Complete statements based on acquired knowledge. (CCT, COM) · Engage in the research process. (COM, IL)	· Appreciate that a nation can have various kinds of power. (CCT) · Appreciate that power can be used by nations in different ways and for different purposes.

Procedure
Teacher Notes Current news events offer the opportunity to focus on an international situation in which countries or political leaders are using various power tactics.	Assessment Suggestions · Assess students' research processes.
	Instruction Suggestions ·Place students in groups of four and have each group research a Pacific Rim nation. The maps that students' developed in the previous two units are useful if students focus on the same Pacific Rim country as they did previously. · Have students use atlases and other sources to research information about the population, political organization, resources, economy, technology and military of a nation. · Give each group a copy of "Student Handout #9: The Power of a Nation". Have the students place examples of the kinds of power under the appropriate headings (e.g., a nation rich in timber has economic power). · Have students identify particular nations that exemplify some of these kinds of power (e.g., the United States excels in military power; Canada excels in resource power). · Have students apply definitions of power that nations might have by completing the following statements: ° Political power is the ability to… ° Economic power is the ability to… ° Technological power is the ability to… ° A country with a well-educated population could… ° A well-armed nation could… · Discuss the implications of the various answers that students give.

Eight: Why Do We Need Authority?

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know the purposes that authority serves in society . (CCT) · Know that authority is expressed through formally installed agents and institutions . (CCT)	· Use effective, active listening skills. (COM, IL) · Respond orally to questions.	· Appreciate the necessity of having people and organizations in positions of authority . · Appreciate that authority carries with it responsibility. (PSVS)

Procedure
Teacher Notes Authority protects our rights: · Authority can be used to provide order and security in people's lives (e.g., air traffic controllers prevent accidents and provide safety for airplane passengers). · Authority can be used to protect important rights and freedoms (e.g., the Charter of Rights and Freedoms). · Authority can be used to ensure that benefits (advantages) and burdens (disadvantages) will be distributed fairly (e.g., laws ensure that all children have an opportunity to receive a free public education; parents' rules may require each of their children to help with household chores). See page 366 in this curriculum guide for information about PACE Teachger Narrative Strategy.		Assessment Suggestions Assess students' listening skills and oral responses using a checklist or anecdotal notes.
		Instruction Suggestions Have students imagine participating in a basketball game, or any other game, without any rules of play. Have students identify problems that might arise. Record their responses on the board. Ask students if they would want to participate in such a game. Why? Explain that they are going to explore some problems likely to arise in situations where there is an absence of rules or other effective authority. Have students think of all the rules they follow every day. Then ask them to think about all the people in authority who sometimes tell them what to do. Explain that it might seem to them that there are too many rules. There may even seem to be too many people in authority. Ask them if they have ever wondered what might happen if there were no rules and no people in authority. (E.g., What would happen if some people started causing trouble? What if jobs didn't get done that had to be done? Who would settle arguments or protect people's rights? Who would run the government? Would there even be a government?) Read aloud the narrative on "Teacher Information Sheet #3: Roughing It - A PACE Narrative." Ask students to respond to the questions. And/Or Have students imagine that they wake up one morning and found there was no longer any authority. All rules, laws, police, courts, teachers, principals and government had disappeared. What problems might arise? How would they protect their rights? Would they even have any rights? Instruct students to record the three purposes of authority in society: to provide order and security to protect important rights and freedoms to ensure that the benefits and burdens are distributed fairly. Explain that authority is expressed through formally installed agents and institutions (e.g., schools, teachers, police, health care system, justice system). Have students identify problems that the lack of authority creates, and then have them explain how authority can be used to deal with these problems. Discuss the rights that authority protects for each of us. Then discuss what our responsibilities are when we are confronted by authority. Explain that for every right there is a corresponding responsibility. Have students give examples to support this statement.

