Model Parliament Unit Test Bank Choose from the following

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Model Parliament Unit
Test Bank
Choose from the following selection of questions, balancing memory and thinking skills,
with lesson content.
I. Events in a Parliamentary Day
State what each of the following events is, and explain its importance. (suggested 2
marks each)
Opening of Sitting
Government Orders
Question Period
Routine Proceedings
Debate on Motions
Committee Meetings
Tabling of Documents
Second Reading of a
Government Bill
Other Business (Senate)
Presentation of Reports from
Standing or Special Committees
Third Reading of a
Government Bill
Private Members' Business
(House of Commons)
Introduction of a Government Bill
Senators' Statements Adjournment Proceedings
Presentation of Petitions
Members' Statements
II. Parliamentarians and Parliamentary Officials
Describe the role that each individual plays in Parliament. Explain his or her importance
to the parliamentary process. (suggested 2 marks each)
Cabinet Minister
Committee Member
(Opposition)
Member of Parliament
Clerk of the House
Governor General
Page
Clerk of the Senate
Leader of the Official
Opposition
Prime Minister
Committee Chair
Leader of a Third Party
Senator
Committee Member
(Government)
Minister
Sergeant-at-Arms
Speaker of the Senate
Usher of the Black Rod
Speaker of the House of
Commons
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
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Model Parliament Unit
III. Who Am I?
Identify the following people by what role they play in Parliament. (suggested 1 mark
each)
1. I am the head of a group in the Upper House that carefully examines bills and
other matters. During our meetings, I must ensure fairness, keep
parliamentarians on track and keep order.
2. I am an MP who has been chosen by the Prime Minister to be part of her/his
Cabinet.
3. I am the elected leader of the Canadian people. I select Cabinet Ministers from
among my party MPs to head the various government departments.
4. I am an advisor to the Speaker of the Senate and the Senators, keeper of all
Senate documents and supervisor of all Senate staff.
5. I am guardian of the Mace. I play a ceremonial role in the Commons and my
duties are centred on the security of parliamentarians and visitors while they are
within the parliamentary precincts.
6. I preside over the sittings of the Senate, read the motions and put forward the
questions to which the Senate must respond with a vote. I represent the Senate
in Canada and abroad.
7. I am responsible for presiding over the sittings of the Commons. It is sometimes
difficult – especially during heated discussions – but I must be fair and impartial
and maintain order at all times.
8. I hear points of order and questions of privilege, make rulings based on
precedent and practice, and represent the House of Commons in Canada and
abroad.
9. I was elected by the people in my riding to hold a seat in the House of Commons.
I spend much of my time on Parliament Hill. Also, much of my time is devoted to
dealing with the concerns and problems of my constituents.
10. Although my party did not win enough seats in the last general election to form
the Government, we did win the second largest number of seats. As party leader,
I meet with my caucus to discuss strategy and alternatives to Government
policies, speak daily in the House of Commons and provide Canadians with an
alternative to the present Government.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 2 of 5
Model Parliament Unit
11. I was chosen by the Prime Minister to serve in the “Upper House” of Parliament.
After bills have passed through the House of Commons, they must be sent to our
House for approval. It can also work the other way around. Bills may be started in
our Chamber, but must later go to the House of Commons for approval.
12. I am the representative of the Sovereign in Canada, giving approval of a bill
passed by the House of Commons and the Senate, making it into an Act of
Parliament. I accord Royal Assent in the Senate Chamber.
13. My name comes from an ebony rod which symbolizes my position. I am
appointed by the Governor-in-Council as personal attendant to the representative
of the Sovereign. I supervise the administrative duties for the opening of
Parliament and escort the Speaker into the Chamber.
14. I carry messages and deliver documents and other material to Senators during
sittings of the Senate. I am a university student.
IV. The Legislative Process
Answer the following questions in full sentences. (marks will vary)
1. What are the three purposes of the introduction of a bill?
2. What two motions have to be passed at the introduction stage of a bill?
3. The second reading of a bill is regarded as the most important stage in the
passage of a bill. Why?
4. What types of amendments are allowed at second reading?
5. List two of the possible three amendments that are allowed at second reading of
a bill.
6. What is the purpose of amendments?
7. Give an example of a case in which you think a “hoist” amendment might be
used.
8. Do you agree or disagree with the rule that the basic principle of the bill cannot
be changed at the report stage? Explain your reasons.
9. Give two reasons why the committee stage is an important step in the legislative
process.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 3 of 5
Model Parliament Unit
10. What is the purpose of the third reading?
11. Do you think debate at third reading is necessary? Why or why not?
12. What are the benefits of sending a bill to the other chamber?
13. Why does the stage of Royal Assent and Proclamation exist?
14. Explain how a bill might have been worked on for many months, or even years,
and not have been selected to come to a vote.
