Canadian Government Lesson 10: Structure of Canadian Government (Day One) 1. Begin the lesson by reading the first worksheet in this lesson (1 of 4). This reading puts into context how Canada gained its independence and then sought to create a new government. 2. Have students read the paragraph to themselves. Tell them to underline or highlight any dates in the reading. Next, read out loud to students and then have them complete the timeline at the bottom of the page. After going over the timeline, have students come up with an appropriate title. 3. Take a few minutes and ask students to consider the question at the bottom of the page. Remind them of the following: a. The United States and Canada share a border and have a shared history: both were British colonies. b. The United States gained independence in 1776 and Canada looked both to British government and the United States for examples of what government should look like. c. Ask if they recall what the learned in lesson 2 (when they created charts on the governments of the western hemisphere)? What kind of government does Canada have? (Constitutional monarchy) Who is the head of state? (the Queen) Who is the head of the government? (Prime Minister) 4. Have students go on to the next worksheet (2 of 4). Although Canada has three branches of government, it can be a bit confusing as there is overlap between the Executive and Legislative branches – it is recommended that you go over this worksheet as a class.
Lesson 10: Rights of Canadian Citizens (Day Two) 1. Remind students that in the previous lesson, they learned of the events that led to Canadian independence and about the structure of the Canadian government. In this lesson, they will be looking at the rights of Canadian citizens. Before handing out the worksheets, ask students to write down 2 – 3 rights guaranteed to American citizens through our Bill of Rights. Have students share and record on the board. 2. Next, as a class, read out loud the paragraph at the top of worksheet 3 of 4. Help students to make connections between our Bill of Rights and the Canadian Charter of Rights and Freedoms. 3. Have students pair up. Ask one student to read the first three rights on the chart and ask the other students to read the second three. After reading on their own, ask students to tell their partner about the three rights they read. As a class go over all of the rights on the chart to ensure that students understand the rights. As you discuss, refer to the list you wrote on the board at the beginning of the lesson. Encourage students to make comparisons. 4. Finally, have pairs work together to complete worksheet 4 of 4 with a partner applying their understanding of these rights to the scenarios outlined on the worksheet.
Government Unit Lesson 10, 1 of 4
Name __________________________________________ After the United States gained its independence, Great Britain had four colonies in eastern Canada. A fifth colony was founded in 1784. Many groups of people lived in these colonies, including native Canadians, French settlers, and Loyalists who had moved from the United States to Canada after the American Revolution. To help the colonies grow, Great Britain encouraged immigrants to come from England, Ireland, and Scotland. Thousands of Irish immigrants arrived after 1846 because of a potato famine in Ireland. As the Canadian colonies grew, its people began to discuss sovereignty. Colonial leaders met in Charlestown, Prince Island in 1864 to consider forming a confederation. At first, some colonies refuse to join. In 1866, Canada’s leaders went to London with their plan of government. In 1867, the British Parliament passed a law that created the Dominion of Canada. John A. MacDonald became its first prime minister. Famine: lack of food Sovereignty: independence Confederation: union Dominion: self-governing nation
Directions: Complete the timeline below, using information from the reading. Year 1776
Event/Description
Beginning after 1846 Colonial leaders meet in Charlottetown to discuss confederation. 1866 The British parliament passes a law that creates the Dominion of Canada Based in the information above, what would be a good title for this timeline? Title: ________________________________________________________ What do you think the new Canadian government looked like?
Government Unit Lesson 10, 2 of 4
Name _____________________________________________________
In the Executive Branch, the Queen of England is the head of state and is represented in Canada by the ______________________________. The Prime Minister is the head of the government and is the leader of the political party that wins the most seats in the House of Commons. The Prime Ministers provides leadership and direction to the government with the support of a _______________. The Legislative Branch is made up of representatives who are elected by voters; they are members of the ___________________________. These elected officials each represent a different geographic area. In Canada, this branch is commonly referred to as Parliament. The Senate usually consists of 105 members. Since they are appointed upon the recommendation of the ______________________________________, the Senate is considered part of both the Executive and Legislative branches. The Judicial Branch is headed by a chief justice. There are ________ judges on the Supreme Court of Canada and each is appointed by the Governor General. Executive Branch
Provides leaderships and direction for the government Makes the laws Interprets the constitution
Word Bank Cabinet
Prime Minister
House of Commons
Nine Governor General
Government Unit Lesson 10, 3 of 4
Name _______________________________________________ In 1867, the British Parliament passed the British North American Act which gave the newly created Canadian government the power “to make laws for Peace, Order, and Good Government.” Before that time, all decisions having anything have to do with Canada had been made in England. The new members of the Canadian government set out to make clear the laws of the land. Although everyone knew who was responsible for what (example: defense of the nation was the job of the national government, while education and healthcare were the responsibilities of the provinces), most of the laws were never written down. This did not change until 1982! The Canadian Charter of Rights and Freedoms forms the first thirty-five sections of the Constitution Act. These rights and freedoms make clear the rights of Canadian citizens.
