Using their previous knowledge of Canadian history, collaborative groups of students decide upon two to four significant developments since 1900 that have shaped Canada as a modern nation. Each group presents their selected events and explains to the class why they consider them to be important. The class decides which events they wish to use as chronological markers for the wall timeline, and each group is assigned the task of creating a reference marker (e.g., political cartoon, headline, annotated illustration…) for one of the selected “turning points” in modern Canada. The markers are affixed to the timeline as a reference, and may be used as models for subsequent additions to the timeline.
TIP: Help students to focus on elements of political change, cultural change, and population change; provide them with some key words as needed to help them get started on ideas (e.g., Nunavut, 1999; the Great Depression, 1930s; repatriation of the Constitution, 1982...). Encourage groups to consult reference sources as needed to verify dates or details and events. This activity will help assess students’ prior knowledge, and will also help orient the study of contemporary Canada by reviewing key developments.
Collaborative groups of students are provided with a set of responsibilities and powers of various levels of government. Groups sort and predict the responsibilities and powers under federal, First Nations, provincial, and municipal governments. Students then read the provided information on constitutional guidelines, and use this information to correct and re-sort the responsibilities and powers under the appropriate level of government.
TIP: Provide a mixed set of responsibilities to each group to sort under appropriate categories. Students may consult the government pages of the local telephone book to assist them in categorizing powers and responsibilities. Advise students that many of the powers and responsibilities are shared between two or more levels of government (e.g., environmental protection and legislation). Explain to students that this is the principle of federalism as laid out in the Constitution: powers and responsibilities are distributed between a central federal government and local provincial governments.
First Nations powers and responsibilities are in negotiation based on Article 25 of the Canadian Charter of Rights and Freedoms, which recognizes that: The guarantee in this Charter of certain rights and freedoms shall not be construed so as to abrogate or derogate from any aboriginal, treaty or other rights or freedoms that pertain to the aboriginal peoples of Canada including
Collaborative groups of students read and respond to the provided quotes about Canadian government, federalism, the parliamentary process, federal-provincial relations, or federal-First Nations relations. Students state the key idea of each quotation, and select two or three quotes that best reflect the nature of Canada. In a guided plenary discussion, students exchange ideas about the quotes with which they were most in agreement or disagreement.
Collaborative groups of students research the Canadian parliamentary process, with each group member assigned to cover the role of one of the following elements:
Groups prepare a short oral presentation in which each member personifies an element of the system of governance (e.g., “I am a federal system of government. This means that I …”; “I am the Constitution of Canada. I am the basis for …”; “I am a member of the Senate. I am chosen by… My role is to ….”). Students may then arrange themselves in a physical configuration that helps explain the Canadian parliamentary process. Other students take notes in a chart form or graphic organizer form as they observe the presentations.
Students view a video that details the various levels of government in Canada and outlines the Canadian parliamentary system of government. Following the viewing, students discuss the positive and negative aspects of our Parliamentary process and consider ways, other than voting, in which citizens can become involved in the democratic process.
Using the provided key words, students create posters or use graphics software to prepare an organizational chart explaining the Canadian federal system and the structures of the Canadian parliamentary process. Students include icons or symbols to represent the legislative, executive, and judicial branches of government, and include graphics to clearly represent the process.
Students view a video that portrays a critical view of the erosion of democracy in the concentration of power in the executive branch in contemporary parliamentary processes. Students discuss the issues raised and consider the limitations of responsible government.
Collaborative groups of students gather information about how the actions of citizens (individually or collectively) influence Canada’s political or social systems. Examples include:
As a group, students select a current issue in the news, and select three different options for individual or collective action on that issue. They present to the class a role-play of each of the three types of actions, and ask the class to assess which type of action would be the most effective in the given situation.
TIP: Encourage students to think of ways in which they can take action to support social change. They may explore the actions of a group such as Greenpeace, War Child, or a local citizen environmental group to consider how these NGOs succeed in bringing issues to the attention of candidates, voters, and the press.