Nine: Authority in Democracy

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that positions of authority in a democratic government are the result of election by the citizens . (COM) · Describe how the democratic process works. (COM) · Know that all democratic governments are not the same .	· List examples of democratic institutions. · Summarize the differences between the Canadian and American systems of democracy. (COM, CCT)	· Appreciate that voting is everyone's responsibility. (PSVS) · Appreciate the organization of Canada's governmental structure .

Procedure
Teacher Notes Authority: · The power of authority accrues by virtue of a person or group's position in society. · The power of influence may come from respect for the individual based on factors such as wealth, charisma, special abilities, intellectual abilities and strength of character. · The power of individuals, groups, and institutions often relies on various forms of coercion. Authority and Democracy: · Democracy is a system of government in which the citizens have power through their elected representatives. · All democratic forms of government are not the same.		Assessment Suggestions · Assess students’ abilities to create original and complete summaries.
		Instruction Suggestions · Brainstorm with students examples of democratic institutions with which they are familiar (e.g., SRC, school boards). · Have students consider how representatives are chosen (e.g., elections, voting by citizens). Ask students if they think that it is a right or responsibility of citizens in a democracy to vote, and to give reasons for their answers. · Have students read “Who’s in Charge,” pages 28-34 in Tapestry (Level 6). It provides an easy-to-understand overview of Canadian democracy. · Have students work in groups to identify and summarize the similarities and differences between the structure of the Canadian system of democracy with that of the United States. And/Or · Read to students this statement made by Abraham Lincoln: "Government of the people, by the people, for the people." · Give or determine with students the meaning of: ° Of the people ° By the people ° For the people. · Discuss with the class: ° Who are the people? What is another name for the people of a country (e.g., citizens)? ° Can government be "for the people" but not "of the people"? ° Do Canadians have government "by the people"? Why?

Ten: Basic Principles of Democracy

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that three basic principles of democracy are equality, freedom and fraternity . (COM)	· Cooperate in groups. · Write and perform a brief script to demonstrate the understanding of specific concepts. (COM, CCT)	· Appreciate that, while individuals have the right to equality and freedom, they also have the responsibility to consider the consequences of their own freedoms on others. (PSVS)

Procedure
Teacher Notes Equality and freedom deal with personal rights. Fraternity deals with the rights of others.		Assessment Suggestions Assess students’ scripts and performances to determine their understanding of the basic principles of democracy.
		Instruction Suggestions Have students examine the three basic principles of democracy as outlined in "Student Handout #10: Principles of Democracy." Have students consider the situation under the heading Equality. What do they think equality means? Have students consider the statements concerning freedom. Discuss whether or not all the points should be considered fundamental freedoms. Divide students into groups of three. Have each select a fundamental freedom and write a short script clearly explaining its meaning. Have students perform their dramas to demonstrate their understanding of the freedom that they chose. Have students consider the two situations related to fraternity. Explain that fraternity is different from equality and freedom. Discuss rights of others versus the protection of personal freedoms. Some of the following may be discussed: traffic laws, waiting your turn, smoking in public, etc. Extended Learning: Have students create a collage to represent visually their understanding of one or more of the basic principles of democracy.

Topic Eleven : Authority in Oligarchies and Autocracies

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that in an oligarchy or an autocracy, leaders have authority because of their status, organization or military power. (COM) · Know that leaders in oligarchies or autocracies often use force as their form of power. (COM)	· Read for specific purposes. (COM, CCT) · Write a response to the reading.(COM, CCT) · Cooperate in groups to share ideas and information. · Identify the similarities and differences between the government systems of a democracy, an oligarchy and an autocracy.	· Appreciate the democratic nature of Canada’s government. (PSVS) · Appreciate why some citizens of oligarchies and autocracies may wish to escape to another location (e.g., refugees).

