CHV2O - Unit 2grimeducation.weebly.com/uploads/4/6/3/3/46334211/unit_2.pdf · are government employees who are appointed or hired and are not chosen for their political beliefs. Civil

CHV2O

Lesson 6

CHV2O – Civics Unit 2 – Lesson 6

Copyright © 2005, Durham Continuing Education Page 2 of 64

Unit 2 – Purposeful Citizenship Lesson 6 Getting to Know Your Provincial Government Lesson 7 Getting to Know Your Federal Government Lesson 8 What Is Global Citizenship? Lesson 9 Success within Global Citizenship Lesson 10 The Future of Global Citizenship

Overall Expectations

• describe the main features of local, provincial, and federal governments in Canada and explain how these features work;

• demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist

• demonstrate an understanding of a citizen’s role in responding to non-democratic movements (e.g., supremacist and racist organizations, fascism, and communism) through personal and group actions (e.g., actions of the Righteous Among the Nations during the Holocaust, Medgar Evers, Emily Murphy

• explain what it means to be a “global citizen” and why it is important to be one.

Specific Expectations

• explain the main features and functions of the different levels of government in Canada (e.g., federal, provincial, municipal);

• demonstrate an understanding of how the judicial system (e.g., law courts, trials, juries) protects the rights of both individuals and society (e.g., the rights of the accused, the rights of the victim, and the role of the judiciary);

• identify significant political leaders in today’s Canada • investigate the role of political parties in the parliamentary process and

examine the selection process for majority, minority, and coalition governments, using provincial and federal examples



Lesson 6: Getting To Know Your Provincial Government

You may not feel very connected to your province/territory. Surprisingly the provincial government has a direct influence on our everyday lives through things such as education, housing, health care, and social services just to name a few. The Provincial/Territorial government structure is similar to that of the federal government. Similar to the municipal government each province has a representative to represent the people they are elected to serve. There are numerous representatives that work for each province. Every province has parliament buildings that are found in the capital cities of most provinces or territories. The most popular parliament building in Canada is located in Ottawa that is the central location of all decision making in Canada. You will learn more about Ottawa and the federal government in Lesson 7. How Can I Participate In The Province?

• VOTING is the most common ways for citizens to participate • ELECTORAL CAMPAIGNS provide opportunities for

citizens to show their support for the political party of their choice by going door to door, mailing campaign flyers, distributing posters and signs, using the telephone to contact other voters, researching needs of the province, dealing with the media, and working in a poll election day

• DONATING MONEY to help raise funds for a political party • Creating or signing a PETITION • CIVIL DISOBEDIENCE – to refuse to obey or follow laws one does not believe

are just and fair. Some intentionally break laws to get the attention from the public and the government.

• Participating in a DEMONSTRATION • Distributing POSTERS • Attending a local CANDIDATES FORUM • COMMUNICATE to MPPs via phone, email, fax, letters, and arranging an

appointment



Provincial Government Services Similar to the municipal government, the province has varies responsibilities that help serve all citizens in the province. Some services such as public transportation and schools are shared with the municipal government. How many of the following services affect you?

Housing Education Labour Legislation

Social Services Medical

Sports Tourism and Recreation Provincial Police

Political Parties

A political party is made up of organizations and associations, individual members, and party chieftains. These people are found at all levels of government – Municipal, Provincial and Federal.



The local poll association and the party members are called the “machine”. As soon as an election is called they are ready to work. The local poll association comes in direct contact with the voters in the constituency. These people knock on doors, promote party members, give out campaign information, talk to people and put up party signs in the community. On Election Day they watch what is happening at the polling stations.

Political parties hold large meeting or conventions every year. At these meetings they promote party morale, to bring together elected members, party officials and representatives of the people. The party’s platform and its policies are formed at the convention.

An election campaign costs one party millions of dollars. So where does the money come from? Money is donated to pay for printing expenses, transportation and radio and television programs. Members of the party, people in the industry, businesses, trade unions and the wealthy donate money to the party. A party must have a good leader to be successful. The party leader is the party’s symbol. A good party leader must be very calm, cool and collected especially during heated debates. As of February 2005, there are nine registered political parties in Ontario. party is registerd they benefit in the following ways:

1. The party name appears on ballots beside the candidates name 2. The party has access to broadcasting that is free and paid 3. Party members are allowed to ask questions in Parliament daily

There are over one hundred other political parties that exist in Ontario and in other provinces however, they are not registered. Additionally, some political parties exist only at the federal level, while others only exist at the provincial level.

