VOLUME 10 | ISSUE 4
YOUTH ISSUES, ELECTION 2015: UNEMPLOYMENT
ELEMENTARY RESOURCES
NOTE TO EDUCATORS g
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The following activities are designed to stimulate
a current events discussion. Generative in nature,
these questions can be a launching point for
additional assignments or research projects.
Teachers are encouraged to adapt these activities
to meet the contextual needs of their classroom.
Young Canadians are desperate for meaningful employment. Photo source: Peter Dazeley, Getty Images.
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BACKGROUND INFORMATION
• According to the most recent report from
Statistics Canada, the youth unemployment
rate is currently 13.3 per cent. That is almost
double the national average of seven per cent.
(Statistics Canada)
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• The unemployment rate for Aboriginal youth
in Canada is far higher at 25.9 per cent for
those aged 15-19, and 22.6 per cent for those
20-24. (Parliament of Canada)
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• A 2005 study found that one third of recent
university graduates in Canada were
underemployed—working in low-skilled,
low-paying jobs not related to their
education. The underemployment rate for
other countries in the OECD was under 20
per cent. Only Spain was higher. (Judith
Maxwell)
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• The Canadian Labour Congress estimates the
current youth underemployment rate is 27
per cent. (Canadian Teacher’s Federation
briefing)
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• In a 2013 global survey, consultants
McKinsey & Company found that 32 per cent
of young Canadians say there are not enough
entry level jobs. Four in 10 post-secondary
graduates take more than three months to
find their first job. One in 10 take more than
a year. (McKinsey & Company)
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• In 2012, the average pay for young Canadians
who were employed was 13 per cent lower for
men and 8 per cent lower for women than it
was for young working Canadians in 1981.
(Canadian Teacher’s Federation briefing)
In some cases, reading the article with students
may be appropriate, coupled with reviewing the
information sheet to further explore the concepts
and contexts being discussed. From here, teachers
can select from the questions provided below. The
activity is structured to introduce students to the
issues, then allow them to explore and apply their
learnings. Students are encouraged to further
reflect on the issues.
Core Skill Sets:
These icons identify the most relevant core skills
students will develop using this resource. Learn
more about the WE.org: Learning Framework at
www.weday.com/weschools.
KEY TERMS
Unemployment—When a person is unable to
find work.
Underemployment—When a person has a
job, but it is only part-time so the person does not
get the hours they need to earn the money they
need. Or when a skilled worker is in a low-paying,
unskilled job that does not use their skills and
education (e.g. an engineer driving a taxi).
Labour market—A general term for job
supply and demand. The number and types of
available workers compared to the number and
types of available jobs.
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THEMES AND COURSE CONNECTIONS • Themes: Education, Economy, Local Issues, Politics
• Course Connections: Language, Social Studies
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MATERIALS • Front board
• Student journals or note paper
• Writing utensils
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SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will:
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Develop and express responses to issues and problems.
Reassess their responses to issues on the basis of new information.
Participate in active group work and class discussions.
Communicate effectively in writing, orally or visually.
Demonstrate the ability to think critically.
Develop, express and defend a position on an issue.
MAP IT
Have students locate the different regions mentioned in the article to
gain an understanding of the expanse and involvement of this issue.
• Ontario, Canada
• British Columbia, Canada
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DISCUSS 1. What is the main issue being raised in this article? What are
the factors causing youth unemployment? What is the issue
of underemployment? Do you think youth are at a
disadvantage in the labour market? Why? What challenges
are presented to youth who are unable to find a job?
2. Do you think it’s better to start job hunting while you are
still studying and try to combine your studies with work? Or
would you rather focus on your studies and then look for
work? Explain. When thinking of the career you want, do
you consider whether there will be jobs available when you
enter the workforce? Why or why not? Might job availability
affect what you choose to study in high school and/or in
post-secondary institutions? How can you work on starting
your career before you graduate?
3. How is each political party addressing the issue of youth
unemployment? What promises are they making? Do you
believe their methods will be successful? How? What ways
do you suggest the government tackle youth
unemployment?
4. Do you think it is important for young Canadians to engage
in the electoral process? Why? What is the impact of voter
apathy on our society? How can you participate in
democracy if you are not of voting age yet?
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DIVE DEEPER
To begin show students the following two videos created by Student
Vote:
a. The first clip, “Government and Democracy”, will inform students of
the types of government models that exist around the world.
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Government and Democracy: https://youtu.be/7gFqTLxsA-I
b. The second clip, “The Levels of Government,” will give students an
insight into the three political levels that exist within the Canadian
government (federal, provincial/territorial, local/municipal). As well
as the role of the representatives in each level.
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The Levels of Government: https://youtu.be/GADdPGkVuss
After viewing the videos, ask students:
• What form of government does Canada have?
• How does democracy compare to other types of governments?
• What does it mean to live in a democracy?
• What roles and responsibilities exist at each level in the Canadian
government?
• What role do citizens play in a democratic government?
Explain to students that citizens play a crucial role in the making of a
democratic government. They have the responsibility to be active and
stay informed about their government to ensure their rights are being
upheld.
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With the federal elections approaching this is a key moment for
citizens to express what issues they value the most and elect
candidates that align with their values and represent them the best.
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Give students five to 10 minutes to respond to the following question
in their notebooks:
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• What issues are important to me?
Ask each student to share one or two issues they find the most
important and create a master list of issues on the board. Such issues
might include: the environment, relationship with Aboriginal people,
and making jobs available for youth.
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Then, organize the class into groups of two to three students. Provide
each group with a sheet or chart paper and assign them one or two
issues from the master list on the board. Using their chart paper,
students will gather information about each political party, their key
messages and where they stand on their assigned issue(s). Each party
should have the following information: political party name, leader,
candidate in their school’s electoral district, website, campaign slogan/
key messages and their view on the selected issue(s) above.
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Students can gather information using multiple sources (e.g. party
website, media, pamphlets). Provide the class with the links to each
party to get them started:
• Blocque Québécois: www.blocquebecois.org/
• Conservative Party of Canada: www.conservative.ca/
• Green Party of Canada: www.greenparty.ca/en
• Liberal Party of Canada: www.liberal.ca/
• New Democratic Party of Canada: www.ndp.ca/
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At the end of the lesson hold a mock election by placing a ballot box at
the front of the classroom. Have students vote for the candidate and
party of their choice as their exit ticket at the end of class. Count the
ballots after class and present students with the results the next day.
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