Course Profile Civics, Grade 10, Open,
Public
Unit 2: Democracy - The Canadian Context
Time: 25 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 |
Activity 8 | Activity 9 | Activity 10 | Activity 11 | Activity 12 | Activity 13 | Activity 14
The second unit of this course applies some of the ideas that were introduced in the first unit to the Canadian context. After examining the general structure of the Canadian system of government, students examine and evaluate many of the key government institutions, political processes, legal safeguards, and private and public agencies that help to define democracy in Canada. At the end of this unit, students use the skills and knowledge that they have acquired as democratic citizens living in Canada to create action plans. Through these action plans, students will explore the democratic methods that may be used by Canadian citizens to reform existing laws and/or policies.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship
ICV.01 - demonstrate an understanding of the reasons for democratic decision making;
ICV.03 - describe the main features of local, provincial and federal governments in Canada and explain how these features work;
ICV.04 - explain the legal rights and responsibilities associated with Canadian citizenship;
PCV.01 - examine beliefs and values underlying democratic citizenship, and explain how these beliefs and values guide citizens actions;
PCV.02 - articulate their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group inquiries and community activities;
ACV.04 - demonstrate a knowledge of different types of citizenship participation and involvement.
IC1.01 - explain the causes of civic conflict, and identify the need for decision-making processes and structures;
IC1.03 - research and report on the elements of democratic decision making;
IC3.02 - describe the changing nature of Canadian citizenship rights and responsibilities based on an examination of provincial legislation, the Bill of Rights (1960), and the Canadian Charter of Rights and Freedoms (1982);
IC3.03 - explain why it is essential in a democracy for governments to be open and accountable to their citizens, while protecting the personal information citizens are required to provide to governments;
IC3.04 - demonstrate an understanding of how the judicial system protects the rights of both individuals and society;
IC3.05 - describe a case in which a citizen’s rights and responsibilities have been upheld or restricted, outlining the concerns and actions of involved citizens and the reasons for the eventual outcome;
IC3.06- -identify significant political leaders in today’s Canada;
IC4.01 - explain the main features and functions of the different levels of government in Canada;
IC4.02 - compare how laws, regulation, public policies, and decisions are made and enforced at the local, provincial, and federal levels;
IC4.05 - investigate the role of political parties in the parliamentary process and examine the selection process for majority, minority, and coalition governments, using provincial and federal examples;
IC4.06 - examine and describe the roles played by elected representatives and interests groups in the political process;
IC4.07 - research recently passed legislation at the community, provincial, or federal level to resolve public conflict, and produce a report analysing the key issues and different points of view on the issues;
IC5.05 - examine and describe methods of electing governments in other countries;
PC2.01 - compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest;
PC2.02 - explain how different groups define their citizenship, and identify the beliefs and values reflected in these definitions;
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC2.04 - describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation;
PC3.01 - describe and assess the contributions that citizens and citizens’ groups make to the civic purposes of their communities;
PC3.02 - describe, compare, and analyse Canadian cases in which contrasting value systems, multiple perspectives, and civic purposes coexist;
PC3.05 - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement;
PC3.06 - demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgement in dealing with issues of civic concern;
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources; and identify main ideas, supporting evidence points of view, and biases in these materials;
AC1.02 - demonstrate an ability to organize information effectively;
AC1.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies to public issues affecting their own lives;
AC2.02 - analyse important historical and contemporary cases that involve democratic principles in the public process of conflict resolution and decision making;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings;
AC3.02 - communicate their own beliefs, points of view, and informed judgements, and effectively use appropriate discussion skills;
AC3.03 - demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community;
AC4.01 - research and compare significant contributions made by individuals and groups to their communities and assess the impact of these individuals’ and groups’ contributions;
AC4.02 - compare and evaluate the impact of various types of non-violent citizen participation in resolving public issues in Canada;
AC4.03 - research and describe how family, gender, ethnicity, class, nationality, and/or institutional affiliation may affect one’s ability to participate;
AC4.05 - produce a research report on the contributions of public agencies and evaluate the value of these contributions to society.
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Activity 1 |
Canadian Conundrum: Confederation in 1867 |
95 minutes |
|
Activity 2 |
Overview of the Canadian Federal Government, Ontario Provincial and Local Government |
95 minutes |
|
Activity 3 |
Federal Government: Legislative Branch, House of Commons Simulation |
135 minutes |
|
Activity 4 |
Federal Government: Legislative Branch: MPs - Balancing Interests and Questions of Accountability |
60 minutes |
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Activity 5 |
Public Agencies Assignment |
140 minutes |
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Activity 6 |
Information and Informed Citizenship: A Newspaper Exercise |
75 minutes |
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Activity 7 |
Freedom of Information and the Right to Privacy |
60 minutes |
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Activity 8 |
Political Spectrum, Political Parties, and Points of View Assignment |
90 minutes |
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Activity 9 |
Elections - Procedures, Processes and Fairness, and Alternative Electoral Systems – Group Analysis and Class Presentations |
110 minutes |
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Activity 10 |
Unit Test |
45 minutes |
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Activity 11 |
The Future of Canadian Federalism: Two Case Studies – Charlottetown Accord and Aboriginal Self Government |
150 minutes |
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Activity 12 |
Judicial Branch - Overview of the Judicial System, Civil versus Criminal Law, and What is a Crime? |
120 minutes |
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Activity 13 |
Safeguarding the Rights of the Accused - The Case of David Milgaard and A Study of the Charter of Rights and Freedoms |
110 minutes |
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Activity 14 |
Legal Issues and Action Plans Assignment |
215 minutes |
In addition to employing simulations, debates, case studies, role playing, journal entries, and classroom discussions, this unit uses a variety of individual and group exercises and assignments to build student skills with respect to researching, organizing, analysing, and presenting information. Though the course of the unit, students are encouraged to use oral, written, and graphic methods of presenting the results of their investigations. In keeping with the overall focus of the unit, the emphasis in this researching and reporting is on issues and institutions related to democracy in Canada.
|
Activity |
Skill/Context |
Assessment/Evaluation |
|
1 |
Analyse and draw conclusions in a Citizen’s Handbook entry about value of a federal governmental system |
Formative and summative by teacher of Citizen’s Handbook rubric |
|
2 |
Identify executive, legislative, and judicial functions of government Predict citizen influence in governmental matters and the significance of physical appearance for leaders in Citizen’s Handbook entries Organize, record, and evaluate information on ways citizens may influence governments |
Formative by teacher observation |
|
3 |
Present arguments on proposed legislation in governmental simulation |
Self assessment by Presentation checklist |
|
4 |
Write an argumentative Citizen’s Handbook entry in defense of a position on the use of “recall” for members of governments |
Formative by teacher |
|
5 |
Present an account and assessment of a public agency |
Summative by teacher using presentation checklist |
|
6 |
Pairs present analysis of news reports
for bias |
Formative/teacher Formative/teacher/student using Citizen’s Handbook rubric |
|
7 |
Small groups present analyses of issues around right to know and right to privacy |
Formative assessment of collaboration/teacher /student using observation checklist Formative assessment of presentations using checklist |
|
8 |
Make and record predictions in political spectrum exercise on a chart Locate and organize information and write a brief analysis of the responses of political parties to issues |
Formative assessment Summative evaluation by teacher using argumentative rubric |
|
9 |
Brainstorm ways of citizen involvement/participation in government Argumentative Citizen’s Handbook entry dealing with impact of level of citizen participation in government Present analyses of alternative electoral systems in small groups |
Formative/teacher observation Formative/student Formative/summative teacher using Citizen’s Handbook rubric Peer assessment/presentation rubric |
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10 |
Unit test |
summative by teacher with an answer sheet |
|
11 |
Make predictions about response to proposed constitutional changes Demonstrate comprehension through role play or panel presentation Evaluate and draw conclusions about Aboriginal self government in Citizen’s Handbook entry |
Formative/teacher observation Formative/teacher observation Formative/student Formative/summative teacher using Citizen’s Handbook rubric |
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12 |
Understand the structure of the judicial system and the differences between criminal and civil law Apply knowledge to whether a scenario is a civil or criminal case and whether a crime has been committed Apply critical thinking skills and draw conclusions about the fairness of the legal system |
Formative assessment by self and peer using a chart Formative by self/peers/ teacher based on scenarios Summative by teacher with journal rubric |
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13 |
Analyse the weaknesses in the protection of a Canadian’s right to be presumed innocent until proven guilty in the Milgaard case and offer some conclusions on how to improve the justice system |
Summative by the teacher with a journal rubric |
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14 |
Analyse a law or policy, design an action plan, create a sample method, and present and defend their plan to the class |
Summative evaluation by peers and teacher of presentations with a rubric |
Forsey, Eugene. How Canadians Govern Themselves – 4th Edition. Public Information Office, House of Commons, 1997.
Kaplan, William. The Meaning and Future of Canadian Citizenship. McGill-Queen’s University Press, 1992.
Loenen, Nick. Citizenship and Democracy: A Case for Proportional Representation. Dundurn Press Ltd., 1996.
