In a simulation of a Royal Commission on the constitution, students in pairs or small groups can take the roles of various groups such as government of Quebec, Assembly of First Nations, National Action Council on the Status of Women in Canada, Council of Maritime Premiers, Council of Western Premiers, Canadian Labour Congress, federal cabinet, Ontario, Newfoundland, Council of Canadians, or other groups with a defined perspective. The students must research the positions of their assigned group on the three major issues of constitutional reform (special status, amending formula, redivision of powers, entrenchment of rights) and prepare a 2–3 page submission. Each group can present their submission to the class. In a debriefing, the teacher, through questioning, can clarify with students the issue itself and the multiple perspectives introduced by groups (e.g., a visual similar to concept web).
Using selected Supreme Court decisions, students can analyse whether the courts’ interpretation of the Constitution Act of 1981 (Charter of Rights and Freedoms) has broadened the role and influence of the Supreme Court in public life. This may be done in groups (4–6 cases).
Distribute a copy of the Charter of Rights and Freedoms to all students. Begin a discussion with the students about the kind and level of language and why this language is used. Pose to the class the challenge of translating the Charter into language that is understandable and meaningful to them (e.g., poem, song, rap).
The class may be divided into four groups using selected documents that reflect the sweep of the history of Quebec and French Canadians. Students can prepare an oral/visual presentation (supported by a written report) illustrating the fundamental characteristics of the French Canadian identity. Following the presentations, ask each student to demonstrate their understanding of French Canadian Nationalism visually or in writing (“La Survivance,” “Je Me Souviens”).
Examine the development of political parties in Quebec from 1967 to present to determine to what extent these developments reflect nationalism in Quebec. This can be done in groups (Parti National, Henri Bourassa, Union Nationale, MNR, Parti Québecois, Bloc Québecois). Alternatively or in conjunction, students can research key leaders, their ideologies, impact, etc. (Honoré Mercier, Robert Bourassa, René Levesque, Jacques Parizeau, Pierre Trudeau, Lucien Bouchard).
Students can research the historical evolution of the terms “Canadian” and “Québecois” noting the key shifts in meaning and relevance to Canada as a whole.
Teachers can identify the 15+ key events, policies, legislation, and influences that are part of the ongoing struggle within and without Quebec regarding questions of sovereignty. The following list is not meant to be inclusive. Students individually or in pairs would be assigned to research each using the following criteria (which may be adapted):
Teachers may present a variety of scenarios to illustrate the opposing views of individual vs. collective rights. These modern examples could include:
These could be used to engage in informal debates where they would draw at random an issue and the particulars. Then in small groups, take 5–10 minutes to prepare their arguments and then debate.