Main Points from the Canadian Charter of Rights and Freedom Fundamental Rights
freedom of religion; freedom of thought, belief, and opinion including the freedom of the press and other media; and freedom of peaceful assembly (get together)
Democratic Rights
the right for every Canadian, 18 years of age or older, to vote in an election, to be a candidate in an election and the requirement that governments hold elections at least every five years and that these governments meet at least every year.
Mobility Rights
the right of every Canadian to choose to live and work in any province or territory in Canada.
Legal Rights
the guarantee that Canadians, when arrested, must be told of their right to see a lawyer and must be tried within a reasonable amount of time. Canadians are also guaranteed the right to be presumed innocent until proven guilty.
Equality Rights
the right for any Canadian not to be discriminated (singled out) against on the basis of race, national or ethnic origin, color, religion, sex, age, or mental or physical ability.
Official Languages of the right for all Canadians to use either English or French in communications with Canada Canada’s federal government and some of Canada’s provincial governments.
Government Unit Lesson 10, 4 of 4
Name _______________________________________________ Directions: Working with a partner, use the Canadian Charter of Rights and Freedoms to determine which right or freedom is being violated in each scenario. Write your answer in the space provided. Use the Word List below to assist you as you work. Word List Fundamental Freedoms Democratic Rights Mobility Rights Legal Rights Equality Rights Official Languages
1. Tim was sentenced to 20 years in prison without a trial. ____________________________ 2. Fred was arrested for being a member of the Catholic Church. _______________________ 3. A group of 5th graders meeting to discuss their favorite book are told that they have to leave the park. __________________________________________ 4. May cannot find anyone to speak to her in French when she calls the government Help Line to find out where to vote. _____________________________ 5. Karl is not allowed to vote in an election because is lives on a farm. ___________________ 6. Lisa was arrested and taken to jail, but she was never told why. _______________________ 7. Peter was not allowed in the restaurant because the manager thought his wheelchair would be in the way. _________________________________________ 8. Ellen, a Canadian citizen, lived in China for two years and was not allowed back into Canada when she tried to return. ________________________________ 9. Jeff was arrested for having a bumper sticker on his car that said, “Use Common Sense and Vote Paul Martin OUT of Office.� ____________________________________
In the space below, come up with your own scenario.
Answer Key Year 1776
Event/Description US gained independence/Canada consisted of four colonies
Beginning after 1846 1864
Thousands of immigrants arrived in Canada, especially after the Irish potato famine Colonial leaders meet in Charlottetown to discuss confederation.
1866
Canada’s leaders go to London with their plan for government
1867
The British parliament passes a law that creates the Dominion of Canada
Title: Canadian Independence; The Road to Independence In the Executive Branch, the Queen of England is the head of state and is represented in Canada by the Governor General. The Prime Minister is the head of the government and is the leader of the political party that wins the most seats in the House of Commons. The Prime Ministers provides leadership and direction to the government with the support of a Cabinet. The Legislative Branch is made up of representatives who are elected by voters; they are members of the House of Commons. These elected officials each represent a different geographic area. In Canada, this branch is commonly referred to as Parliament. The Senate usually consists of 105 members. Since they are appointed upon the recommendation of the Prime Minister, the Senate is considered part of both the Executive and Legislative branches. The Judicial Branch is headed by a chief justice. There are nine judges on the Supreme Court of Canada and each is appointed by the Governor General.
Executive Branch Legislative Branch
Provides leaderships and direction for the government Makes the laws
Executive Branch
Interprets the constitution
1. Tim was sentenced to 20 years in prison without a trial. Legal Rights 2. Fred was arrested for being a member of the Catholic Church. Fundamental Freedoms 3. A group of 5th graders meeting to discuss their favorite book are told that they have to leave the park. Fundamental Freedoms 4. May cannot find anyone to speak to her in French when she calls the government Help Line to find out where to vote. Official Languages 5. Karl is not allowed to vote in an election because is lives on a farm. Democratic Rights 6. Lisa was arrested and taken to jail, but she was never told why. Legal Rights 7. Peter was not allowed in the restaurant because the manager thought his wheelchair would be in the way. Equality Rights 8. Ellen, a Canadian citizen, lived in China for two years and was not allowed back into Canada when she tried to return. Mobility Rights 9. Jeff was arrested for having a bumper sticker on his car that said, “Use Common Sense and Vote Paul Martin OUT of Office.� Fundamental Freedom