Canadian Politics on the Web
http://polisci.nelson.com/canpol.html
United Nations Association in
Canada
http://www.unac.org/unacwhat.html
Simon Fraser University, Canadian
Government Internet Links
http://www.sfu.ca/~aheard/cangovt.html
Canadiana, The Canadian Resource
Page
http://www.cs.cmu.edu/Unofficial/Canadiana/
Online Resource Guide to
Political Inquiry at Concordia University
http://www.cs.cmu.edu/Unofficial/Canadiana/
Politics in Canada
http://www.clas.ufl.edu/users/martinez/cpo4133.htm#History
Canadian Political Science Association;
Electronic Resources
http://www.sfu.ca/igs/cpsares.html
The Civnet site on the Internet
offers many ideas and resources relating to civics education. For example,
materials on the Civnet site should prove helpful in terms of developing case
studies and identifying some of the key issues related to democratic
government, democratic decision making, democratic rights and responsibilities,
and the skills that citizens need in order to effectively participate in a
democracy.
http://civnet.org/index.html
Similarly, the Foundation For Education
For Democracy site includes a number of effective ideas and tools for teaching
civics
http://www.human-rights.net/fed/index.html
Time: 95 minutes
This activity is based on using a “problem-solving approach” to study the development of Canadian federalism. By examining a map of British North America in the mid 1860's, students build an overview of the concerns and options that confronted the delegates at the Charlottetown Conference. Students examine the options that were debated at the time of Confederation: copying the British unitary system or the weak American federal state, or developing a new Canadian system. After students have examined the origins of Canadian federalism, they consider the impact that government decisions have on the daily lives of Canadians and how the Constitution (Sections 91 and 92) divides responsibilities between the Federal and Provincial Governments.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial and federal governments in Canada and explain how these features work;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.01 - demonstrate an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions.
Specific Expectations
IC1.01 - explain the causes of civic conflict, and identify the need for decision-making processes and structures;
IC4.01 - explain the main features and functions of the different levels of government in Canada;
AC1.02 - demonstrate an ability to organize information effectively.
· Create a customized map of British North America circa 1864. Place pictures that reflect the various political, economic and social/cultural realities that existed in the mid-1860s on this map. Below it, provide a space where students will be able to summarize some of the competing interests, problems, and concerns that had to be addressed by the political leaders who assembled at Charlottetown in 1864.
· Prepare a handout containing a picture or photograph that shows a variety of examples of government involvement in the lives of Canadians.
· Develop a handout with three large circles to create a Venn diagram to represent the three levels of government; federal, provincial, and municipal. In terms of municipal governments, the Canadian Constitution provides that each Provincial Government may (or may not) create local governments within its jurisdiction. As such, there is no Constitutional guarantee that there will be municipal governments but they have been established in every part of Canada. When creating Venn diagram, ensure that there is significant overlap of the three circles.
· Finally, provide students with copies of Sections 91 and 92 of the Constitution Act, 1867.
Students should have knowledge of the study of Confederation that they will have completed in the intermediate grades. The goal of this activity is to explain why the framers of the British North America Act opted to create a strong federal state.
1. The teacher begins by outlining the goals of the unit and the assignments that will be used to assess student performance. In particular, the teacher should explain how the exercises in this unit build towards the student presentations that are scheduled for Activity 14. While the emphasis in Unit 1 was on group work skills, Unit 2 is focussed on presentation skills.
2. The teacher distributes the map of Canada as it existed in 1864. Students are asked to identify concerns that confronted the representatives who gathered at the Charlottetown Conference and the three options facing them.
3. The teacher asks the class to evaluate why these models might have been viewed by many of the delegates at Charlottetown as unable to meet the needs of the proposed Canadian state. From this discussion the idea of creating a multi-level state with a strong central government should emerge.
4. Next give students a copy of a picture showing the involvement of government in the lives of Canadians. Working with a partner, students circle (on the picture) any elements that show the impact of a law, the effect of a government policy or the provision of a government service.
5. The teacher then provides the class with copies of Sections 91 and 92 of the Constitution. In addition, students are given the handout containing the labelled Venn diagram. Working with their partners, students use Sections 91 and 92 to identify what government actions fall under the authority of the Federal Government and which are the responsibility of the Provincial Governments. Sorted responsibilities taken from the picture should be recorded in the appropriate circles on the Venn diagram. In the event that an element of the picture falls under the jurisdiction of both the Federal and the Provincial Governments, it should be recorded in the shared area of the appropriate circles.
6. Students should be cautioned that there may be elements of the picture that are not directly addressed in Sections 91 and 92. Such items are often covered by the residual powers clause but to save confusion, they should be set aside until they can be discussed by the entire class.
7. To conclude this activity, the teacher asks members of the class to report on their findings. As student answers are recorded, it becomes apparent that government responsibilities and powers are often intertwined in very complicated ways. As appropriate examples are raised, the teacher also helps students identify and record what are typically municipal responsibilities. Once a range of items has been added to the Venn diagram, the teacher may see opportunities to use the diagram to introduce ideas such as power sharing and transfer payments. The diagram may also be used to identify some of the areas of conflict that have shaped Canada’s political history.
8. Students write an entry in their Citizen’s Handbook in response to the following prompt: Having a federal system of Government works to (increase or decrease) the amount of conflict in a nation.....
8. Journal entries are evaluated at the end of the unit.
Student understanding of the content of this lesson will be reviewed through the unit test in Activity 10.
· Students with special needs should be encouraged to use their word lists to record and define new vocabulary that is introduced in this lesson.
Non-Print
the Constitution Act, 1867, is
available at the National Library of Canada’s Internet site
http://www.nlc-bnc.ca/confed/constitu/ca_1867.html
Blue Pages of the local telephone directory may prove helpful in identifying the services provided by different levels of government
Time: 95 minutes
Through the three parts of this activity, students will deepen their understanding of the main features and functions of the different levels of government in Canada as well as of the ways citizens can influence governments in Canada. In addition, students are introduced to many of the political leaders who currently hold offices within each of the branches of government and at each of the levels of government.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial, and federal governments in Canada and explain how these features work;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes exist.
Specific Expectations
IC3.06 - identify significant political leaders in today’s Canada;
IC4.01 - explain the main features and functions of the different levels of government in Canada;
IC4.02 - compare how laws, regulation, public policies, and decisions are made and enforced at the local, provincial, and federal levels;
PC3.05 - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement;
AC4.03 - research and describe how family, gender, ethnicity, class, nationality, and/or institutional affiliation may affect one’s ability to participate.
· Create diagrams that identify the particular bodies that comprise each of the three branches of government at each of the three levels with space to write in examples.
· Create handouts with numbered pictures and names of various key political leaders who play roles within the executive, legislative and judicial branches of the three levels of government.
· Develop a five column chart, Name That Face, labelled: Number of Picture or Name, Name of the Political Leader, Office, Level of Government, and Branch of Government
· As an alternate activity, the teacher may invite a guest speaker to discuss their involvement in the political process.
· Understanding of Canadian federalism as established in Activity 1.
1. Introduce the topic How Governments are Organized and suggest that the basis of the organization is according to the kinds of actions or functions that governments perform.
2. Conduct class brainstorm exercise to identify a variety of these actions from the executive branch, the legislative branch, and the judicial branch.
3. Discuss the meaning of legislative, executive, and judicial and have students in groups brainstorm examples at all three branches.
4. Provide the groups with diagrams of the three branches of government at each level with space to include the examples previously generated.
5. Invite students, working in pairs, to generate additional examples and, in turn, challenge the rest of the class to identify correctly where each belongs.
6. Ask students to write a journal entry using the prompt: to what extent can ordinary citizens influence the decisions made by our governments, local, provincial, and federal and could they be more effective?
7. Survey students as to whether they know someone who has tried to influence a government decision. If so, focus on the methods that were used.
8. Create a list of the methods that people might use to “to influence government”. Make the list as complete as possible. It should include, but not be confined to:
· using access to information laws to become informed;
· contacting political representatives both electronically and/or in writing;
· letters to the editor;
· petitions;
· joining political parties;
· attending public government sessions - town council meetings, provincial and federal, and legislative sessions; committee hearings
· joining/creating an advocacy or lobby group
9. Have students, working in pairs, create and complete a four column chart on which each of the above Method of Influencing Governments is listed down the left side column. The other columns are headed, respectively, Strengths, Limitations and Suggested Situation for Use. Complete an example with students before asking them to complete the chart.
10. Conduct a class discussion based on the results of the student work on the charts and generating a composite Strengths, Limitations, and Suggested Use on the board. Have students make appropriate changes on their charts.
11. Ask students to match any pictures or names that they are familiar with on the Name That Face handout relative to the list of offices that appears on the second handout used for this exercise. This process will likely involve considerable teacher input. Students will often recognize faces and/or names from the media but not be aware of the roles that these individuals perform in the political system. Use the sample population of political leaders included on the handout (party leaders, Cabinet Ministers, Mayor) as a means of discussing what groups are/may be over represented or under represented in the leadership ranks of the Canadian political system. For example, women, minority groups, and young people have traditionally been under represented in the Canadian political system.
12. Have students write a journal entry in response to the following prompt: How may citizens counter the public and media bias about the appearance of “leaders”?
12. Journal entries are evaluated at the end of the unit.
Student understanding of the content of this lesson will be reviewed through the unit test in Activity 10.
· Pair or group students to assist with tasks.
· Have students add new vocabulary to their word lists.
· Prepare an outline to assist students.
Non-Print
A diagram of the Federal
Government is available at
http://canada.gc.ca/howgoc/govorg_e.html
The information needed to create
a diagram of the Ontario Provincial Government is available at
www.gov.on.ca/MBS/english/look/gov/index.html#ont
A diagram of the government of
the City of Toronto is available at
www.city.toronto.on.ca/council/structure.htm#3
Pictures and names of political leaders are available from newspapers and other forms of print media or through Internet sites operated by governments, political parties or media outlets.