Students read an informational text about the meaning of criminal law, civil law, and constitutional law in Canada. Following the reading, pairs of students create an illustrated Concept Map showing the meanings of each type of law and their respective responsibilities in providing justice and security to Canadians. Students share their Concept Maps in collaborative groups.
TIP: Encourage students to focus on the key ideas that criminal law provides protection from harm from the actions of others, civil law involves the legal settling of disputes between people or groups, and constitutional law protects the rights and freedoms of people before the government.
Students use the provided list to select a Canadian whose social or political action promoted universal human rights. Consulting print and electronic sources as needed, they prepare a short biographical study of their selected individual, focusing on the involvement and significance of that individual in advancing the cause of human rights.
Students generate and record a list of all that they know about the Canadian Charter of Rights and Freedoms. In a general class discussion, clarify any misconceptions about the Charter and encourage students to consider how, and whether, the Charter has affected their daily lives. Students write a short personal reflection or Exit Slip assessing whether they believe the Charter is an important part of their identities as Canadians.
Students bring to class a media clipping that relates to the Charter of Rights and Freedoms, citizenship, identity, or the shared values of Canadians. They present the clipping to the class for response, focusing on what they believe to be the values that enable Canadians to live together peaceably, and how these values are influenced by and portrayed in the media.
TIP: It may be useful to set aside a few minutes at the beginning of each class to review selected news events, articles, or editorials. Students may create a “Living in Contemporary Canada” bulletin board, or gather news articles for personal portfolios in which they record their own analyses and responses to current Canadian issues as portrayed in the media.
Collaborative groups of students find the text of the Charter of Rights and Freedoms on the Internet, or use the provided copy of the actual text of sections 1 to 23. Each group cuts up the 23 sections of the Charter and organizes them in the order of priority, from the most important to the least important. Each group presents and justifies their “top five” to the class. In a general class discussion, students consider what might be the effects on groups and individuals of removing two or three of the rights and freedoms that are lower priorities on their lists.
Students form six collaborative groups to create an oral presentation explaining the significance of an assigned portion of the Charter of Rights and Freedoms. Each group gives examples of the effects of their assigned rights and freedoms on groups and individuals living in Canada, considering ways in which the Charter can enable Canadian citizens to live together peacefully. In a general classroom discussion, students discuss the shared values that they see represented in the Charter and reflect on the importance of these values in their own lives and identities.
Collaborative groups of students design a poster or annotated collage on the Charter of Rights and Freedoms, using headlines, photos, and editorials that illustrate a variety of examples of the effects of the Charter on individuals and groups in contemporary Canada. Students circulate in a Gallery Walk to view and respond to posters.
Students analyze the implications and effects of the Charter by completing the provided chart. Students share their charts in collaborative groups, discussing how the Charter can support conflict resolution, as well as how it can potentially cause conflicts between groups and individuals (e.g., situations where individual or collective rights may infringe upon the rights of others).
Students participate in a Jigsaw activity to research ways in which culture, diversity, and identity are protected in Canada. One student from each group is designated as the research expert on a topic such as the following:
Using print and electronic sources, each group of “experts” gathers to prepare a summary report on their selected topic. They return to their cooperative groups to share their summaries with the home group members. In a general class discussion, students consider whether they believe Canada is doing enough to support Canadian identity, culture, and diversity.
TIP: Encourage students to visit the websites for the organizations listed above and to consult their mission or vision statement.
Six sheets of chart paper are posted at various stations in the classroom. Each poster is identified by a heading referring to a section of the Charter of Rights and Freedoms:
Collaborative groups of students engage in a Carousel activity, circulating to each of the stations to brainstorm and record what they recall of the constitutional rights and freedoms of Canadian citizens as stated in the Charter. When all groups have added their ideas to each chart, the class discusses the importance of the rights and freedoms of the Charter in their daily lives, and generates a list of the responsibilities associated with these rights and freedoms.
