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What we liked:

1. Liked mock elections that mirror the real world. Students feel like adults and the excitement.

2. Liked the resourcefulness of Election Canada and Election Ontario – teachers feel supported.

3. Liked the involvement

What we did not like:

Mock elections that aim to elect parties are quite dangerous – students may learn to adapt more extreme points of views, hating the party supports that their parents dislike for anything they do or say. This is not good for democracy

Ideas
video resources that work with lessons to help engage students
concrete action plan to be used in the classrooms

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- Resources in different languages (not just French and English)
- Anti-racism and anti-oppression training for teachers
- Facilitation training for teachers (use of technology in open spaces, theatre of the oppressed, classroom management, mediation).

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Q1
Likes:
-Civix
-Elections Ontario
-Library Parliament/Teacher Forum
-Great Speakers & links to resources
-Student vote
-Voting Rules Toolkit
Dislikes:
-More CANADIAN content (vs. US): videos & of what-How NO DEMOCRACY looks like
-cross curricular resources
-Civix: has no resources on line
-List of more EXPERT speaker that come to the classrooms
Q2
-Videos (current and canadian: french & english)

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Lots of resources
Boot camp for Elections
Lots of resources

Play do republic- Samara!!!!!!!!

It would be helpful to know what the kit is- what is included.

A refresher near elections.

Not sure what we might need- good introduction now.

DILA- facilitators from Faculty of Education- linked to Civics in High School

Civic engagement is more than elections

Mock Parliament

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Q2:
Tope 3 ideas: -More practical technological apps to use in the classroom, workshop if possible.
more workshop ideas to use with students
-a database/website of all the resources that are available
-guest speakers for new faces
-more opportunities for 'low-commitment' PD (e.g. one shot vs. a week-long PD) to gain experience increase confidence in teaching

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Question 2:

- Class on civic engagement
- More social studies; currently our social studies course is divided with Health and Physical Education and we find that it is not nearly enough time to cover Social Studies
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Question 2
Top three ideas:
1) Having outside support from the community, the school, parents, Ministry, government, etc.
2) Having a professional development day to help teachers better understand what they should be teaching and how to make time for it during the day
3) More activities for primary grades

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Question Two:
-Additional free resources
-Pre-made lesson plans that are interactive and engaging for students across a range of grades
-Cross curricular activities

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Question 2:
- Having practice to teach
- Workshop - building knowledge on a topic you aren't familiar to teach

- Having profs use the assignment portion of their class to focus on lesson plans and creating units for the classroom

- Professors in University should build civics into their assignment for b.ED students

- Mentorship programs with previous civics teachers

- More concrete lessons plan to teach civics in other subjects (Science, Math, English, Music)

- Having a binder with resources to organize the information overload

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Top 3 ideas:
- Running a mock election
- Using media/political resources and teach students to critically analyze what they are receiving
-Doing Democracy tool kit

Qn 2.
- More cross-curricular resources to connect science and science policy
- Approaching civics through the arts e.g. how music relates to protesting,  teaching about the political nature of music
- Ideas for actually implementing social justice projects in your community or secure funding it. e.g. bus fare funding
-Getting principals involved so that they do not limit trips/activities related to civic engagement
- Teaching students about media and how it impacts politics and civic engagement e.g. teaching kids how to critically analyze what talk show hosts say on the radio
or using current pop culture media in the classroom e
- Activities to indirectly engage students in current voting and giving them a voice.  i.e. teachers giving up their votes and voting based on what students want e.g. one school conducted a mock election where students voted based on current runners. Teachers then proceeded to vote in the actual election based on the outcome.
- Work with student families particularly those who are immigrant or do not normally engage in politics

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- Time to discuss issues with other teachers
- Modules that meet specific curricular outcomes
- Support from our administrations