SOCIAL STUDIES 9 Unit 2 Canadian Charter of rights and freedoms Collective Rights

SOCIAL STUDIES 9Unit 2Canadian Charter of rights and freedoms Collective Rights

What to Expect in Unit 2 • Bonus Unit Project: Create a Display • How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • What is the Charter of Rights and Freedoms • What the Charter Reflects About Todays Society • Analyzing Cause and Effects • Cause and Effect Assignment • How Does the Charter Affect Law Making in Canada? Pg. 105-109/How Does the Charter Affect the Workplace? Pg. 112-115 • Assignment: Creating a Label • What Are Collective Rights? Pg. 122 • What Laws Recognize the Collective Rights of First Nations Peoples? Pg. 123-140 • To What Extent Should the Indian Act be Changed: Written Paper • What Collective Rights Do Official Language Groups Have Under the Charter Pg. 141-151 • What Laws Recognize the Collective Rights of the Metis? Pg. 152-159 • Written Assignment

Bonus Unit Project: Create a Display • Unit Task: Create a Display for an exhibit of collective rights in Canada • •Your Role • The Canadian Museum of Civilization is planning on exhibit on the individual rights and collective rights in Canada. The exhibit, called “Canadian Rights: Past and Present,” will illustrate the impact of collective and individual rights on citizenship and identity in Canada today. The museum is looking for your contribution to the exhibit. Your role is to create an interactive display that answers the question • How has collective and individual rights legislation over time shaped who we are as Canadians? • •Your Presentation • Your display should reflect • An understanding of the historical context surrounding legislation that affirms collective and individual rights in Canada • An analyze of how collective and individual rights have, over time, shaped Canadians unique sense of identity

Introduction to Unit #2 • Creating a Concept Book • A concept book is a place where you can organize and collect your thoughts and ideas about the content of a unit, vocabulary that is used and the main ideas that we have covered. For this mini unit (chapter 3 and 4) you are going to create a concept book • Step #1: Create your title page • Create a title for the mini unit • Draw the main ideas that you have seen by scanning the pages of the unit in the textbook (pg. 88-161) • Step #2: Discover your vocabulary • Flip through the pages to discover new words or key words that you think you may need to know for this unit • Write down what you think the definition of the words are for now… • Step #3: Search for the main ideas • Search the pages for the main ideas of the unit (look for major bolded words in blue maybe…) • Leave space in your concept book under each of these main ideas so that you can come back and revisit them as we go through the unit

Introduction to Unit #2 • Teenage Rights • As teenagers, you feel that you should have many different rights that your parents, teachers and siblings should follow (stay out of my room, don’t touch my stuff, ect). • Groups of 4 • In groups of four you are going to create a Charter of Teenage Rights • How should your privacy be handled? • What certain acts should you be allowed to do? • How should your protection be handled? • What should be some of your fundamental freedoms? • What other rights do you think that you should have? • Class Charter of Teenage Rights • We will create a class Charter of Teenage Rights and Freedoms and compare it to the Charter of Rights and Freedoms

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • What is the Charter of Rights and Freedoms? Pg 92-98 • Creating a Mind Web • You will be creating a mind web with a partner illustrating what is the Charter of Rights and Freedoms • Use illustrations, key words, phrases, ect to show how the rights and freedoms are connected • The web needs to be colorful, organized and easy to read!!

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • Read • What is the Charter of Rights and Freedoms? Pg 92-98 • The Canadian Charter of Rights and Freedoms handout • Creating a Mind Web • Place the name of the topic being studied in the center of the page • Draw a bubble or whatever around the topic • From this center, branch off using subheadings that help explain the topic • Avoid writing down too many words and sentences. Use only key words • Add pictures, maps, diagrams or other illustrations that help bring the key words to “life”

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • What is the Charter of Rights and Freedoms? Pg 92-98 • Part of Canada's Constitution • Outlines how the Canadian government should opperate • With the Charter Canadians can challenge in court laws that restrict their rights • The Charter says that the government is justified in restricting rights to maintain Canada as a free and democratic society • People also have individual rights under the Charter… • Fundamental Freedoms • Democratic Rights • Only Canadian citizens can vote • Mobility Rights • Legal Rights • Equality Rights

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • What does the Charter reflect about today’s society compared to the past? P. 100-103 • Reciprocal Questioning • With a partner read pages 100-103 • You must create 10questions that you will ask your partner • They must have answers • They can go from specific (What date did this happen?) to higher level (Because this event happened, what were the possible effects/consequences?)

