C. Civic Engagement, Service, and Action · Civic Engagement, Service, and Action

Analysing a Civic Issue You Care About

C2.1 A1.1 A1.4 A2.2About 75 minutes

Learning goals

I can explain what makes something a civic issue and choose one that matters to me.
I can write different kinds of inquiry questions about a civic issue.
I can identify stakeholders and explain how and why different groups view the issue differently.
I can use the political inquiry process and the concept of political perspective to analyse an issue fairly.

Words to know

civic issue
A matter that affects a community, involves public decisions or shared resources, and on which people disagree.

stakeholder
A person or group affected by, or able to affect, an issue or decision.

political perspective
A concept of political thinking: how and why different people and groups see an issue differently, based on their beliefs, values, interests and experiences.

inquiry question
An open question that guides an investigation and cannot be answered with a simple yes or no fact.

position
The side or solution a person or group supports on an issue.

interest
What a person or group stands to gain or lose.

trade-off
Giving up some of one thing to get more of another.

What gets you fired up?

Think about the last time something in your community made you say, "That's not fair" or "Someone should do something about that." Maybe the bus never comes on time. Maybe a local park is falling apart. Maybe people disagree about phones in classrooms, a new housing development or how your town handles snow removal.

Those are civic issues. In the last two lessons of this unit, you will choose one issue you care about, analyse it carefully, and then plan how to create positive change.

What makes an issue civic?

A civic issue usually:

affects a community, not just one person;
involves public decisions (by a government, school board, Indigenous government or other public body) or shared resources (parks, roads, water, public money);
has people who disagree about what should be done.

Choose an issue that you care about, that is specific enough to research ("speeding on our street" rather than "traffic"), and that you can realistically investigate with sources you can find. It can be local, provincial, national or global, but local issues are easiest to act on.

Asking good inquiry questions

Good investigations start with good questions. Use different types:

Factual: What is the current rule? Who decides? How many people are affected?
Causal: Why has this become an issue now? What are the causes?
Comparative: How have other communities handled it?
Perspective: How do different groups see it, and why?
Evaluative: To what extent would a solution help? Which option is best for the common good?

Your main inquiry question is usually evaluative, for example: "To what extent should Riverbend allow shared e-scooters?" Smaller questions help you answer it.

The political inquiry process. You usually move around the cycle in order, but you can loop back: new evidence often leads to new questions.

Perspectives: who sees it how, and why?

The concept of political perspective asks you to identify each stakeholder, describe their position, and explain why they hold it: their interests (what they gain or lose), values (such as safety, freedom, fairness, the environment, tradition, economic growth) and experiences.

Understanding a perspective does not mean you agree with it. It means you can explain it so fairly that someone who holds it would say, "Yes, that's what I think." This is a key skill in a democracy, where people must live together and make decisions despite disagreement.

A stakeholder map for a made-up city's e-scooter question. Each group's view is shaped by its interests, values and experiences. Mapping them helps you see the whole issue before you take a position.

Worked example

Let's analyse an issue fairly

The (made-up) city of Riverbend is deciding whether to allow a shared e-scooter program. Analyse the issue using the inquiry process and the concept of political perspective.

Inquiry question: To what extent should Riverbend allow shared e-scooters?
Supporting questions: Who decides? (City council, within provincial rules.) What happened in other cities? Who would use them? What are the safety risks?
Gather evidence: council reports, news coverage from cities with programs, statements from groups representing people who are blind or have low vision, the scooter company's proposal, hospital or public-health data on injuries if available.
Map perspectives: students value cheap, quick transport; seniors and people with vision loss value safe, clear sidewalks; businesses want customers but not blocked entrances; environmental groups may support it if scooters replace car trips (evidence on this is mixed); city staff focus on rules, enforcement and cost.
Identify the trade-off: convenience and lower-cost transport versus sidewalk safety and accessibility.
Draw a tentative conclusion: many perspectives could be partly satisfied by a trial program with rules (designated parking zones, no sidewalk riding, speed limits, a review after one year).