CBC News Online site on the Internet
offers information (and often photographs) on political figures that have been
in the media during the past year.
www.cbcnews.cbc.ca/
Time: 135 minutes
The first phase of this activity uses a simulation to introduce students to the structure of the House of Commons, the functions performed by the House of Commons, MPs (Members of Parliament), lobbying groups, and government committees. The second phase involves students researching political leaders, and writing and mailing letters expressing their own concerns relative to a topic(s) of personal interest.
Strand(s): Informed Citizenship, Active Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial, and federal governments in Canada and explain how these features work;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group inquiries and community activities.
Specific Expectations
IC4.02 - compare how laws, regulation, public policies, and decisions are made and enforced at the local, provincial, and federal levels;
IC4.05 - investigate the role of political parties in the parliamentary process and examine the selection process for majority, minority, and coalition;
IC4.06 - examine and describe the roles played by elected representatives and interests groups in the political process;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings.
· Have pictures of the House of Commons available along with accounts of how a bill is passed, the role of the Speaker, Cabinet Ministers, MPs, the operation of Committees and lobby groups.
· Review Appendix 2.3.1 – Oral Presentation rubric and brainstorm additional criteria.
· Create a Letter Planning Sheet that prompts students to identify a topic or issue of personal concern, and provides questions and details about the political representative who has jurisdiction in this area.
· Ability to role play and the ability to work in small groups is required.
1. Review with students the criteria included on Appendix 2.3.1 – Oral Presentation rubric and explain that presenting information may take a variety of forms – including the sort of oral reporting that will take place in the House of Commons Simulation.
2. Inform students that they will simulate the working of the House of Commons by using its organization and rules to debate a bill on an important public issue.
3. Organize the class as the House of Commons. Divide the class into groups with a Government party with a leader/Prime Minister and cabinet members and three Opposition parties. Designate two or three students to play the role of a lobby group at the committee hearing stage.
4. Use the physical set up of the class to explain to students the differences that exist when there is a majority government, minority government, and coalition government and give a few examples.
5. Discuss with the class a topic for debate that will engage students.
6. Designate the particular topic/bill chosen as a Government bill. Assign party policy positions for and against the bill to the Opposition parties. Allow each group, including the designated lobby group, time to prepare arguments for or against the bill. Have each group appoint one or two members who will be "recognized" by the Speaker to represent their party’s position.
7. Review the process by which bills are introduced and debated in the House of Commons - first reading, second reading, committee hearings, detailed debate, third reading, and passage. Quickly have the Speaker move to the second reading stage. Have a group representative of all the parties in the House of Commons become a Special Committee to hold Hearings on the Bill, ensuring that the Government party has a majority. Explain that this is the stage where interested groups, and individuals, can try to influence the legislative process.
8. The lobby group makes its presentation and may be asked questions by members of the House Committee. The Committee members may discuss amongst themselves their responses to the presentation and will vote on whether it will report to the House for or against the bill. The Government members of the Committee will vote in accordance with the party’s policy on the bill.
9. Hold the House debate on the bill, based on the students identified to the Speaker as representatives of their party.
10. The House will vote on the bill following the debate. The vote will reflect the stands taken by each of the parties unless some members decide to break party ranks.
11. Conduct a follow up discussion about the process, Include in the discussion other ways interested citizens may attempt to influence the process. This might include: conducting a media campaign - letter writing, advertising, petitions - to increase citizen participation and put pressure on the Government; and hiring professional lobbyists to set up such a campaign.
12. At the conclusion of this activity, have students evaluate their own performances by completing the appropriate items on Oral Presentation Checklist.
13. Distribute Letter Planning Sheet (see Planning Notes) and review the information that students will need to either identify and/or research. The Internet offers a valuable tool for gathering the information that is required on the Letter Planning Sheet.
14. Students write a letter to the politician and include it and the reply in their journal.
· Self assessment of oral presentation using a checklist or rubric, (Appendix 2.3.1) or Appendix 2.3.2 - Debate rubric.
· Letter Planning Sheet and copy of the final draft of the letter should be included as part of the Journal.
· Rather than orally presenting their position in the Special Committee meeting or in the House of Commons, students with special needs may write a journal entry stating their ideas and arguments
Non-print
A great deal of contemporary information
is available on the Internet on Canada’s School Net at
www.schoolnet.ca/
Time: 60 minutes
Using case studies, students deepen their understanding of the roles played by elected representatives and interest groups in the political process.
Strand(s): Informed Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial, and federal governments in Canada and explain how these features work
Specific Expectations
IC4.01 - explain the main features and functions of the different levels of government in Canada
IC4.06 - examine and describe the roles played by elected representatives and interests groups in the political process
· Use case studies other than those provided if more recent examples better illustrate the focus of this Activity.
· Knowledge of the role of members of parliament and political parties and the workings of the House of Commons is required. This information has been introduced during earlier activities in this Unit.
1. Review with students the process by which a person becomes a Member of Parliament: the role of political parties in the Canadian parliament; the distribution of ridings; the election process; the process of joining a political party and getting the party’s nomination.
2. Have students think, pair share the reasons that there are so few independent MPs. Urge them to consider the candidates’ and the voters’ perspectives as well as economic and political barriers.
3. Present students, either as a whole class or in small groups, with several scenarios to explore the implications of an MP’s situation. Ask them to recommend a course of action to the member:
After a particularly horrendous killing, the majority of constituents in the member’s riding reveal in a poll that they want to return the death penalty for this kind of offence. The member agrees, but the party she belongs to is opposed to capital punishment. What does the member do?
The member believes his party should take a much stronger stand on tobacco advertising and the availability of tobacco products. His constituency, however, receives millions of dollars from tobacco companies to sponsor sporting and cultural events in the riding. What should the member do?
The political party the member belongs to has decided that access to abortion should be limited. Polls indicate strong support for the stand among constituents, but the member is strongly in favour of easy access. What should she do?
The member has been asked by the party’s leaders to become a member of an important committee examining environmental concerns. The work will involve spending large amounts of time in committee work, traveling outside the member’s constituency. Constituency members have written letters to local newspapers complaining of the member’s apparent indifference to the needs of the riding. What should the member do?
4. As part of the follow up discussion, introduce the concepts of recall of an elected member by voters, a referendum on proposed legislation by the voters and free votes in the House of Commons for members of Parliament.
5. Finally, students should be provided with a prompt to respond to in their Citizen’s Handbook: Do you support the introduction of political reforms like recall, referendum and free votes?
Journal entries are evaluated at the end of this unit.
· Use a contemporary video as another medium to convey content information.
· Provide a set of reference notes.
· Pair or group students to assist with tasks.
Non-Print
Teachers interested in reading
more about British Columbia’s Referendum Act can read a full version of
this legislation at
www.qp.gov.bc.ca/bcstats/96400_01.htm
Arranging for a visit from an MP
may be helpful. A list of MPs, including information as to where they may be
contacted, is available through the Parliamentary Internet web site
http://www.parl.gc.ca/index.html
CBC News in Review Notebook is a
weekly online news and current events program that is provided by Edunet
http://www.edunetconnect.com/
Canadian Parliamentary Channel
Time: 140 minutes
Students will deepen their understanding of the contributions of public agencies to our society through research, preparation, and presentation of a report, which describes and evaluates the work of a particular agency. Working in pairs, students produce a handout summarizing the key information about a specific social agency.
Strand(s): Active Citizenship
Overall Expectations
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions;
ACV.04 - demonstrate a knowledge of different types of citizenship participation and involvement.
Specific Expectations
AC1.02 - demonstrate an ability to organize information effectively;
AC4.05 - produce a research report on the contributions of public agencies and evaluate the value of these contributions to society.
· The teacher prepares a list of questions that students should use to evaluate websites and web resources. A list of suitable questions is available in the Appendices for the Canadian History in the Twentieth Century, Applied course – Unit 1.
· The teacher prepares examples of public agencies
· The teacher creates rubric for evaluating completed assignment. (See Appendix 2.5.1 – Written Presentation.)
· Prepare to review and/or teach the necessary skills involved in researching, preparing, and presenting the report.
Previous activities on citizenship and citizen participation will prepare students.
Some knowledge of how to do basic research, summarize information, draw conclusions from information, and make presentations is required.
1. This activity is the first of many that will encourage students to conduct their own web-based research. To set the stage for this form of research, the teacher should distribute and review in class, a list of questions that students should have in mind when evaluating a web site. The focus of these questions is on encouraging students to become critical surfers who actively question the origins, authenticity, and bias of information that is published on the web.
2. This activity focusses on the contributions of public agencies to society. Provide students with examples of a variety of such agencies, including governmental bodies ( e.g., the Canadian Radio and Telecommunications Commission, the Children’s Aid Society), service clubs (the Lions, Kiwanis), media, and public interest groups (the local ratepayers group, education groups). Brainstorm additional groups in each category. Alternatively, or in addition, have students identify an area of civic interest and, using sample questions, model the inquiry process.
3. Discuss with students, using examples from newspapers and/or their family and general experience, the importance of these groups in our society.
4. Have students, working in pairs, select one of these agencies to research and prepare a one-page handout for the class which describes and evaluates its contributions. Emphasize to students that their research does not require directly contacting the agency because the time and resources of many of them are already severely strained. Some social agencies, however, may appreciate student inquiries as a means of highlighting their work, and may have opportunities for student voluntary involvement in one or more of their programs. As an alternative means of introducing students to the many social agencies that exist in their community, the teacher may organize a career day. Sources of information might include: information distributed by the agency, information about the agency’s activities published in newspapers or on Internet websites or broadcast on other electronic media.
5. Brief presentations may be made in conjunction with the handouts. The presentations may best be conducted by grouping the agencies according to the original categories.