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • First Nations and the Indian Act • 1867 parliament passed the Indian Act • Passed during a time when Canada was very Eurocentric • Passed without consulting the First Nations • Required FN to ask for government permission to wear traditional clothing, banned ceremonies, prevented FN political action • Canadian Women and the Right to Vote • The Canadian Elections Act banned women from voting • 1867 women started to campaign for the right to vote • Emily Howard Stowe started the first club to promote women suffrage • http://www.youtube.com/watch?v=HGEMscZE5dY&feature=share&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • Interment of Ukrainian/Italian/Japanese Canadians • During WWI and WWII, people were arrested because of their descent • Arrests were made under the War Measures Act • Canada and its allies during the wars were very suspicious • Government could seize and arrest people, take their homes and businesses and send them to work camps • People were sent to camps and expected to work as laborers • After the war ended, these camps didn't • http://www.youtube.com/watch?v=_XPZQ0LAlR4&feature=share&list=PLBDA2E52FB1EF80C9 • http://www.youtube.com/watch?v=Q78COTwT7nE&feature=share&list=PLBDA2E52FB1EF80C9

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • How to Analyze Cause and Effect P. 104 • Think of a time when something happened to you and you wondered why • Got a bad mark on an exam • Got sick • Let’s make it more real… • What were the causes of 9/11, what were the effects of 9/11 • Create a cause and effect chart

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • How to Analyze Cause and Effect P. 104

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • How to Analyze Cause and Effect P. 104 • Using on of the events on pages 100-103 you and a partner need to pick an event to do some research on an create a cause and effect chart • First Nations and the Indian Act • Canadian Women and the Right to Vote • The Internment of Ukrainian/Italian/Japanese Canadians • Questions to Ask to Help Out • What events, values and attitudes contributed to the governments actions? • What clues can you find in the information that help you identify causes? • What happened after the event? • How do the causes and effects compare in importance or impact? Rank them. • How does the intent of the government action compare with the results?

How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104 • Skill Assignment: Using Cause and Effect • Your Role • You are going to select an event from Canada’s past where government actions have had an impact on individual rights and freedoms. Each of these events had consequences for the views and perspectives individuals and groups on rights and freedoms in Canada. What consequences? How do the consequences affect our understanding of the charter today? • The Task • Individually you are to use the following questions to discuss on of the events you choose. Identify the cause of the government action involved, and its affect on individuals rights in Canada

How Does the Charter Affect Law Making in Canada? Pg. 105-109/How Does the Charter Affect the Workplace? Pg. 112-115 • Using the Charter to Defend Our Rights • Individually select one of the issues from p. 105-109 and explore how the workplace has been affected • You are to select and analyze one of these issues and specifically find out how they are against the Canadian Charter of Rights and Freedoms • Need to decide which specific rights are being violated • You are going to write a brief summary/create visuals/write lyrics and CD cover explaining how they affect quality of life of the individuals involved

How Does the Charter Affect Law Making in Canada? Pg. 105-109/How Does the Charter Affect the Workplace? Pg. 112-115 • Using the Charter to Defend Our Rights • Step 1: Picking your scenario • How can the Charter be used to defend this person? • How has the Charter affected the workplace? • What are some things you would do to prove this? • Research into your rights!!! • The more research, the better chance you have of winning the argument • Step 2: Planning your presentation • How are you going to communicate your ideas? • Editorial letter to a news paper, song and CD, commercial, or just a written mini paper? • Remember you have to use the Charter to defend yourself and be persuasive • Just saying “because I think so” or exploring the issue in a superficial manner will not convince everyone… • Step 3: Creating your presentation • Remember you have to communicate your ideas clearly, correctly and throw in some creativity!! • Step 4: Hand in • I will mark it!!!

Looking Back at the Section… • Interview Session!!!! • The Canadian Charter of Rights and Freedoms • Examine and highlight the rights that you think are the most important to you • Which rights were similar to the ones that you created? • What is it missing… • As a class I will be posing 3 questions for you to verbally answer. You will be in groups of 3-5. Here are the questions… • How would the Charter protect individual rights and freedoms? • How would the Charter affect law making in Canada? • How would the Charter affect the workplace? • For each of these questions there will be two parts • You need to answer the question • Open up a debate with another group if you do not agree with the question • HINT: To find answers you need to explore parts of chapter 3 and use any electronic device you have to find answers.