The e-scooter question involves real trade-offs between values such as convenience, safety and accessibility. A fair analysis explains each group's view and why they hold it, then weighs the evidence before reaching a reasoned conclusion.

Fairness check

Before you finish an analysis, ask yourself: Did I describe each side the way its own supporters would? Did I use evidence from more than one perspective? Did I separate facts from opinions? Did I avoid name-calling? If a perspective is missing (for example, people with disabilities, Indigenous communities, or young people), go and find it.

Just for fun

A researcher's motto: "I'm not arguing, I'm just explaining why I'm right." In civics inquiry, you also have to explain why the other side thinks they're right. It's twice the work and twice as convincing.

Hands-on activity

Issue investigation starter

You need: paper or a device, and 20 to 30 minutes with a grown-up to talk it over.

List three civic issues you care about. For each, check: Does it affect a community? Involve public decisions or shared resources? Do people disagree? Choose one.
Write one main evaluative question and at least four supporting questions (factual, causal, comparative and perspective).
Draw a stakeholder map with at least five groups. For each, write their likely position and why (interests, values, experiences).
Find three sources that show different perspectives. Record title, creator and date.
Interview your grown-up: "What do you think about this issue, and why?" Add their view to your map.

What to look for: a genuinely civic issue, varied question types, at least five fairly described perspectives, and sources from more than one side. Keep your map: you will use it in the next lesson.

Your turn

List three features of a civic issue.

Is "my brother won't share the TV" a civic issue? Explain.

Classify each question: (a) Who decides the speed limit on our street? (b) Why are more people cycling? (c) To what extent would a bike lane improve safety?

What is a stakeholder?

Explain the concept of political perspective.

Why should you include sources from several perspectives?

What is a trade-off? Give one from the e-scooter example.

More practice: warm-up

Name the five steps of the political inquiry process.

What does position mean?

Give an example of a value that could shape a perspective.

Is "How did other towns handle this?" a factual, comparative or evaluative question?

Why are local issues often easiest to act on?

More practice: on your own

Rewrite the broad issue "the environment" as a specific civic issue a Grade 10 student could investigate.

For the issue of a proposed new housing development near a park, describe three stakeholders and their likely positions with reasons.

Explain why understanding a perspective is different from agreeing with it.

A student's analysis uses only sources from one advocacy group. What is the problem, and how can it be fixed?

Write an evaluative inquiry question about cellphone use in schools.

Challenge

Choose an issue where two groups share the same value but reach opposite positions. Explain how this happens.

Some perspectives on an issue are hard to find because the group has less power or media attention. Suggest how you would find and include them.

Evaluate this conclusion: "Most people at the meeting opposed e-scooters, so the city should ban them."

Check your understanding

Quiz

Which is a civic issue?

"To what extent should our town lower speed limits near schools?" is which type of question?

A stakeholder is:

The concept of political perspective asks you to:

Which is the FIRST step of the political inquiry process?

Why is an analysis that uses sources from only one group weak?

A town must choose between more parking and a wider sidewalk on the same street. This is an example of a:

For parents and teachers

Big idea: Expectation C2.1 asks students to analyse a civic issue of personal interest, including how it is viewed by different groups. The lesson teaches the political inquiry process (A1), question types, stakeholder mapping and the concept of political perspective.

How to help: Help your teen choose an issue that genuinely interests them and is specific enough to research. When they interview you, share your view honestly but model openness: "Here's what I think, and here's why someone might disagree." Help them find sources from different sides.

Neutrality: Students may choose issues on which your family has strong views. The goal is fair analysis, not a particular conclusion; please support their right to reach their own reasoned position.

Common difficulties: Choosing an issue that is too broad ("climate change") or not civic (a personal conflict); describing opposing views unfairly; using only sources that agree with them. Keep the stakeholder map for the next lesson.