Support Question

Political Parties Find information about the political parties in your province by visiting the following websites:

1. http://www.library.ubc.ca/poli/cpwebpr.html . Click on “Provincial Parties”. Scroll down to find your province (e.g. Ontario). Click “Canadian Political Parties: Ontario”.



2. http://www.elections.ca/home.asp. Conduct a site search for “political parties”. Click on various links to find information about political parties in your province.

The Organization of Provincial Government The provincial government in Canada is best explained through a tree diagram because the provincial government is divided into 3 branches of government. Examine the diagram below to understand more about the history of the provincial government. JUDICIAL BRANCH 1. Has the power to decide who has broken the law 2. Governments do not hold the power. Judges and courts hold the power. LEGISLATIVE BRANCH 1. Has the power to make and amend laws 2. New policies are implemented

3. Legislature: MPP’s, MLA’s or MNA’s

EXECUTIVE BRANCH 1. Has the power to carry our policies and laws 2. Lieutenant Governor, Premier, DEMOCRACY Cabinet, Civil Service PEOPLE OF CANADA B.N.A. Act Constitution Act, 1982 Laws and Traditions

ROOTS OF POWER



Executive Branch The executive branch of the provincial government executes (carries out) the plans, policies and laws of the government for governing the province. There are different representatives that work in the executive branch within the provincial level of government. The lieutenant-governor, premier, the cabinet and the provincial public service (or civil service) work in the executive branch at the provincial level. The Prime Minister, the Cabinet, and the Public Service (or civil service) work in the executive branch at the federal level of government. Let’s take a closer look at each position and their responsibilities. Lieutenant Governor The lieutenant-governor is the Queen’s representative at the provincial level. He/she is the head of the state in the province. The federal government selects the lieutenant-governor which recommends the appointment to the Queen. Similar to the Governor General and the Queen of England, the lieutenant governor has a symbolic role in Canada, and therefore has very little power. Premier

The Premier is the head of the provincial government. He/she is an elected member of the Legislative Assembly. The Legislative Assembly is often referred to as the legislature or the house. It is the governing body which debates and amends laws. The Premier has a cabinet (a group of ministers that decide government policy) and the ministers are chosen by the Premier

from elected members of the Premier’s party in the Assembly. If a Premier is not supported by the majority in the Assembly, he/she must resign and an election is held. Thus, the premier is most often the leader of the party that wins the most seats in a provincial election. The Premier and Legislative Members may hold their positions in office for up to five years. (To learn more information about the Legislative Assembly of Ontario, go to their website at - http://www.ontla.on.ca/index.htm). The following are some of the Premier’s responsibilities:

• choosing the member of the Cabinet which are known as Cabinet Ministers • leading the Provincial parliament and the government in Cabinet • representing the province all over Canada • working with other Premiers • appointing officials to lead/head provincial government agencies or commissions



Cabinet The people in cabinet are known as ministers. The cabinet is a group of ministers that decide what the government policy should be. By tradition cabinet members are elected by the Premier. However, in rare circumstances cabinet ministers can be senators or citizens who have not been elected can serve in the cabinet. Each minister directs a portfolio (government department) such as Foreign Affairs, Defence and Justice. Cabinet Ministers have a staff that creates proposals for new laws within their department. During cabinet meetings, cabinet ministers are able to express their views of and even question the Prime Ministers decisions and leadership. However, in public, cabinet ministers must show cabinet solidarity. This means to exhibit full support for the Prime Ministers decisions and leadership in the government. If a cabinet minister displays a lack of support they are expected to resign from cabinet. The following are some of the Cabinet Ministers responsibilities:

• Introduce proposals in the form of a bill in hope the proposal will become a new law.

• Speak on behalf of the department in public • Managing the department budget

Civil Service Civil Service is also known as public service. These members of the executive branch are government employees who are appointed or hired and are not chosen for their political beliefs. Civil servants work and perform a wide range of tasks. Civil servants salaries are paid through public taxes because they provide the public with important services. Civil servants play an integral role in the executive branch of the provincial and federal government. Civil servants are beneficial to the public because they have the most direct contact with the public. Many have the ability to influence how the government responds to the needs of citizens: The following are some of the Civil Servants responsibilities:

• Gather statistics • Write details for new laws • Research information to help in making new policies • Collect taxes • Process passports • Deliver mail • Check Health Regulations • Any other tasks and responsibilities necessary