Looking back at the section… • Create an Exit Card • Using cards/pieces of paper create questions that you have about the chapter and give them to a partner to answer. • Create an Artifacts Box • Assemble items (photos, pictures, quotes, ect) that represents the chapters main ideas. Give your box a title and a written description of the significance of each item. Be prepared to present… • Scanned photos or captions from the text • Meaningful quotes from the chapter • Metaphors or symbols for justice and fairness • Create an Interest Center • Something that can be displayed in the school that included literature, brochures, videos or other materials that raise awareness about youth justice. • Supreme Court of Canada or advocacy groups for more information • Create a Tableau • In a group us your bodies to make a frozen image capturing an idea • Fairness, justice equity • Scenario on page 60, comic on p. 61-63 • Individuals involved in justice (victim, accused, jury, ect)

SOCIAL STUDIES 9 Chapter #4: To what extent has Canada affirmed collective rights?

Introduction to Chapter #4 • Gallery Walk Activity!!!! • You will be broken up into groups of 3 • In each of the groups everyone will have to create a mind-web of what they feel should be included in collective rights/what is collective rights • You can make your mind-web as detailed or colorful as you want!! • FILL THE SHEET!!!! • You will set up your mind web to be presented to the other groups • Select one individual to be the expert for your mind web • The rest of the groups will be walking around the classroom (like an art gallery!!) looking at other mind-webs and listening to presentations from other groups

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • What are the Numbered Treaties? (pg. 124-136) • Step 1: Information discovery (partners) • Individually read pages 124-136 and create a Must Know Sheet (a sheet of information that you think you MUST KNOW) • You need to create the following… • What were the agreements of the treaties (pg 124-125) 5 points • Reasons why there were negotiations (p. 126-127) 3-5 points • First Nations perspectives on the Numbered Treaties (p. 128-135) 10 points • Canadian Government views on the Numbered Treaties (p. 128-135) 10 points

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • What are the Numbered Treaties? (pg. 124-136) • What were the agreements of the treaties (pg 124-125) • They are historic agreements that affect the rights and identity of some FN in Canada • Roots in the Royal Proclamation that recognized Fn rights to land and established principles for making treaties through peaceful negotiations • The Indian Act also affected the collective rights • First Nations agreed to share their lands and resources in peace and the Canadian government would supply education, reserves, annuities and other terms that differed with each treaty • Not all FN sighed Treaties

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • What are the Numbered Treaties? (pg. 124-136) • Reasons why there were negotiations (p. 126-127) • Government of Canada wanted to build a railway that linked BC to the rest of Canada • The Canadian Government and First Nations people wanted to avoid war and fighting that was happening in the US over territory • FN wanted to secure their future (economic and social stability) • Canadian Government believes the FN gave up their lands in the treaty, but many FN disagree because they believe that land is something that cannot be “owned” • The oral records of the FN and the written records of the Canadian government disagree on some key aspects of the Treaties

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • The Perspectives of the First Nations vs The Government • Step 1 • Find three other students in the classroom to share and compare your information • Step 2 • Create a large venn diagram • What is the Indian Act? P. 137-138 • Explore pages 137-138 • What are the key points to the Indian Act? • What are the changes that could be made?

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • What is the Indian Act? P. 137-138 • Indian Act is a demonstration how the government understood Treaty Rights • Canadian Governments duty to protect the collective rights of first nations • Affirmed FN rights and created officials for each reserve • Indian Act makes it okay for the government to make laws without consulting the FN • Creates a definition of a status Indian and who receives the rights • The Act originally aimed to assimilate the FN people • Told FN how to conduct their affairs • At some points it restricted their freedom of mobility or ability to demonstrate traditions or cultures • Until 1960 they had to give up their treaty rights if they wanted the right to vote

What Laws recognize the collective rights of First Nations Peoples? Pg 123-140 • How to Identify and Analyze information Sources (p.136 and p. 360-362) • You are going to be broken up into groups of three • The group will need to think and agree on a topic related to this question… To what extent should the Indian Act be updated? • STEP 1:Begin by deciding what opinion you have on the issue (No change-Complete change) • Step 2: As a group pick one area of the Indian Act you think should be changed/why would you leave it the way it is • STEP 3: Create a list of possible areas you can look for information • You need to find two pieces of information that promotes your topic • Find facts that justify your opinion • STEP 4: Now individually you need to write a paragraph summarizing your information and how collective rights are affirmed in our society. • Assignment Handout Sheet

What Collective Rights do official language groups have under the Charter? P. 141-151 • Something to think about… • What criteria should there be to make a language an official language under the charter? • Individually create a list of collective rights that you think official language groups should have under the charter of rights • Share with another individual • Create a class list • Creating a Mind Web • Place the name of the topic being studied in the center of the page • Draw a bubble or whatever around the topic • From this center, branch off using subheadings that help explain the topic using pages 141-151 • HINT: Look for blue headings in the text… • Avoid writing down too many words and sentences. Use only key words • Add pictures, maps, diagrams or other illustrations that help bring the key words to “life”