Teacher evaluates the one-page Social Agency Handout using a Written Presentation rubric – Appendix 2.5.1. An Oral Presentation rubric – Appendix 2.3.1 may also be used to evaluate the optional oral report that is built into this exercise.
· Use a tape recorder or computer as an alternative to written responses
Non-Print
The United Way Internet site provides a
list of member agencies for each area in Ontario. These lists may provide an
effective starting point for identifying social agencies that exist in
different parts of the Province.
http://www.unitedway.ca/english/index.cfm?area=3
Web Analysis - Appendix 1.5.2 from Canadian History in the Twentieth Century, Applied course profile – Unit 1.
Time: 75 minutes
Using newspaper and magazine materials, students will analyse a current public issue that involves conflicting beliefs, and values and in doing so they will describe and evaluate the conflicting positions. They will also demonstrate their ability to overcome personal bias and suspend judgment in dealing with the issue of public concern. An extension of this activity might involve using public opinion polls and television newscasts.
Strand(s): Purposeful Citizenship
Overall Expectations
PCV.01 - examine beliefs and values underlying democratic citizenship, and explain how these beliefs and values guide citizen actions;
PCV.02 - articulate clearly their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions.
Specific Expectations
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC2.04 - describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation;
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources; and identify main ideas, supporting evidence.
· The teacher prepares materials to demonstrate the concepts of bias and conflicting values and beliefs in the context of a current public issue or issues.
· The teacher needs to provide each pair of students with the front sections taken from two daily newspapers from the same date or with access to the web sites of two daily newspapers.
· Students should have some understanding of bias and of report writing.
1. Review the concept of bias with students, including the various ways it appears: e.g., emphasis on one perspective, use of emotional language, distortion and/or omission of other points of view, importance given to the story, use of devices like humour and sarcasm. Discuss with students the differences between a reasoned, open-minded point of view, bias, and prejudice (a blind, close-minded maintaining of a belief.)
2. Present students with samples from one such debate that illustrate the conflicting values, beliefs and purposes. Analyse the samples for evidence of bias. Discuss with students the issue of their own bias in dealing with these issues.
3. Provide students with the front sections of two Ontario daily newspapers taken from the same date (or have them visit the web sites of two newspapers). Working with a partner, students are to identify a story that has been covered by both papers and analyse the stories for the signs of bias outlined above.
4. The teacher summarizes by having students report on their findings. As examples of bias are identified, students are encouraged to explain what changes would have created a more “balanced” or bias free report.
5. At the end of this activity, students are given a prompt and asked to write an entry in their Citizen’s Handbook. The prompt might read: “While I am reading the newspaper (or watching the TV), I should be aware of...”
Summative evaluation of journal entry by the teacher at the end of the unit
· Newspaper stories vary in length and difficulty, and different newspapers target different reading levels. This allows the teacher some flexibility in terms of directing students to sources that are appropriate to their reading level.
· Encourage ESL students to bring newspapers in their first language for use with Strategies 3 and 4.
Non-Print
AJR Newslink provides Internet links to
hundreds of Canadian newspapers.
http://ajr.newslink.org/nonusn.htm
Time: 60 minutes
Through a brief investigation students will deepen their understanding of the need for governments to be open and accountable to their citizens and at the same time protecting the personal information citizens are required to provide to governments.
Strand(s): Informed Citizenship
Overall Expectations
ICV.04 - explain the legal rights and responsibilities associated with Canadian citizenship;
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions.
Specific Expectations
IC3.03 - explain why it is essential in a democracy for governments to be open and accountable to their citizens, while protecting the personal information citizens are required to provide to governments;
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources; and identify main ideas, supporting evidence.
· Teacher prepares in advance examples related to the two main topics as well as basic information about the relevant legislation.
· Assign the tasks in this activity several days in advance of the proposed discussion day. Have students ask family and friends for examples. Suggest they watch the newspaper as well as the electronic news over the course of these days not only for explicit examples of either requests for information or intrusion upon privacy, but of situations identified in the papers that would provide opportunities for both. The Internet also offers many opportunities for research on these topics.
· Basic research skills
1. Have students brainstorm examples of the rights of citizens. Provide students with a list of additional rights of citizens of democratic countries, including the right to access to information and the right to privacy. Have students individually rank these rights from most to least important in their opinion.
2. Survey students to see where they ranked the right to access to information and the right to privacy. Discuss reasons for the ranking.
3. Conduct a class discussion about whether these two rights - the right to know and the right to privacy - can exist at the same time. Provide students with information about the laws, which are intended to give them access to information – e.g., Municipal Freedom of Information and Protection of Privacy Act, the Ontario Freedom of Information Act, the Federal Access to Information Act.
4. Inform students of some of the government departments that receive a lot of requests for information from citizens: at the federal level, Revenue Canada and the Prime Minister’s Department, the Privy Council Office; at the provincial level, the Ministry of the Environment and the Ministry of Labour are high on the list; at the municipal level, requests concerning zoning regulations, planning decisions, and bylaws are common. Discuss particular questions that might be directed to these ministries or departments.
5. Divide the class into small groups of three or four.
(a) Assign half the groups the task of making a list of why they might want information from the local, provincial, or federal governments and what kinds of information they as citizens might want or need to know. As well, ask them to report on any concerns they discover in the process or procedures involved, and to make recommendations for improving the system.
(b) Assign the other half of the groups the task of listing all the ways governments and others in society have of finding out about you and compiling a profile of the different aspects of your private life. Ask the groups to make recommendations to ensure greater privacy for citizens’ personal lives.
6. Have each set of groups report on separate days for part of the class. In each case, discuss the findings and the recommendations.
7. At the end of each oral report, the teacher uses a presentation checklist to provide group members with a formative evaluation of their presentation.
Teachers may use a presentation checklist or the Oral Presentation rubric (Appendix 2.3.1) to provide groups with a formative evaluation of their oral reports.
· Extra time may be provided for students with special needs to complete the research component of this activity.
· Break the research component down into separate steps and have students with special needs focus on completing one step at a time
· Provide additional information or reference notes.
Non-Print
Teachers wanting more information
on privacy issues, including relevant Canadian legislation, should pursue the
many links available at Colin Bennett’s web site at the University of Victoria,
BC
www.cous.uvic.ca/poli/bennett/courses/456/privres.htm
The Media Awareness Network is
another Canadian Internet site that offers excellent information related to
this activity.
www.media-awareness.ca/eng/issues/priv/laws/lawcdn.htm
Canada’s School Net has a site
that offers an extensive set of links and materials for students relating to
privacy issues.
www.uottawa.ca/hrrec/lawroom/priveye/pintro.html
Teachers might also invite a member of the Freedom of Information/Right to Privacy Group and order a kit from the Commission on Freedom of Information/Right to Privacy.
Time: 90 minutes
Students investigate the nature of the political spectrum, and determine where they may fit relative to their individual values and ideas. In addition, the class examines where the existing parties in Canada may fit along a “left” to “right” continuum, and the impact that their relative locations have historically had on their electoral support.
Strand(s): Purposeful Citizenship, Active Citizenship
Overall Expectations
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions.
Specific Expectations
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC3.06 - demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgement in dealing with issues of civic concern;
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources; and identify main ideas, supporting evidence;
AC1.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies to public issues affecting their own lives.
· For this activity, each student needs a copy of the handout entitled The Political Spectrum: Where do you stand? – Appendix 2.8.1
· Create an organizer with four columns marked Ideas, Left, Centre, and Right. Use three criteria, Change, Economy, and Individual Freedom, under the Ideas column to compare positions on the spectrum.
· Record and compare where parties and individuals are located along the political spectrum according to their views on individual freedoms, change, and economy.
· Prepare a research assignment on the position of political parties on a number of issues that are of public concern to students.
Students need an understanding of bias as studied in Activity 6 and basic research skills as practised in Activity 5.
1. Have students complete the ten-statement questionnaire (Appendix 2.8.1 – The Political Spectrum: Where Do You Stand?) and add up the number of statements with which they agreed and disagreed. A student who had five agrees and five disagrees will be in the centre of the spectrum. A student with six disagree and four agree will be slightly left of centre. The higher the number of disagrees, the further left a student is located on the spectrum. The higher the number of “agrees”, the further right a student is on the spectrum.
2. Record the number of students who are located at each point of the spectrum: a picture should emerge that shows that the majority of the class is focussed at or near the centre. Identifying this pattern will ultimately be helpful in terms of explaining the electoral record of different political parties. Explain that over time, the location of the centre of the spectrum may move left or right.
3. Return to the questionnaire. Use questions 6 and 7 to determine where individuals fit on the spectrum with regard to change. Strongly disagrees supports change and may be place to the left while individuals who strongly agree oppose change and may be placed on the right of the spectrum. Use question 4 to establish positions on individual freedoms and question 10 on the economy.
4. Once the chart is completed, students should focus on examining the impact that the spectrum has on Canadian politics. Start by asking which of the federal political parties have most often formed a government? Using the answer to this question as a starting point, the teacher encourages students to use the spectrum to explain what at least in part may account for the past electoral strength of the Liberal Party. Similar questioning can be used to identify and explain the political fortunes of the Reform Party, the Progressive Conservative Party and the New Democratic Party. Marking the location of these parties along the line below the table opens up many areas of discussion related to the performance of the parties, their goals and the people they often represent.
5. Assign students the task of researching and writing a two-paragraph report on political parties on the political spectrum. In a democracy, political parties have different points of view when responding to issues that are of public concern. To complete this assignment, students research the positions that three different parties have developed relative to a specific issue. The Internet, newspapers, magazines and party information sheets are excellent resources.