15. There are random draws for Members' bills to be brought to the attention of
Parliament. Suggest a better way to choose which bills are selected for debate.
16. What is the purpose of caucus meetings?
V. The Parliamentary Day
Answer the following in full sentences. (marks will vary)
1. Explain the composition and the purpose of the weekly caucus meetings.
2. Describe one meeting of parliamentarians that takes place outside both the
Senate and the House of Commons.
VI. Read and Reflect
Find a news article that relates to parliamentary procedure, the passage of a bill or
debate on an issue. (marks will vary)
1. Summarize the main points of the news article.
2. Comment on the article, based on what you have learned in the Model
Parliament simulation.
VII. Writing Assignment
Write a brief composition on one of the following topics. (marks will vary according to
length and depth of composition assigned)
1. In Canada, the legislative process involves numerous steps. Is this an effective
process? Explain and support your position.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
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Model Parliament Unit
2. Is parliamentary democracy an effective system of government? Explain and
support your position.
3. What role should the media play in a parliamentary democracy? Explain and
support your position.
4. Does Canada's Parliament represent the youth of Canada? Explain and support
your position.
5. Should all citizens of voting age be required by law to exercise their right to vote?
Explain and support your position.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 5 of 5
Model Parliament Unit
Learning Log
Name: ___________________________ Date: _______________________________
Activity: _____________________________
What we did:
What I learned:
I still need to know more about:
Observation/feelings/reflections:
Things I must do:
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
Model Parliament Unit
Essay Assignment
Now that you have taken part in the Model Parliament Unit, it is important that you think
about your experience and relate it to some of the issues surrounding this important
institution.
Your assignment is to write a short argumentative essay on one of the topics listed
below.
Your essay should be between 900 and 1,500 words (three to five word-processed
pages of 300 words each).
Include a clear thesis statement of your position.
Provide three or four reasons to support your thesis developing each in a separate
paragraph. Support your arguments using relevant examples.
Sum up your position on the topic.
Essay Topics
Agree or disagree with one of the following topics. Explain and support your position. In
your answer, draw upon your experience in the Model Parliament Unit.
1. Canada's parliamentary system works slowly. This slowness, however, is necessary.
2. An MP's primary responsibility is to represent his or her constituency. The party
system in Parliament, however, works against this.
3. The media provide Canadians with an accurate picture of what happens in
Parliament.
4. An individual Member of Parliament can make a significant contribution to Canada
through our parliamentary system.
5. Canadians are better served by a minority government.
6. Canada should have an elected Senate.
7. Parliament provides Canadians with a method of settling disputes without resorting
to violence.
8. Committees are a wasteful and unnecessary step in the parliamentary process.
9. Through Parliament, Canadians have a real opportunity to influence the making of
laws.
10. Parliamentary procedures are more formal than they need to be.
11. Come up with your own essay topic based on your experience in the Model
Parliament. Have the topic approved by your teacher before proceeding.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
Model Parliament Unit
Presentation Assignment
Now that you have taken part in the Model Parliament Unit, it is important that you think
about your experience and relate it to some of the issues surrounding this important
institution.
Your assignment is to create a presentation on one of the topics listed below.
Choose one of the following formats:
•
Host a town hall meeting and involve your classmates in the discussion. The
meeting should begin with a panel presentation to introduce and develop the
topic, and end with a summary of the discussion.
•
Create and record a radio or television broadcast of a talk show on a particular
issue. A “phone-in” component could be included.
•
Design a newspaper editorial page. Include a political cartoon, editorial, political
column and letters to the editor.
•
Prepare an individual oral or visual presentation on the topic of your choice. The
format is to be approved by the teacher.
Your presentation should:
•
•
•
include alternate points of view
provide reasons to support the alternate points of view; support your arguments
using relevant examples
reach a conclusion
Presentation Topics
Explore one of the following topics. Consider alternate points of view. In your
preparation, draw upon your experience in the Model Parliament simulation.
1. Canada's parliamentary system works slowly. This slowness, however, is necessary.
2. An MP's primary responsibility is to represent his or her constituency. The party
system in Parliament, however, works against this.
3. The media provide Canadians with an accurate picture of what happens in
Parliament.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 2
Model Parliament Unit
4. An individual Member of Parliament can make a significant contribution to Canada
through our parliamentary system.
5. Canadians are better served by a minority government.
6. Canada should have an elected Senate.
7. Parliament provides Canadians with a method of settling disputes without resorting
to violence.
8. Committees are a wasteful and unnecessary step in the parliamentary process.
9. Through Parliament, Canadians have a real opportunity to influence the making of
laws.
10. Parliamentary procedures are more formal than they need to be.
11. Come up with your own essay topic based on your experience in the Model
Parliament Unit. Have the topic approved by your teacher before proceeding.