What Collective Rights do official language groups have under the Charter? P. 141-151 • What are official language minorities? • Section 23 in the charter of rights and freedoms • Francophone schools for francophone minorities and Anglophone schools for Anglophone minorities • What Charter Rights do Official Language groups have? • Official bilingualism-section 16-20 • New Brunswick is an officially bilingual province • Minority language education rights • Right to publicly funded schools • These rights reflect the deep roots of Francophones in Canada's past • Quebec Act, BNA Act

What Collective Rights do official language groups have under the Charter? P. 141-151 • How has the Charter Affected Francophone education? • Rights for Francophones and Anglophones are part of what made Confederation • BNA Act made Canada billingual • Initially this idea of bilingual equality in education was not carried through • Manitoba Schools Act supported while Resolution #22 made English dominant

What Collective Rights do official language groups have under the Charter? P. 141-151 • The Charter and Official Language Minority Education Rights • 1982 Trudeau saw an opportunity to renew Canada's commitment to official language rights • The Charter of Rights and Freedoms became part of Canada's constitution • Effect • Parents in Alberta begin to lobby for their minority language rights using the charter • Supreme Court affirms the rights • Public francophone school boards are created

What Collective Rights do official language groups have under the Charter? P. 141-151 • How does the Charter affect Francophone identity in Quebec? • Bill 101: Quebec law promoting the use of French and French culture • French is the dominate language in Quebec and prominent over English • The right to Anglophone education in Quebec..

What Collective Rights do official language groups have under the Charter? P. 141-151 • Skills Assignment: Challenges of Francophones and Anglophones in Canada

What laws recognize the collective rights of the Metis? P. 152-159 • Reciprocal Questioning • With a partner read pages 152-159 • You must create 10questions that you will ask your partner • They must have answers • They can go from specific (What date did this happen?) to higher level (Because this event happened, what were the possible effects/consequences?)

What laws recognize the collective rights of the Metis? P. 152-159 • Metis are one of Canadas Aboriginal peoples under section 35 of Canada’s constitution • Do not have any official treaties like FN • Because they are considered aboriginal the Metis believe they should have inherent rights • The Red River Resistance 1869-1870 • Started because of the Manitoba Act • Metis would not get more than 500 000 hectares of land • Louis Riel lead the resistance to make the government realize that they had to have negotiations

What laws recognize the collective rights of the Metis? P. 152-159 • Scripts are offered to the Metis 1875-1879 • Either the metis could accept the script or to become “Treaty Indians” under a numbered treaty • The script could be exchanged for land • Government still didn’t see the Metis as a First Nations people • The North West Resistance 1885 • Metis fought back to prevent settlers from moving west • It was a way for the Metis to assert their rights • Loius Riel lead the Northwest Resistance and ended in military conflict • Francophone supported him while Anglophones said he was a traitor • He was hung for treason

What laws recognize the collective rights of the Metis? P. 152-159 • Alberta sets aside land in 1938 • Established 12 temporary Metis settlements in Alberta • First time in Canadas history that government provided Metis with land • Some of the land was unsuitable for fishing and hunting so it was returned to the government • Metis fight for rights 1982 • Metis fight to have their rights recognized in the consitution • Alberta makes legislation 1990 • Gave the Metis permanent land base with rights to manage their own affairs • This also gave the Metis the ability to participate in oil and gas development

What laws recognize the collective rights of the Metis? P. 152-159 • Metis are given FN rights 2003 • Supreme Court ruled that Metis have the right to hunt and fish as one of Canada’s aboriginal people • They can hunt and fish without needing a license

Using what we have learned so far… • Comparing Canada to Others Written Paper Assignment • In this assignment you will be comparing the three areas of Canada’s governance and rights to a fictitious society that existed a long time ago and far, far away • How effectively does Canada’s federal political system govern Canada for all Canadians? • To what extend is the justice system fair and equitable for youth? • How effectively does Canada’s Charter of Rights and Freedoms protect your Individual Rights? • You will be watching the movie Star Wars Episode 3: Revenge of the Sith to compare this society to Canada’s. Using direct quotes and information from the movie and the text book you need to answer the following question. • Which society do you think is better and more efficient in dealing with issues that arises in their society? Compare the two society's using the three areas that we have covered this year (political structure, fairness of justice, and freedoms and rights) and write a position paper describing which society you feel is better.

SOCIAL STUDIES 9 Unit 2 Canadian Charter of rights and freedoms Collective Rights