Assume the role of Prime Minister and write a statement that could have been used to announce one of the following milestones in the evolution of Canadian citizenship: Official Languages Act (1969), Multiculturalism Policy (1971), Advisory Council on the Status of Women (1973), Office of Native Land Claims (1974), Constitution Act and Charter of Rights and Freedoms (1982).
Use the following organizer to research and write a biography of a key figure in history who had a significant role in shaping our concept of citizenship. Some individuals include Nellie McClung, John Diefenbaker, and Pierre Trudeau.
Use information in the phone book and Internet sources to create an organizer showing the services by the three levels of government in Canada. Draw conclusions about the general duties of each government. Identify at least one power that they would change from federal to provincial/territorial or local control, or vice versa, and explain why.
Organize a federal/provincial/territorial conference where students represent the federal government and each of the provincial and territorial governments to debate federal-provincial/territorial issues. Students would argue from various provincial and territorial perspectives to try and convince the federal government to allocate more tax dollars to them.
Debate the following statement:
“To me, allowing a mounted policeman to wear a turban is equivalent to allowing someone to change the words of our [national] anthem or fly our flag with a fleur-de-lis or stars and stripes in the corner.” — Journalist Diane Francis
The topic may be expressed as “Be it resolved that national symbols and practices are a part of Canadian citizenship and should remain unchanged.”
Complete a K-W-L-H chart about the Canadian Charter of Rights and Freedoms or some aspect of the Charter, such as democratic rights, mobility rights, or legal rights.
Participate in a jigsaw co-operative learning structure designed to have them learn about the Charter of Rights and Freedoms and its impact on Canada. Use the information to complete a concept web on “The impact of the Charter on Canadian life.” The main categories may include fundamental freedoms, democratic rights, mobility rights, legal rights, equality rights, official languages of Canada, minority language education rights, enforcement, Aboriginal rights, application of the Charter.
Work in small groups to examine each of the fundamental rights and freedoms listed in the Canadian Charter of Rights and Freedoms. Then, make a list of what they consider to be the most important of these rights and freedoms. Explain why you think these rights are so important. Why has the Charter been such a powerful force of change?
Consider the situation in the table below and identify which of the Canadian Rights and Freedoms applies in each case.
Create a “Manifesto of Responsible Citizenship.” Students in small groups or individually can produce a document similar to the Charter of Rights and Freedoms in which they outline the characteristics of a responsible citizen in Canadian society. This could be personal, classroom, school, or community-based, and could include lists or a series of statements. The presentation copy of this manifesto might include symbols of citizenship and the nation.
Write paragraphs to explain their positions on the following statement: “The empowerment of Aboriginal peoples will help shape the Canadian identity.”
The following organizer may be used.
Organizing Structure for an Inquiry Paragraph:
Beginning: Write a thesis statement to make a claim or take a position on something.
Middle: Evidence is presented to support the thesis. Evidence counter to the thesis is refuted. Examples related to the evidence are used where appropriate. Evidence and supporting examples are logically arranged to point toward a conclusion.
End: The original thesis and its significance is affirmed. Or, the original thesis is revised in the light of the evidence.
Use a Venn diagram to compare the concepts of separatism and sovereignty-association.
Complete the following chart to summarize the impact of major developments on the federalist-separatist debate: what each development was about; what the impact of each development was.
Hypothesize what would be the federalist and separatist view of some key developments in Canadian history
Assume one of the following roles and give an oral presentation on how life would change for them if Quebec were to separate from Canada. Specific changes in the areas of communication, health care, taxes, economic situation, currency, highways, education, and seaways should be considered.
Write a paragraph to take a stand on the argument that regionalism should be celebrated since it adds to our national identity. The following organizer may be used.
Organizing Structure for an Inquiry Paragraph:
Beginning: Write a thesis statement to make a claim or take a position on something.
Middle: Evidence is presented to support the thesis. Evidence counter to the thesis is refuted. Examples related to the evidence are used where appropriate. Evidence and supporting examples are logically arranged to point toward a conclusion.
End: The original thesis and its significance is affirmed. Or, the original thesis is revised in the light of the evidence.