6. In this first paragraph of their reports, students identify the issue that they have investigated, and describe and explain the platforms that three parties have developed relative to this issue. In the second paragraph of their report, students state which of the three parties offers what they deem to be the best response to the issue under consideration. In addition, they provide evidence and arguments to support their position.
Summative evaluation of the written report using the argumentative essay rubric (see Argumentative Essay Rubric, Canadian History in the Twentieth Century, Grade 10, Academic – Appendix 1.1.2).
· Goal setting may provide a means of assisting students with special needs in terms of completing this and other assignments in this unit. Focus on establishing short term goals that will lead to the creation of the two paragraph report. For instance, a student might be directed to first show the teacher the research that she/he has completed with respect to one political party before investigating the views of a second party. Prior to writing the report, a student might be directed to complete a chart that outlines the similarities and differences that exist among the party platforms or positions.
Non-Print
A comprehensive link list of Canadian
political party web sites is available at the University of British Columbia,
Walter C. Koerner Library site.
www.libraryh.ubc.ca/poli/cpwebpr.html
Time: 110 minutes
In this activity, students deepen their understanding of the different types of citizenship participation and involvement through discussion and an election simulation. Then in small groups they analyse and explain one of the different electoral systems in democratic societies. Each group must highlight what they consider to be two or three strengths and two or three weaknesses of that electoral system
Strand(s): Active Citizenship
Overall Expectations
ACV.03 - demonstrate an ability to collaborate effectively when participating in group inquiries and community activities;
ACV.04 - demonstrate a knowledge of different types of citizenship participation and involvement.
Specific Expectations
IC1.03 - research and report on the elements of democratic decision making;
IC5.05 - examine and describe methods of electing governments in other countries;
AC1.02 - demonstrate an ability to organize information effectively;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings;
AC4.02 - compare and evaluate the impact of various types of non-violent citizen participation in resolving public issues in Canada;
AC4.03 - research and describe how family, gender, ethnicity, class, nationality, and/or institutional affiliation may affect one’s ability to participate.
· Prepare election result materials and ballots as outlined in the Teaching/Learning Strategies.
· For the second part of this activity, the teacher provides short readings on three general groups of electoral systems: Plurality Systems, Proportional Systems, and Systems that include features of both Plurality and Proportional Voting.
· In the case of Plurality Systems, the teacher might include a reading on the First Past the Post System used in countries such as the United States and Canada. Block Voting, as practised in Bermuda and Thailand, offers another example of a Plurality System. In terms of Proportional Systems, the teacher could create a reading on the List System used in South Africa and Brazil. Another reading could explain the operation of systems that combine features of Plurality and Proportional Voting such as the Parallel System used in Russia and Japan, and the Limited vote system used for some elections in Spain.
· Create an organizer to guide student research with such topics as: Name of electoral system, Description of how it operates (use a diagram to help illustrate your description), A key strength and a key weakness of this system, and An example(s) of countries where this system is used.
· Students need a basic understanding of the concept of citizenship and the methods by which citizens participate in democracy. Activities in Unit 1 and earlier activities in Unit 2 should provide sufficient background.
1. Ask students to write down their definition of Canadian citizenship. Conduct a class discussion and create a working definition that would include:
· a person who has the legal status of being Canadian either through birth or through achieving citizenship from the Government of Canada;
· a person with all the rights and responsibilities guaranteed to citizens through the Constitution and the Charter of Rights and Freedoms, and the laws of Canada;
· a person with the right to participate in governing the nation through voting, holding public office and many other ways.
2. Brainstorm with students ways in which a citizen’s right to participate in governing the nation are protected, both in law and through citizen action. Alternatively, students could be asked to examine a newspaper or news magazine for evidence of citizen participation. Create a composite list on the board or an overhead. This list might include but not be restricted to:
· voting in local, provincial, and federal elections (included here would be making public the voters’ list to provide the opportunity to correct any errors or omissions);
· being informed about public issues through discussion, reading, viewing, attending meetings;
· signing a petition;
· writing a letter to a political representative or newspaper;
· wearing a button or putting a sticker on a vehicle;
· contributing time, money to a political party or joining a political party;
· campaigning for a candidate;
· joining a lobby or interest group to support a particular issue or action;
· demonstrating through marches, boycotts, or other forms of peaceful protest;
· serving as a juror;
· running for and holding public office;
· serving the country through the military or other public service;
· participating in actions of civil disobedience against an unjust law and accepting the consequences of those actions.
3. Discuss with students the question of the responsibility of citizens to participate. Ask how many of them voted in the last student election, and what reasons they had for participating and not participating. Include in the discussion their opinions as to why citizens in the larger community may choose not to participate. These might include:
· they are too busy;
· they don’t see they make a difference;
· they think only the well off benefit;
· there is a cultural tradition of non-involvement;
· there is a cultural tradition against the participation of women;
· they do not understand politics or the issues or government.
4. Discuss with the students the issue of the significance or lack of significance of citizen participation.
5. Conduct a brief election simulation on an issue of interest to the class about which there is some division of opinion. Precede the election with a discussion of the pros and cons in such a way that it becomes clear where the majority lies. Preceding the vote, which will be by ballot, have the majority side move to one side of the class and the minority to the other. When distributing the ballots, ensure that on the majority side ballots have written on them, "You did not participate because of ...(one of the reasons above)." The result will be that the minority side wins the election.
6. This could be followed up with examples that show percentage of vote turnout, and how governments at all levels in Canada have been elected by a minority of the possible voters.
7. Have students update their journals with an entry written in response to the following prompt; I agree (or disagree) with the old saying that “people get the government they deserve.”
8. The teacher begins by explaining that while the electoral system used in Canada is possibly the single most common method used by present-day democracies, it is not the world’s only electoral system. The teacher then explains that electoral systems are sometimes grouped into three types: Plurality Systems, Proportional Systems, and Systems that combine features of Plurality Voting and Proportional Voting. Each of these terms is written on the board and the teacher outlines the basic differences that exist among these types of systems. The teacher further explains that in this exercise students will be examining some specific models that are related to each of these basic types.
9. Students are then divided into groups and each group is given a reading that describes a different electoral system. Based on this reading, each group prepares an explanation of the system it has been assigned (explanations may include the use of a diagram), identifies countries where this system is used, and develops a list of the system’s apparent strengths and weaknesses.
10. Each group presents its findings to the rest of the class. Students use a teacher-prepared chart to record the relevant information from each group presentation. This may be followed up by an analysis of a recent election result from the perspective of each of the systems.
11. The teacher concludes the lesson by having students discuss the strengths and weaknesses of the group presentations relative to the criteria on the Presentation Checklist.
Student journals are evaluated by the Teacher at the end of the unit.
10. Students use the Presentation Rubric that was introduced in Activity 3 to discuss the strengths and weaknesses of group presentations (Oral Presentation - Appendix 2.3.1).
· The teacher may take into account relative levels of difficulty when assigning specific electoral systems to individual students.
· Students may be encouraged to add new terms to their word lists and to write their own definitions for these terms.
· Readings may be adjusted in terms of structure and vocabulary to meet the needs of individual students. Vocabulary lists might be provided to help students understand difficult terms.
Non-Print
Either of these sites will offer a teacher a solid background in the current electoral systems that are either used or have been proposed in different parts of the globe:
The Institute for Democracy and
Electoral Assistance has an excellent web site that contains a wealth of
information on alternative electoral systems, voter turn out, and existing
electoral practices around the world.
www.int-idea.se/publications/voterturnout.html
Another first class site dealing
with alternative electoral systems in terms of both theory and practice has
been created by Ben Reilly and Andrew Reynolds as part of the Administration
and Cost of Elections Project.
www.aceproject.org/main/english/es/default.htm
Elections Canada has a book for sale
entitled A History of the Vote in Canada. This work details the
evolution of voting in Canada. Selected excerpts and pictures from this book
are available at the Elections Canada web site.
http://www.elections.ca/home_e.html
Time: 45 minutes
This test will focus on evaluating student knowledge/understanding of the materials studied in Activities 1 through 9.
· Teachers must take into account specific accommodations outlined in a student’s IEP. Consultation with the special education teacher who is responsible for assisting a student will prove helpful in terms of creating a test writing environment and standards for evaluation that appropriately respond to the student’s needs.
Time: 150 minutes
Through a brief examination of aspects of the constitutional debate and of Aboriginal self-government, students will deepen their understanding of the ways contrasting values and multiple perspectives have become part of the reality of Canadian federalism.
Strand(s): Purposeful Citizenship, Active Citizenship
Overall Expectations
PCV.01 - examine beliefs and values underlying democratic citizenship, and explain how these beliefs and values guide citizens’ actions;
PCV.02 - articulate clearly their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group inquiries and community activities.
Specific Expectations
PC2.02 - explain how different groups define their citizenship, and identify the beliefs and values reflected in these definitions;
PC3.02 - describe, compare, and analyse Canadian cases in which contrasting value systems, multiple perspectives, and civic purposes coexist;
AC2.02 - analyse important historical and contemporary cases that involve democratic principles in the public process of conflict resolution and decision-making;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings.
· The teacher needs to create a chart with three columns entitled Canadian Federalism Today. The columns from left to right are entitled Proposed Constitutional Change, Possible Supporters/Reasons and Possible Opponents/Reasons. The left column contains brief statements of the main proposed changes in the Charlottetown Accord, including the proposal:
· to recognize Quebec as a "distinct society"
· to make the Senate more powerful and to have an equal number of representatives from each province;
· of self government for Aboriginal peoples; for a new division of powers between the Federal Government in Ottawa and the provinces with the provinces getting more power and more money;
· to guarantee Quebec 25 percent of the seats in the House of Commons;
· to guarantee rights regarding matters like health care, education and protection of the environment.
