Canadian History 621A

Constitution

Examine (in pairs or groups) paraphrased outlines of the 1867 Constitution (BNA Act) and the 1982 Constitution, to make a list of new key elements that include the Charter of Rights and Freedoms, Supreme Court, equalization, and an amending formula that were incorporated in the 1982 Constitution. From a whole discussion of why these elements were added, students can develop hypothesis regarding the nature of the societies that developed the two documents. This is an opportunity for students to pursue in their independent study.

Teacher Note: In research—Meech Lake and Charlottetown should come forward (e.g., submissions, articles that are part of research).


In groups, participate in a simulation of a Royal Commission on the constitution by taking 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, re-division 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).

Teacher Note: Not all groups might have positions on all issues and issues such as senate reform or a social charter may emerge from research.


Federal/Provincial relations

Simulate a First Ministers’ conference on sharing a federal transportation fund among the provinces (could also use Health Care, Education as a focus). The teacher should pick the 6–8 individuals/events that they feel best address the evolution of federalism and use a lecture-based discussion technique with the students that focusses on the role each individual/event played in the evolution of federalists. Every 8–10 minutes, the teacher should stop and have students, in pairs, précis orally and in writing the event/individual and the role played. Students should be encouraged to ask questions for clarification.


Use 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, and impact (Honoré Mercier, Robert Bourassa, René Levesque, Jacques Parizeau, Pierre Trudeau, Lucien Bouchard).

Research the historical evolution of the terms “Canadian” and “Québecois” noting the key shifts in meaning and relevance to Canada as a whole.

Write two position papers on sovereignty, one from the nationalist perspective in Quebec, and the other from the federalist perspective in Quebec.

Create an annotated time line of key events in Quebec sovereignty with assigned criteria.

Identify the 15+ key events, policies, legislation, and influences that are part of the ongoing struggle within and without Quebec regarding questions of sovereignty. Students, individually or in pairs, would be assigned to research each using the following criteria (which is not inclusive and may be adapted):

  • date (time frame)
  • specifics
  • key individuals
  • why this…at this time?
  • immediate effects


Treaty rights

Create a preliminary Cause-Effect chart that addresses the relationship between treaties, legislation, government policies, and their effects on First Nations. Students will brainstorm for this activity and rely on prior knowledge and generalizations.


Charter of Rights and Freedoms

Use selected Supreme Court decisions to analyze 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).


Examine a copy of the Charter of Rights and Freedoms or access the document online. Students can discuss the kind and level of language and why this language is used. Students may be asked to consider the challenge of translating the Charter into language that is understandable and meaningful to them (e.g., poem, song, rap).


Conduct a peer assessment of their translation/interpretation of the Charter of Rights and Freedoms.


Individual rights

Examine a variety of scenarios to illustrate the opposing views of individual versus collective rights. These modern examples could include

  • gun registration
  • drivers license—age restrictions
  • smoking in public places
  • expropriation of land
  • disruptive student in classroom


Create a time line to illustrate the struggle for a cause such as suffrage, the right to vote, or other civil rights motion since 1867.

Analyze articles and case studies related to Quebec’s “sign law” (Bill 101) to write a conclusion about the implications and impact of conflicts involving individual rights vs collective rights.