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 2 of 2
Model Parliament Unit
Simulation Peer Assessment Form
Name: ___________________________
(being assessed)
Date:______________________________
Name: ______________________________
(assessing)
For each category, give your peer a mark from 0 to 4 using the marking scale provided. Tally up the
points at the bottom of the chart to determine the student's score out of 20
No participation
Poor
Good
Fair
Excellent
0
1
2
3
4
Observations
0
1
2
3
4
Totals
Knowledge:
•
•
Of role
Of parliamentary concepts
Preparation:
•
Is fully prepared
Cooperation:
•
•
Shares in the work
Helps the group work together
Parliamentary Behaviour:
•
•
•
Acts in a parliamentary way
Follows Rules of Order
Uses proper terminology
Attitude and Presentation:
•
•
Displays involvement, enthusiasm and a positive attitude
towards activity
Communicates effectively
TOTAL
CANADA
© 2006
Library of
Parliament
/20
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
Model Parliament Unit
Learning Log Marking Grid
STUDENT NAME:
EFFORT
CONTENT
CANADA
© 2006
Library of
Parliament
TOTAL
/10
Mark Criteria
0
Has not completed any log sheets
1
Has completed only one or two log sheets
2
Has completed some log sheets
3
Has completed most assigned logs
4
Has completed all but one or two log sheets
5
Has completed all assigned logs
0
Logs contain no entries
1
Log entries are minimal
2
Log entries are partially developed and show little thought and
reflection
3
Log entries record facts but show little thought and reflection
4
Log entries are thorough and show some reflection and thought
5
Log entries are thorough and show serious reflection and
thought
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
Model Parliament Unit
Simulation Assessment Form
Name: _________________________________
Date: __________________________________
For each category, give the student a mark from 0 to 4 using the marking scale provided. Tally up the
points at the bottom of the chart to determine the student's score out of 20 possible marks.
No participation
Poor
Good
Fair
Excellent
0
1
2
3
4
Observations
0
1
2
3
4
Totals
Knowledge:
•
•
Of role
Of parliamentary concepts
Preparation:
•
Is fully prepared
Cooperation:
•
•
Shares in the work
Helps the group work together
Parliamentary Behaviour:
•
•
•
Acts in a parliamentary way
Follows Rules of Order
Uses proper terminology
Attitude and Presentation:
•
•
Displays involvement, enthusiasm
and a positive attitude towards
activity
Communicates effectively
TOTAL
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
Model Parliament Unit
Essay Marking Guide
Name:
Date:
For each category, give the student a mark from 0 to 4 using the marking scale. Tally up
the points to determine the student’s score out of 20.
Absent
1
Poor
2
Partially
Developed
3
Good
4
Excellent
Totals
0
Focus:
•
Clear thesis presents
student’s position on the topic
•
Essay stays on the topic as
defined by thesis
•
Essay presents clear
conclusion on the topic as
defined by thesis
Support:
•
Main points are supported by
well-chosen evidence
(examples, illustration)
•
Evidence is related back to
the main point it supports
•
General statements (main
points) are supported by
particular examples,
illustrations, and arguments
and not by further general
statements
Organization:
•
The essay is organized by a
plan suggested by the thesis
•
Paragraphs mark the major
divisions in thought
•
Linking devices lead the
reader from sentence to
sentence and paragraph to
paragraph
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
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Model Parliament Unit
Style:
•
Sentences are clear, well
structured and logical
•
Language (diction) is
appropriate to the subject
matter
Mechanics:
•
Errors in spelling, grammar
and punctuation do not
interfere with the essay’s
ability to communicate its
messages
TOTAL
/20
Comments:
CANADA
© 2006
Library of
Parliament
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 2 of 2
Model Parliament Unit
Student Evaluation Summary Grid
Student name:
Test following Background Lessons
Peer assessment of pre-simulation
Role:
Teacher assessment of performance in
simulation
Group:
Teacher assessment of learning logs
Teacher assessment of the
essay/presentation
Final mark on Model Parliament Unit
/100
Student name:
Test following Background Lessons
Peer assessment of pre-simulation
Role:
Teacher assessment of performance in
simulation
Group:
Teacher assessment of learning logs
Teacher assessment of the
essay/presentation
Final mark on Model Parliament Unit
/100
Student name:
Test following Background Lessons
Peer assessment of pre-simulation
Role:
Teacher assessment of performance in
simulation
Group:
Teacher assessment of learning logs
Teacher assessment of the
essay/presentation
Final mark on Model Parliament Unit
CANADA
© 2006
Library of
Parliament
/100
This page is from the Model Parliament Unit teaching resource. Permission is granted for teachers to reproduce
the materials for classroom use. For information on this resource, please contact the Library of Parliament
Information Service at 1-866-599-4999 or check www.parl.gc.ca/education.
Page 1 of 1
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