· Create an overhead using the following two quotes from Pierre Trudeau and one from a policy paper of the Federation of Saskatchewan Indians
“As for Aboriginal rights, this means saying ‘We were here before you: You came and took the land from us and perhaps you cheated us by giving us some worthless things in return for vast expanses of land and we want to reopen the question. We want you to preserve our Aboriginal rights and to restore them to us.’ Our answer is no. we can’t recognize Aboriginal rights because no society can be built on historical ‘might have beens’.” - Prime Minister Pierre Trudeau, 1969
"Clearly our Aboriginal peoples each occupied a special place in history. To my way of thinking, this entitles them to special recognition in the Constitution and to their own place in Canadian society, distinct from each other and distinct from other groups."- Prime Minister Pierre Trudeau, 1983.
“. . . at the time of Treaty-making, our ancestors held back or ‘reserved’ certain rights and powers of Indian Governments. These are not mentioned in the Treaty Articles, because they were not subject to negotiation. They were, and they remain, our inalienable rights. Among these are the inherent sovereignty of Indian nations, the right to self-government, jurisdiction over our lands and citizens and power to enforce the terms of the treaties.” - Federation of Saskatchewan Indians
· Prepare copies of reading entitled It Depends on Whose Eyes You See With - Appendix 2.11.1).
· Students should have an understanding of point of view and knowledge of skills involved with respect to the format chosen, e.g., role play.
Case 1: The Charlottetown Accord
1. Provide students with an overview of the attempts at constitutional change represented by the Meech Lake and Charlottetown Accords. Briefly discuss the breakdown of both attempts.
2. Provide students with a three-column chart, entitled Canadian Federalism Today.
3. Ensure that students understand what each of the proposals on the chart means, perhaps by comparing the proposed situation with the current one.
4. Ask students, working in small groups, to complete the other two columns for each of the proposed changes. Emphasize that the purpose of the exercise is to understand how contrasting values and multiple perspectives are part of the Canadian reality. Encourage them to use their own knowledge and educated guesses as the basis of their responses.
5. Have the groups report their results and create a composite response on the board. Following this discussion, provide students with a summary of the actual pros and cons.
Case 2: Aboriginal Self Government
6. Explain to students that the following exercise is intended to establish the differing perspectives that exist in Canada on the subject of Aboriginal self-government and to allow them to understand some of the basis for these perspectives.
7. Introduce students to the complicated nature of the topic by reading or putting on the board or overhead the two quotations from former Prime Minister, Pierre Trudeau and that of the Federation of Saskatchewan Indians.
8. Distribute the reading It Depends on Whose Eyes You See With and explain that for each introductory statement there are two completions, the first in each case representing the traditional mainstream Canadian point of view, the second, the perspective of Aboriginal people.
9. The differing perspectives may be approached in a variety of ways:
· Have four pairs of students prepare a brief role play in which each pair plays the role of a supporter of that perspective. Students may be encouraged to elaborate on the basic idea presented in each case, but must preserve the main idea.
· In a follow up discussion ask students acting as the audience how they felt about the viewpoints being represented. The discussion should include whether the representation was likely accurate? Would more information be necessary?
· Create two panels of students to present and explain each of the perspectives, and answer questions from the rest of the class about their positions.
10. Have students write a journal entry giving their own perspective on the issue of Aboriginal self government. Students might be asked to respond to a prompt such as: In my own view as a Canadian citizen, Aboriginal self-government should....
9. Students use the Presentation Rubric that was introduced in Activity 3 to discuss the strengths and weaknesses of group presentations. See Appendix 2.3.1 - Oral Presentation rubric.
10. Student journals are evaluated by the Teacher at the end of the unit (see Appendix 3.5.2).
· As preparation for this activity, students with special needs may be provided with a word list that will allow them to define difficult terms that appear in the quotes and reading that are to be used in class.
· Rewrite quotes and the reading so that explanations for difficult terms appear in the text.
Non-Print
There are many Internet sites
that explore the issues and initiatives that have dominated the ongoing debate
in Canada over the future of the Canadian Constitution. Teachers interested in
further information on the Charlottetown Accord and other matters related to
the Canadian Constitution will find a wealth of resources at the
Intergovernmental Affairs site created by the Federal Government.
www.pco-bcp.gc.ca/AIA/ro/doc/conste.html
The Solon Law Archive provides a very extensive and updated set of documents
dealing with the Canadian Constitution.
For further information on
Aboriginal Self Government, consult the Federal Government web site at
www.inac.gc.ca/pubs/selfgov/policy.html
or consult the many links provided at the Turtle Island on the Net web site
www.turtleisland.org/front_htm
The Royal Commission on
Aboriginal Issues and Self Government is available on CD (Canada Communication
Group – Publishing, Ottawa, Ontario, K1A 0S9). Selected excerpts are available
at
http://www.inac.gc.ca/rcap/index.html
Additional information related to
Aboriginal and Federal Government response to the Royal Commission are
available at Indian and Northern Affairs Canada website at
http://www.inac.gc.ca/index_e.html
Time: 120 minutes
This activity gives students an overview of the structure of the Canadian legal system. Then students examine two case studies to identify the differences between civil and criminal law. Finally, students examine the factors that are used to determine whether a crime has been committed and then test their understanding by applying these factors to a series of case studies.
Strand(s): Informed Citizenship
Overall Expectations
ICV.03 - describe the main features of local, provincial, and federal governments in Canada and explain how these features work;
ICV.04 - explain the legal rights and responsibilities associated with being a Canadian citizen.
Specific Expectations
IC3.04 - demonstrate an understanding of how the judicial system protects the rights of both individuals and society;
IC4.02 - compare how laws, regulation, public policies, and decisions are made and enforced at the local, provincial, and federal levels.
· Prepare a diagram of the Canadian Justice System (from the police through the Supreme Court to Jails, Penitentiaries, and Prisons).
· Find two case studies to illustrate the differences that exist between criminal and civil justice.
· Create a series of case studies that require that students determine whether a crime has been committed. These case studies should be constructed so that they raise controversial issues such as questions of competency, intent, human rights, and discrimination.
· Students should have a basic understanding of the concepts of ‘judicial power’ and the ‘judicial branch’ of government as established earlier in this unit and an ability to work with case studies.
1. The teacher uses a diagram that outlines the various parts of the Canadian justice system (police, magistrates, lawyers, provincial courts, federal courts, Supreme Court, penal facilities) and explains the steps and institutions that exist in the justice system by using the example of an adult who has committed a serious offence.
2. Students are then given a reading of two case studies. One case study outlines the experiences of an individual who is charged, tried and convicted for a criminal offence. The other case study describes the experiences of an individual who is the complainant in a civil trial. Students are asked to underline differences that exist between the experiences of these two individuals.
3. The teacher next directs students to create a chart with three columns. The columns are given the following headings: Points of Comparison, Civil Law, and Criminal Law. Using the differences that students have underlined in the reading, the teacher assists the class with identifying the basic points of comparison that exist between civil and criminal law (who is involved, who pays, institutions that play a role in the process, results that may follow.) Students use the information in the readings to complete their charts.
4. The teacher explains to the class the basic factors that are considered in order to determine whether or not a crime has been committed (the act, intention, age.) Students add these factors to their notes and are provided with a range of case studies. Working with a partner, students apply the factors to determine whether or not the individuals involved in the case studies should or should not be charged with having committed a crime.
5. The activity ends with a class discussion of the case studies. During this discussion, students are asked to justify their decisions.
6. Finally, the teacher provides the class with a prompt for a journal entry: Equal under the law should mean.…
6. Journal entries are evaluated at the end of this unit.
· Case studies may be varied in terms of their language, length, and subject matter.
· Pairing students allows for groupings that reflect individual abilities and needs.
· Optional prompts may be created for the journal entry.
Non-Print
The Federal Department of Justice
web site provides a brief description of the functions and structure of each of
the parts of the Canadian judicial system.
www.canada.justice.gc.ca/Publications/info_education/CCS/index_en.html
An excellent overview of the
Canadian justice system is also available at
www.cjprimer.com/canada.htm#head4.
Canada’s School Net page entitled
“Welcome to the Law Room” also examines many of the issues and much of the
content needed for Activities 12, 13, and 14.
http://www.uottawa.ca/hrrec/lawroom/lawroom.html
In particular, the School Net site
provides an example of a case study that could be used as a model for the sorts
of case studies needed for part three of Activity 12.
www.uottawa.ca/hrrec/lawroom/primer.html
Time: 110 minutes
Through a study of the Milgaard case, students deepen their understanding of the processes that attempt to protect the rights of the accused that are built into the criminal justice system. Students use additional case studies and the Charter of Rights and Freedoms to study the rights and freedoms that Canadians have, may have, or do not have according to the terms of the Constitution.
Strand(s): Informed Citizenship
Overall Expectations
ICV.04 - explain the legal rights and responsibilities associated with Canadian citizenship.
Specific Expectations
IC3.02 - describe the changing nature of Canadian citizenship rights and responsibilities based on an examination of provincial legislation, the Bill of Rights (1960), and the Canadian Charter of Rights and Freedoms (1982);
IC3.04 - demonstrate an understanding of how the judicial system protects the rights of both individuals and society;
IC3.05 - describe a case in which a citizen’s rights and responsibilities have been upheld or restricted, outlining the concerns and actions of involved citizens and the reasons for the eventual outcome;
IC4.02 - compare how laws, regulation, public policies, and decisions are made and enforced at the local, provincial, and federal levels.