Procedure
Teacher Notes “Kingship” is a fable about power and autocracy. The unfairness of the laws introduced by the self-proclaimed king is evident to the characters in the story, as well as to readers. What is not clear, as it is not clear in similar situations in real life, is why the villagers actually go along with the unfair system.	Assessment Suggestions · Use a checklist to assess students’ abilities to read for specific purposes and comprehend what they read.
Authority and Oligarchy: Oligarchy is a method of government where a small group has power through wealth, social position, an organization or military strength. Authority and Autocracy: Autocracy is a method of government where a single person has power through wealth, social position, an organization or military strength. All autocratic and oligarchic forms of governments are not the same.	Instruction Suggestions · Have students read the short story,” Kingship”, by Kit Garbett which can be found on pages 92-94 of Justice - The Issues Collection. · Prepare students for reading by discussing the purpose of a fable (e.g., to teach a moral lesson). Instruct students to read the fable to discover the moral lesson the author wants readers to learn. · Following the reading, have students respond, in writing, to the following questions: ° What is the moral lesson of “Kingship”? ° What evidence in the story makes you think that this is the moral? ° What is your response to what you have read? · Instruct students to meet in groups of three or four to share their responses to the reading and the questions. · Debrief with a discussion to enhance students' understanding of the fable and connect it to the Social Studies concepts. Explain that this fable illustrates an autocracy. Address such questions as: ° What kind of life did the villagers have before the self-proclaimed king takes over? (Encourage students to find evidence in the story to support their answers.) ° How did the self-proclaimed king change the government and the life of the villagers? ° What political situations in history are examples of aspects of this fable (e.g., examples of political oppression and abuse of power)? What were the causes and consequences of these acts of oppression? ° How does this fable relate to the concept of power? ° From what does the leader get his authority in an autocracy? · Have students identify similarities and differences between democracy, autocracy and oligarchy as government systems. Extended Learning: With the students, make a list of countries presently having an autocratic or oligarchic government. Identify the leader's source of authority and the form of power used. Or Have students research Russia under the Czars. Or In small groups, have students select an autocratic ruler for further study.

Twelve: The Power of International Organizations

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know the source(s) of power held by international organizations. (COM) · Know that international organizations are the result of our interconnected global society. (COM, CCT) · Know the purpose of the United Nations and Canada's role in the UN.	· Read for specific information and understanding. (COM, CCT) · Ask questions to demonstrate critical thinking. (CCT, COM, IL)	· Appreciate the work of international organizations such as the UN in making the world a better place for everyone. · Appreciate the connections and interrelationship of all nations. (PSVS)

Procedure
Teacher Notes International organizations are created when the leaders of several countries join together to respond to an international need (e.g., peacekeeping, hunger and food shortages, care of children, agriculture, clean water, human rights, status of women, tariffs and trade, health, environment). Individually, these nations each have limited power, but together, they have the collective power of the group with which to make and carry out decisions. The member nations of international organizations meet regularly to discuss global issues. Each organization develops a set of “rules” by which all the members must abide. They make decisions in a democratic manner, and carry out their responsibilities to achieve the aims and goals of the particular organization.		Instruction Suggestions · Ask students to respond in writing to the following questions: If you could create a better world, what would it look like? How would the present world have to change to become your ideal world? Who would have the power to carry out the changes and make your aim a reality? What is the role of all nations in making changes for the better happen? What is Canada’s role? · Explain to students that there are organizations that are trying to create a better world. The United Nations (UN) is one example. Ask students to name others if they can. · Give each student a copy of “Student Handout #11: The United Nations”. Instruct them to read it to learn more about the international organization called the United Nations. · Instruct students to read for answers to such questions as: ° What is the purpose of the UN? ° When was it formed? ° How many countries are members? Is Canada a member? ° What are some of the global issues and problems that the UN uses its power to alleviate? · Have students make a list of questions they have about the UN and Canada’s role in the UN following the reading. · If time permits, students could conduct research to answer their questions. · Explain to students that international organizations are formed in response to the recognition that everyone is interrelated and interconnected through world movement, trade, communication, resources, needs, etc. Nations have come to understand that what happens in one part of our world affects what happens in other parts (e.g., pollution, oppression, hunger), so they must work together to make the world a better place for everyone. Extended Learning: Have students read and respond to the short selection "The Convention on the Rights of the Child," pages 95-103 in Justice - The Issues Collection.