TIP: Establish a designated time for groups to spend at each station and signal when it is time to move on to the next one. Encourage students to build on the ideas of previous groups and to make corrections if necessary, using sticky notes to add their comments.
Students are divided into groups corresponding to the sets of rights in the Charter:
Each group conducts research as needed to create a poster that explains in their own words the rights and freedoms assigned to their group, including the accompanying responsibilities. Groups give a short oral presentation, explaining the most important aspect of the rights, freedoms, and responsibilities represented by their poster.
TIP: Students examined the Charter. In this activity, encourage them to represent concrete examples of the exercise of their constitutional rights and freedoms in their daily lives. Develop a set of criteria with the class before they work on their posters, and encourage peer evaluation of their effectiveness in conveying key ideas of the Charter in plain language.
Students prepare a “Student Charter of Rights, Freedoms, and Responsibilities” for the class, seeking consensus on its content among all the members of the class, including the teacher. The Charter may be presented in an official signing ceremony patterned on the signing of the Canadian Constitution in 1982.
TIP: Some students may elect to perform role-plays of protesters outside the scene of the ceremony, exercising their right to express opposition to terms with which they may disagree. The Charter may also be prepared by the class as a school-wide Charter, to be ratified by the school staff and student council before an official signing ceremony at a school assembly.
Students gather news articles or editorials that refer to the Canadian Charter of Rights and Freedoms. They select a series of eight to ten articles in a media scrapbook about current and ongoing challenges and opportunities related to the Charter, and, using the provided template, analyze each article.
Students research and debate a current citizenship or Charter issue that they feel is important, such as:
Using their knowledge of Canadian history, students brainstorm a list of conflicts that have occurred between groups, regions, or individuals in Canada. They record their ideas on chart paper, noting how, and whether, these conflicts were resolved. In a general class discussion, students express opinions of how well Canadians have dealt with conflict and whether they have noted any “Canadian-style” patterns of conflict resolution. Students may wish to discuss whether they agree with the widely held view that Canada typically solves conflict by compromise, and compare this option to other alternatives.
TIP: Students may wish to refer to books or electronic sources such as the CBC Archives website to help them recall incidents of conflict, or involvement in international conflict, in Canadian history.
Collaborative groups of students select an event or debate in Canadian history that involved conflict between groups. Using print and electronic resources, students research the context of the conflict, its causes, the individuals or groups affected, the rights and freedoms involved, and the way in which the conflict was resolved or ended. Students present their research to the class as a short skit on the resolution of the conflict or debate. In a guided discussion, the class assesses whether the resolution was the best possible outcome, in view of its consequences. The class may also choose to discuss whether they believe the history of Canada is in fact one of peaceful conflict resolution and compromise.
TIP: Throughout its history, Canada has been involved in many great debates and conflicts of national or international importance; however, few of them have escalated into armed conflict. Some examples include:
Students prepare an Admit Slip on the topic of human rights, and arrive in class prepared to share their ideas. Possible assigned topics for the Admit Slip include:
Students view a short video clip regarding a contemporary or historical Canadian who has promoted human rights by her or his social and political action. Following the viewing, students discuss and brainstorm what they believe to be Canada’s most significant accomplishments related to human rights. For example:
Collaborative groups of students brainstorm a list of all the rights that people have, organizing them into categories that include basic rights, citizenship rights, legal rights, equality rights, and other titles they may wish to create on their own. Groups compare their lists and note similarities and differences, discussing which types of rights they consider to be the most important.
As an Admit Slip, students present to the class information about a person who has been responsible for a product, idea, or achievement that has positively influenced quality of life in Canada (e.g., Banting and Best – insulin; Tommy Douglas – medicare; Lester Pearson – peacekeeping…). The class discusses which achievements or developments have had the most positive ongoing impact on quality of life.