· Students need a summary of the R. v. David Milgaard. Although Milgaard was wrongfully imprisoned for 22 years, the Supreme Court of Canada, even as it was advising the Minister of Justice in 1992 to quash the original conviction, held that "in our view David Milgaard had the benefit of a fair trial in 1970." The Hurricane Carter/Lesra Martin case could be an interesting extension, as could the Guy Paul Morin, and Donald Marshall cases.
· Collect copies of the Charter of Rights and Freedoms and create a handout that includes eight to ten short case studies that have been written to raise possible charter rights. To create these case studies, teachers should refer to topics that are of current public interest that raise questions about the fundamental human rights guaranteed to Canadians.
· In addition, the list of case studies should include two or three examples where students might assume that they have certain rights but these rights are not addressed in the Charter or have been narrowly defined by the Supreme Court. For example, case studies could be written to include such issues as: the potential impact of the notwithstanding clause and issue of access to justice through the Charter as related to questions of the financial cost of litigating (especially when confronting the “deep pockets” of a government or corporation)
· A basic knowledge of the legal safeguards for accused citizens.
1. Have students read a summary of the David Milgaard case (see Appendix 2.13.1).
2. Working in pairs or small groups, ask students to identify as many of the safeguards of the accused as they can. As well, have them identify those safeguards that may be missing in this summary.
3. Have students write a journal entry in which they assess the fairness of David Milgaard’s treatment and explain their reasons. As well, they are to make recommendations for improvements to the justice system based on the case.
4. The teacher begins by explaining to the class the origins of the Charter, the changes that have occurred over time in the area of “citizenship rights” since the passage of the Bill of Rights and the introduction of the first Human Rights legislation at the Provincial level, and what the Charter’s existence means to Canadians in terms of defining and securing their liberties. The teacher should use this opportunity to highlight the way in which the rights of Canadian citizens, have gradually been expanded and entrenched and have been the result of the diligent efforts of generations of Canadians who have dedicated themselves to bringing about reforms.
5. After giving students a copy of the Charter of Rights and Freedoms, the teacher should explain the difference between a right and a freedom. Refer students to the first section of the Charter where it is established that no right is absolute and that the limits placed on Charter rights must be reasonable and justifiable within the context of a democratic society. Provide the class with examples to help clarify the ideas of rights, freedoms, absolute rights, limited rights, reasonable and justifiable restrictions.
6. The teacher has the class review the format of the Charter, explaining the importance of the Preamble and noting the way in which rights and freedoms have been organized under topic headings into sections. Students are then given case studies to read. Working in pairs, students take each case study and:
· summarize the main the issue/conflict involved in the case study;
· describe the rival viewpoints that exist;
· identify what if any provisions of the Charter may apply to each case;
· explain what, given the evidence in the case study and the provisions of the Charter, they think would be a “reasonable” resolution of this issue in the context of a democratic society.
7. The teacher concludes this exercise by having members of the class explain and discuss their findings.
Journal entries are evaluated at the end of the unit.
· Have students use a tape recorder or computer to make personal reflections on exercise.
· Record reading materials for disabled students.
Non-Print
Copies of Supreme Court of Canada
Charter decisions delivered since 1983 are available at a University of
Montreal web site.
www.droit.umontreal.ca/doc/csc-scs/en/
The Canadian Civil Liberties
Association web site contains a wealth of case studies that raise Charter
rights.
www.ccla.org/schools
Ontario Human Rights’ Commission
provides hundreds of potential case studies (similar sites in other provinces).
www.ohrc.on.ca/index2.htm
The text of the Charter of Rights and
Freedom may be found at
(http://www.efc.ca/pages/law/charter/charter.sect.html)
Canada’s School Net offers a
range of lessons plans and case studies that raise Charter issues.
www.acjnet.org/teacher/freetab.htm
The Alberta Law Foundation has provided a
primer on the Charter of Rights and Freedoms that includes a very informative
FAQ section.
www.extension.ualberta.ca/legalfaqs/nat/char.htm
Beaudoin, Gérald and Errol Mendes. The Canadian Charter of Rights and Freedoms, 3rd ed. Toronto: Carswell, 1996.
Time: 215 minutes
Working in small groups, students must research a piece of federal, provincial, or municipal legislation or an official government policy, Based on their research, they identify and justify change(s) that they think need to be made to the law that they have selected or been assigned. At this point, the group becomes an activist organization dedicated to achieving the desired change(s). Group members create an Action Plan spelling out their goals and the methods that they will use as democratic citizens to achieve these goals. One of these methods (whether it is a radio ad, a poster, a letter, a video, a pamphlet, a sticker, a sign, a button., etc.) must actually be created. Finally, groups present their action plans to the class - including the items that they have created as a sample of the strategies they propose to employ.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship
Overall Expectations
ICV.01 - demonstrate an understanding of the reasons for democratic decision making;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.01 - demonstrate an ability to research questions of civic importance, and to think critically and creatively about these issues and questions;
ACV.04 - demonstrate a knowledge of different types of citizenship participation and involvement.
Specific Expectations
IC4.07 - research recently passed legislation at the community, provincial, or federal level to resolve public conflict, and then produce a report analysing the key issues and different points of view on the issues;
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources; and identify main ideas, supporting evidence points of view, and biases in these material;
AC1.02 - demonstrate an ability to organize information effectively;
AC1.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies to public issues affecting their own lives;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings;
AC3.03 - demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community;
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC3.05 - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement.
· While 215 minutes has been targeted for the completion of this assignment, half of this time will be spread out over a number of earlier classes to allow for students to organize their plans and co-ordinate their efforts. The preparations needed to complete this assignment will in large part be finished by students working outside of class time. Approximately half of the proposed 215 minutes will need to be set aside for the class presentations.
· The teacher will provide students with a handout outlining the details of this assignment and the criteria that will be used to evaluate each group’s final product.
· The teacher also identifies a number of laws/policies that students might select to investigate. Help the students narrow the focus down to sections, sub sections or even single provisions of existing legislation. For example, a law such as the Employment Standards Act may be broken down into sections dealing with minimum wage provisions, hours of work, layoffs, termination, severance, and vacation pay.
· Familiarity with the qualities of an effective presentation.
· Understanding of the sorts of activities that citizens use to influence governments in a democracy.
1. Teacher introduces this assignment by having students form into groups and by reviewing the instructions and criteria for evaluation. Students are informed that once each group has selected the law or policy that it will investigate, the assignment has four phases: a research component, creation of an action plan, development of one of the strategies contained in the action plan, and a presentation to the class.
2. For the research phase, students will gather relevant information about the issues or questions raised by their law or policy using sources such as books, newspaper articles, and Internet web sites. Group members will identify the points of view that exist with respect to these issues/questions, and collectively decide what they think needs to be changed to improve the law or policy that they are investigating. Students need to justify the proposed changes.
3. As background for phase two, the class should brainstorm the problems associated with trying to communicate with large numbers of people in a world in which citizens are constantly bombarded with information and competing media messages. Creativity as well as substance can be of prime importance when designing the measures that will be included in a political action plan.
4. To create their action plan, the members of each group will:
· clearly state their overall objective (the change(s) they want to see introduced)
· outline the facts and arguments that justify the proposed change(s)
· explain six measures (actions) that they intend to use to (i) increase public awareness and support, and (ii) to influence and inform relevant decision-makers both in government and in the broader community and provide a rationale outlining what they think each measure will accomplish relative to achieving their overall objective
5. Each group must actually create one of the measures proposed in its action plan.
6. The class presentation represents the final product of this assignment. Each group explains to the rest of the class their action plan and displays the one measure that they have actually developed. Review the presentation checklist and rubric with the students.
7. At the end of each presentation, students should have an opportunity to question group members about the change(s) they have proposed and the contents of their action plans.
6. Teacher uses Appendix 2.5.1 - Written Presentation rubric, and Appendix 2.3.1 - Oral Presentation rubric, to evaluate final product.
· The law/policy investigated by a particular group may be assigned based on the individual needs and abilities of group members.
· Provisions taken from laws and passages taken from policies may be rewritten to address the reading levels of students or vocabulary lists may be provided to assist students with difficult terms and/or ideas.
· The variations that are built into the presentation phase of this assignment should allow students to pursue areas of personal strength and interest.
