DATE: Tuesday, November 1st 2016 (Weeks 9 & 10

COURSE: PFP215, Politics and Public Administration
STUDENTS: 2nd year, 1st semester Protection, Security and Investigation (PSI) students


Public Administration introduced (public vs private sector)
Political - Bureaucratic relationships
Role and functions of a bureaucracy
 Crown Corporations
 Provincial Agencies introduced
 Administrative law introduced
Government organization – Federal Justice Ministries
Government Department

Public Safety

Class Topics/PowerPoint
 The Ministry
 The Minister, Jody Wilson-Raybould
 Organizational Structure
 Functions
 The Ministry
 The Minister, Ralph Goodale
 Organizational Structure
 Canadian Border Services Agency
 Canadian Security Intelligence
 Corrections Canada
 Parole Board of Canada
 Royal Canadian Mounted Police


The Ministry
The Minister, Harjit Sajjan
Organizational Structure

Learning outcome:
Upon successful completion of this learning unit, the student will have demonstrated the ability to:

Understand the differences between the public sphere and the private sphere
Bureaucratic relationships
How bureaucracies function, issues, examples, and problems
How different Justice ministries function, with emphasis on:
o Justice
o Defence
o Public Safety
Students will also understand how government works closely with provincial agencies and boards.
The final topic for discussion will include a brief introduction to administrative law.

Connection Activity:

Time required


Week 9 - I have put together a Kahoot (online quiz tool) for
students, an introduction to the bureaucracy and federal
government departments

15 minutes

Students can use their technology –
phones, laptops, tablets.

Week 10 - I also have a cards activity which matches terms and
definitions of Administrative Law.

20 minutes

Students are to form groups, and match
the key terms and definitions provided on
index cards. Each group will receive a set.
The group that matches the index cards
first will get to keep them, and it will be a
study tool for the final test.

Steps or sections of the learning unit:
Step / section
1. Introduction to
Bureaucracy – definition,
examples, context of
Canadian government and

a. Discussion of Deputy
b. Discussion of
c. Crown Corporations
2. Justice Ministries
a. Justice
b. Justice Minister
c. Functions
d. Organizations

Content Activity
I will be providing a
lecture to the
students, however, I
will stop, and have
students answer
throughout the
lecture, and have
them provide

Time & Resources
20 minutes

Practice Activity
Students will be provided questions during the lecture,
which they will answer, after spending time in
discussions with their groups.

YouTube video on
Canadian Government

20 minutes

Students will be asked a series of questions regarding
the role of the deputy minister, and their importance

Government of
Canada website on
Crown Corporations
20 minutes

Student/group discussion on how many Crown
Corporations they know of, federally and provincially.

Students will discuss the importance of the Ministry of
Justice, the work being done currently

YouTube video on the
Minister of Justice

Students will also receive a handout explaining the
organizational structure of the Ministry of Justice, they
will be able to compare to the other related Ministries
discussed in class.

40 minutes
3. Department of Public
a. The Ministry
b. The Minister
c. Organizations within
Public Safety
ii. CSIS
iii. Corrections
iv. CBSA
4. Department of Defence
a. The Ministry
b. The Minister
c. Structure of the


Students will also be provided a handout with key
organizational structures for the Department of Public

YouTube videos

ACTIVITY – what is the relationship between these
Public Safety organizations? In what capacity do they
work together? Students will be able to discuss these
questions in groups.

15 minutes

Discussion question presented to students: what is the
role of Canada when it comes to our defence/military
responsibilities? With the United States, the global

YouTube videos – This
Hour has 22 Minutes


Administrative Law
4 Pillars
Judicial Review
Standard of Review

90 minutes

 Student led discussion on case studies

Videos – YouTube,
Administrative law in

 I will be presenting students with a real case,
and have them apply concepts of
administrative law. Each group will receive a
different case that directly apply the principles
of Administrative law.

Case studies:
a. Adam Capay
b. Nicholson
c. Baker
d. Khosa
e. Dunsmuir

 Students will have the opportunity to work in
groups, and then they will select one person to
present their case, and Administrative law

Summary Activity:

Time required
30 minutes

 We have discussed the Federal Justice ministries,
and how do political parties formulate the
ministries and ministers? Who gets to be in
charge? This activity will provide students with the
ability to make connections, from the material
presented during the lecture, and from previous
classes. The idea is for students to make
CASE STUDIES – Use of Buzz groups. Students will be placed in
groups, and each group will receive a different case study. They
will have to apply to principles and concepts of Administrative law.

Instructions provided by Instructor.
Activity sheet provided to students
Students to work in groups, and one
member presents their political party.

40 minutes

One student from each group will present
their case to the class.

Use of Universal Design for Learning Principles
Principle 1: Provide Multiple Means of Representation
I believe this lesson plan incorporates a variety of approaches to the Universal Design for
Learning Principles. Due to the subject matter, the class requires a heavy emphasis on the
lecture method. To give the students an introduction to Public Administration, I have created a
Kahoot (online quiz) for the students to play. The idea is to introduce key terms, players, and
However, I am providing opportunities for classroom discussion and group work, to make
connections, and make applications into real world problems and situations. The students will
have opportunity to participate in discussions, and also use group work to further illustrate the
key concepts and terms learned. In addition, students will have the opportunity to take a look at
the various videos of the Justice Ministries at a federal level. The videos are meant to be
descriptive, and fun. I have a This Hour has 22 Minutes video which incorporates humour into
an otherwise “dull” subject.
Principle 2: Provide Multiple Means of Action and Expression
In this week’s class, students will have the opportunity to work in groups to answer questions,
and participate in the connection activity. The connection activity is online quiz tools, Kahoot,
which students seem to enjoy. They like being able to compete with each other, and the results
are instant on the screen. However, this week, there is a heavy reliance on the lecture and
PowerPoint. The PowerPoint is posted on DC Connect, prior to class, so the students can print
the notes out, and follow along in class.
Principle 3: Provide multiple Means of Engagement
Student engagement can sometimes be difficult. There are times, when students do not want
to participate in discussions or participate in group work. However, for this week’s class, I have
opportunities for the students to participate in discussions as individuals or in groups. The
options are there for the students who might feel uncomfortable with talking in front of their
peers. The summary activity gets the students to make connections from everything we have
discussed in class. They need to think about the subject matter, and incorporate the material
into the activity.
Understanding government is a difficult concept for many students. With this sequence of
instruction, I hope to provide students with introduction to how our government operates in
Canada. The Kahoot (online quiz) I have created for this class provides students with
introductory concepts of what I will be covering in the lecture. For this course, the main basis
for presentation is lecture. However, I do provide opportunities for students to participate in
discussions by asking questions every few minutes.

This is a big topic in this subject for Politics and Public Administration, and we will be spending
two weeks covering it.
When I usually teach Politics and Public Administration, the classes are generally large, and I find
keeping students engaged a difficult task. I rely on a variety of strategies for student
engagement. I use discussion questions, group work, case studies, and rely quite a bit on
technology. Particularly, I use social media in the classroom to much success. This semester I
have used Kahoot a few times, and it has been met with relative success. I believe social media
is an important tool, it keeps students interested. For example, one of my most well-received
activities was assigning students the task of following a political figure, national or international,
on Twitter for a period of one week. It was interesting to read some of the observations. For
this week, and next week’s lectures, I am hoping that the Kahoot, the index cards activity, group
work, and the videos will continue the student engagement with politics.