Students review the timeline of developments and events related to human rights, law and justice, women’s rights, minority rights, Aboriginal rights, immigration laws, and injustices in Canadian history (refer to earlier learning experiences on these topics). In collaborative groups, students select or are assigned a number of events on the timeline and analyze which democratic ideal was exemplified or transgressed in each case. Using a symbol to represent the democratic ideal, students add annotated markers to the timeline. The class reviews the analysis and develops conclusions about how well Canada has been doing with regard to democratic ideals and principles.
TIP: Students have explored many events related to democratic ideals in previous learning experiences. Encourage each student group to add new markers of events related to democratic ideals as needed. Examples include:
Students select one minority rights issue. Examples include:
Using print and electronic resources, students research the issue and analyze it with respect to democratic ideals. Based on their research, students prepare and present a short persuasive speech intended to clarify and present the perspective of the minority group concerned and the democratic principles at stake.
Students participate in a debate about the question of retribution for past wrongs in Canadian society, considering to what extent democratic governments should be responsible to correct or redress the wrongs of the past. The information posted on the collective wall timeline may be used as background for the debate topic. Following the debates, students discuss how and why social values have changed over time, and consider what types of alternatives may be used as restitution (e.g., reconciliation processes, public symbolic gestures, financial compensation, educational programs, social programs...).
Students select and research Canadian legal developments related to Aboriginal self-determination and Aboriginal justice. Working in collaborative groups, students create a timeline marker summarizing and illustrating their selected event.
Students read the provided informational text about Aboriginal perspectives on self-determination in Canada. Following the reading, they write a journal reflection in which they consider the priorities of Aboriginal peoples, the legal and cultural factors involved in self-determination, and the responsibilities of Canada’s justice system with respect to Aboriginal self-determination.
NOTE: Clarify for the students the meaning of some of the key terms as needed. Following are some working definitions as stated by Indian and Northern Affairs Canada.
Aboriginal rights: Rights that some Aboriginal peoples of Canada hold as a result of their ancestors’ longstanding use and occupancy of the land. Examples of Aboriginal rights include the right to hunt, trap, and fish on ancestral lands. Aboriginal rights vary from group to group depending on the customs, practices, and traditions that have formed part of their distinctive cultures.
Aboriginal self-government: Governments designed, established, and administered by Aboriginal peoples under the Canadian Constitution through a process of negotiation and, where applicable, the provincial or territorial government.
Land claims: In 1973, the federal government recognized two broad classes of claims—comprehensive and specific. Comprehensive claims are based on the recognition that there are continuing Aboriginal rights to lands and natural resources. These kinds of claims come up in those parts of Canada where Aboriginal title has not been previously dealt with by treaty and other legal means. The claims are called “comprehensive” because of their wide scope. They include such things as land title, fishing and trapping rights, and financial compensation. Specific claims deal with specific grievances that First Nations may have regarding the fulfillment of treaties. Specific claims also cover grievances relating to the administration of First Nations lands and assets under the Indian Act.
Modern day treaties: These treaties are the result of nation-to-nation negotiations and include the Nisga’a Agreement, the James Bay and Northern Québec Agreement, as well as Nunavut.
Collaborative groups of students select by consensus what they consider to be the two most significant events in the recognition of the Aboriginal right of self-determination in Canada. The groups plan and present to the class a short presentation of the two events. The class poses questions to each group about their reasons for selecting their particular events.
Collaborative groups of students brainstorm what they know about Aboriginal treaties and rights in Canada, and traditional Aboriginal perspectives on the relationships between people and the land. Students record their ideas on chart paper, including both challenges and opportunities. Groups circulate to view the charts in a Carousel activity, suggesting additional ideas by adding sticky notes to the charts created by other groups.
TIP: Provide students with prompts as needed to activate prior knowledge of Canadian history, which they studied in both Grade 5 and Grade 6.