Non-Print
Web Networks offers an extensive
list of organizations that are involved in initiatives aimed at changing
government policies and plans. Students may find it useful to visit the sites
of some of these groups to explore the sorts of political actions that they
have developed as part of their campaigns.
http://www.web.net/
Associations Canada.Com offers a
comprehensive listing of associations (business, professional, social and
government) that will provide students with links to organizations that are
involved in activities aimed at influencing government policies and plans.
http://www.associationscanada.com/
Activities 3 and 4 refer to student development of a presentation checklist. The criteria used in the following rubric are among those students ought to identify as appropriate for assessing effective oral presentations.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas/ presentation
of a point of view |
- communicates information as isolated pieces in a random fashion |
- communicates important information but not a clear theme or overall structure |
- clearly communicates main idea or theme and provides suitable support and detail |
- clearly and effectively communicates main idea, theme, or viewpoints |
|
Presentation of a point of view |
- point of view unclear |
- point of view apparent but unclear at times |
- clear point of view |
- provides support of viewpoint with rich or persuasive detail |
|
Provision of supporting evidence |
- information provided not clear as evidence: limited accuracy or relevance |
- evidence clear and supports point of view, though not consistently; few inaccuracies |
- evidence clear and consistently supports point of view |
- evidence is thorough and detailed suggesting a degree of mastery |
|
Communication appropriate to medium
(oral)/ final product format |
- limited demonstration of effort for presentation; limited attention paid to language and style |
- some attention to language and style, but pacing requires more attention |
- suitable effort and presentation shown |
- presentation appears well rehearsed |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear articulation of position |
- position is not clearly stated |
- position is recognized, but only clarified through prompting |
- a clear position is stated |
- a clear position is stated and fully articulated |
|
Provides support for position |
- limited support for initial position |
- support for initial position is present but lacks clarity of presentation and reasoning |
- support for initial position is clearly presented and reasoned based on evidence |
- supporting arguments for position are both reasoned and persuasively presented |
|
Effectively critiques positions |
- limited sensitivity to opponents’ positions |
- opposing views acknowledged but not effectively critiqued or dealt with sensitively |
- opposing views acknowledged and effectively critiqued |
- opposing views effectively critiqued and opponents treated with sensitivity |
|
Effective Communication |
- communication during debate is rarely clear and/or forceful |
- communication exhibits moderate clarity and/or forcefulness |
- clarity and forcefulness fairly consistent during the debate |
- communication is consistently clear and forceful |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
The criteria used in the following rubric are among those students and teachers identify as appropriate for assessing effective written presentations; e.g., brochure.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas/ presentation
of a point of view |
- communicates information as isolated pieces in a random fashion |
- communicates important information but not a clear theme or overall structure |
- clearly communicates main ideas or themes |
- clearly and effectively communicates main ideas, themes or viewpoints |
|
Presentation of a point of view |
- point of view unclear |
- point of view apparent but unclear at times |
- clear point of view |
- provides support of point of view using rich and persuasive detail |
|
Provision of supporting evidence |
- information provided not clear as evidence; limited accuracy or relevance |
- evidence clear and supports point of view, though not consistently; few inaccuracies |
- evidence clear and consistently supports point of view |
- evidence is thorough and detailed suggesting a degree of mastery |
|
Effective communication with diverse
audiences |
- presents information in a style and tone which matches audience's interest and level of knowledge in a limited way |
- presents information in a style and tone which moderately match audience's interest or level of knowledge |
- presents information in a style and tone consistent with audience's interest and level of knowledge |
- presents information in a style that effectively capitalizes on the audience's interest and level of knowledge |
|
Communication appropriate to medium
(written) / final product format |
- limited demonstration of effort for presentation; limited attention paid to language and style |
some attention to language and style |
- suitable effort and thoughtful preparation clearly shown |
- evidence that text format matches conventions of quality design |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Circle the response which most correctly describes your reaction to each of the following ten statements. Make certain that you take a stand on all ten statements.
1. The death penalty should be automatic in all cases of premeditated (preplanned) murder.
Agree Disagree
2. The courts are usually too lenient with offenders caught by the police.
Agree Disagree
3. Poor people should work harder to improve themselves instead of expecting the government to support them.
Agree Disagree
4. Laws on the non-medical use of drugs should be strictly enforced.
Agree Disagree
5. Young people in school should be forced to spend one or two summers in the armed forces to give them more discipline.
Agree Disagree
6. Older politicians with more experience usually make the best party leaders.
Agree Disagree
7. Canada should keep all of its ties to the British monarchy.
Agree Disagree
8. Every student should know the words to the national anthem and be expected to sing them when the anthem is played.
Agree Disagree
9. Immigrants should be immediately sent to whatever part of the country has any kind of labour shortage.
Agree Disagree
10. Government should not interfere in the operation of small businesses.
Agree Disagree
In a democratic country like Canada:
When all people are considered equal, giving one group of people special rights of self-government and claims to land are undemocratic. Promises made in old statements like the Proclamation of 1763 and the treaties were part of another time and should have no place in a modern democratic country.
Agreements that recognized the existence of rights that included self-government and land ownership have no time limitations. People who have come here from elsewhere created a situation for themselves. Others who came later agreed to this situation when they came. Aboriginal people already had their own ways and wish to be able to continue them as has been recognized and accepted by both the Crown and Canadian governments.
The treaties signed between Aboriginal people and the British, then Canadian governments meant:
That Aboriginal people gave up their rights to certain parts of the country and received from the government in return certain reserved land and other forms of assistance;
That the Crown and Canadian governments could not give those lands to the Aboriginal peoples because it was Aboriginal land to begin with, a fact the treaties themselves accepted.
The treaties signed between Aboriginal people and the British, then Canadian governments meant:
The Crown and later the Canadian government had taken responsibility over "Indians and Lands reserved for Indians" as demonstrated by Section 91 of the British North America Act. Clause 24 of the Section established the power of the federal government over Aboriginal people;
That the Crown and the Canadian government accepted the self-governing powers of the Aboriginal peoples and guaranteed that they would be able to live their lives in much the same way as they had before the arrival of the Europeans. The clause in Section 91 was intended to undermine the importance and authority of the treaties, something Aboriginal people have never agreed to.
Section 35 of the Canada Act recognizes and affirms "Aboriginal and treaty rights." This means:
That these rights, whenever they are specified, have been given to Aboriginal people by the Canadian people through their government and constitution;
That these rights have always existed and are simply being recognized by the Canadian people through their government and constitution.
Early in the morning of January 31, 1969, David Milgaard, then 16 years old, Nichol John and Ronald Wilson drove from Regina to Saskatoon, Saskatchewan. In Saskatoon, sometime before 7:00 a.m. on that morning they stopped a woman walking by their car to ask for directions. Shortly after that the car became stuck, Wilson and Milgaard got out of the car and walked away in different directions to seek assistance. Wilson returned to the car before Milgaard.
Sometime that morning, Gail Miller, 20, a nurse’s aide, was robbed, sexually assaulted and murdered and her body later found in a Saskatoon snow bank.
Although both at the time and throughout his ordeal, David Milgaard denied any involvement in the murder, his testimony did confirm a number of other details.
At some point during the trip from Regina to Saskatoon, Milgaard had broken into a building.
He admitted that when they stopped the pedestrian to ask for directions that he looked at her with a view to possibly robbing her. Other evidence indicates that Gail Miller’s purse was taken by somebody and thrown in a garbage can. Milgaard confirmed that a compact or makeup bag was found in the Wilson car after they left Saskatoon. It had not been there earlier. When Nichol John inquired about it, David Milgaard seized it and threw it out of the car and could not give any explanation for his actions.
Milgaard also told his counsel that he may have had a knife in his possession when he arrived in Saskatoon.
Albert Cadrain, whom the group had picked up in Saskatoon, testified that he saw blood on the pants and shirt of Milgaard when Milgaard changed his clothes at the Cadrain house.
In mid-1969 David Milgaard was arrested and charged with Gail Miller’s murder.
On January 31, 1970, following a trial by judge and jury, the accused was found guilty of murder and was sentenced to life imprisonment.
In 1971, the conviction was confirmed by the Saskatchewan Court of Appeal. Also in 1971, the accused application for leave to appeal his conviction to the Supreme Court of Canada was dismissed.
While in prison, Milgaard was sexually assaulted and tried to commit suicide. In 1973, Milgaard escaped from Stony Mountain Penitentiary, north of Winnipeg. He was later returned to prison.
In 1980, he did not return to prison after being released on day pass. He was shot while being recaptured 77 days later.
In December, 1988, David Milgaard’s lawyers applied to have the case reopened.
Also in 1988, his lawyers made an unsuccessful attempt to get DNA testing done.
On February 27, 1991, Kim Campbell, then Federal Justice Minister, turned down the request to reopen the case.
In August, 1991 Milgaard’s lawyers tried again to have the case reopened.
On November 29, 1991, Campbell directed the Supreme Court to review Milgaard’s conviction on the basis that there was widespread concern whether there was a miscarriage of justice in David Milgaard’s conviction and that it was in the public interest that the matter should be inquired into.
In 1992 there was another unsuccessful attempt to get DNA testing done.
On April 14, 1992 the Supreme Court found that:
· It is believed Milgaard had had the benefit of a fair trial in January, 1970;
· It had not been presented with any valid evidence that the police had acted improperly in the investigation or in their interviews with any of the witnesses;
· Nor was there evidence that there had been inadequate disclosure in accordance with the practice prevailing at the time;
· Milgaard was represented by able and experienced counsel;
· No error in law or procedure had been established;
· At the conclusion of the trial, there was ample evidence upon which the jury, which had been properly instructed, could return a verdict of guilty.
· Fresh evidence "placed before us which is reasonably capable of belief and which taken together with the evidence adduced [brought out] at the trial could reasonably be expected to have affected the verdict. We will therefore be advising the [justice] Minister to quash the conviction and direct a new trial."
The "fresh evidence" included the fact that a key witness against Milgaard at the tail, Ronald Wilson, changed his testimony. Additional evidence suggested Milgaard’s alleged confession may not have taken place. And more importantly, there was evidence concerning sexual assaults committed by Larry Fisher which came to light in October, 1970, when Fisher made a confession.
David Milgaard was freed in 1992 when the Saskatchewan government decided not to try him again. He was not formally acquitted. On July 18, 1997, Milgaard’s lawyers announced that DNA tests proved Milgaard did not kill Miller. That day he received an apology from Saskatchewan for his wrongful conviction.
On July 25, 1997, Larry Fisher was arrested in Calgary for the rape and murder of Gail Miller. His trial began in Yorkton, Saskatchewan, on October 12, 1999. Larry Fisher was found guilty of the murder of Gail Miller on November 22, 1999.
In May, 1999 the Saskatchewan government and the Milgaard family agreed to a compensation package for Milgaard in the area of $10 million.