Legislative Branch The legislative branch of the provincial government has the power to make and amend (change) laws for the entire province. It is also referred to as the Provincial Parliament. The most important part of this branch in government is the Legislative Assembly, or legislature. Elected representatives meet, debate and vote on the government’s proposed laws in the legislature. The House of Commons (federal level) is used as a model for the legislatures of provinces and territories. Provincial Representatives called Member of Provincial Parliament (this is used in Ontario) and Member of the Legislative Assembly (this is used in provinces other than Ontario) work in the legislative branch at the provincial level. Members of Provincial Parliament (MPPs) Members of Provincial Parliament work along with other members of their political party and sit in the legislature together. MPPs are elected by the people to represent them in the province. Attending to the needs of local constituents and debating in legislation are two of the most visible and fundamental functions of MPPs. The debates are controlled by the Speaker of the House. The Speaker of the House is also an elected member, usually from the party that holds the greatest number of seats in the House of Commons, which is known as the government. You will learn more about the role of the Speaker of the House in Lesson 7 as because this role relates to the federal level of government. The following are some MPPs responsibilities:

• Attending to the needs of their local constituents (the people they were elected to represent)

• Debating in legislation • Discuss bills • Work on legislative committees that study proposed laws • Attend caucus meetings of MPPs from their own political party • Vote on proposed laws

The Government and the Opposition

The second largest political party in the House of Commons is known as the Official Opposition. The leader of the second largest political party in the House of Commons is known as the Opposition Leader. His/her role is to ensure that views from all citizens in Canada are addressed, especially those

who did not vote for the party that forms the government. The main roles of the opposition are to criticize government policies

and try to improve government legislation through questioning and debate.



This takes place during the question period. Another role the opposition have is to make sure that the government deals responsibly with the issues and concerns. Question Period Four days a week is set aside in the provincial government for the question period. During this time Opposition members can raise issues and concerns to question the government and their actions. The question period is often the most visible function of the provincial government because often appears on television. As a result, the opposition party benefits from the question period because they gather public attention which helps force the government to deal with issued that would be ignored. Judicial Branch The two main components in this branch of provincial government are: courts and judges. The judicial branch of the government has the power to decide who has broken the law and set penalties. Judges and courts make up the judicial branch. Not only do judges determine guilt or innocence they interpret laws when disputes arise. Civil court and Criminal court are the two courts systems in Canada. In both systems, a citizen brings their issue to the province first. If the case is unsuccessful, it can be taken to a higher court for an appeal (a request to reconsider the decision of the lower court). The court of the final appeal is the Supreme Court of Canada. Supreme Court of Canada Judges in the Supreme Court of Canada are appointed by Parliament. They are selected based on their history of service to the legal system and service to the people of Canada. Judges must not be involved in any political activities, they cannot hold any other paid position, and they must retire from their positions by the age of 75. Most citizens in Canada deal with the Provincial Supreme Court when appealing their cases.

Support Question

A Review of the Branches of Government Explain the general duties of people that work in the following branches of government:

a) Executive Branch b) Legislative Branch c) Judicial Branch



The Making of Laws in the Province

Who make the laws in Ontario? The provincial legislature (parliament) functions to make, change and repeal (remove) laws within the province. Therefore, the laws are made by the Governor General (Queen), the Senate and the House of Commons. Members of Parliament introduce most bills in the House of Commons because they involve the spending of money. A law is the result of a very detailed and complex process. A law or statute first originates as a bill. A bill (or statute) is a written proposal for a law. Source: http://www.parl.gc.ca/Information/Photos/cb-077-e.htm

The bill becomes a law once it has followed the procedure below. Generally the bill begins with a problem such as an increase in pollution. The procedure continues as shown in the following example:

1. PROBLEM - People are becoming worried about the increased amount of pollutions causing acid rain.

2. MINISTER’S SOLUTION – The Minister of the Environment discusses the problem within the department. A suggestion is made to add better pollution controls.

3. CABINET DISCUSSION – The Minister brings their suggestions to a Cabinet meeting. The cabinet discusses whether this is a good suggestion and the people will agree with it.

4. FIRST READING – The bill (which started as the suggestion) is introduced to legislature and states its general purpose. It says that factory owners must add better pollution controls by a certain date. A vote taken to approve printing.

5. SECOND READING – Legislature debates the principle of the bill. Therefore, they vote whether to accept the main idea (not the principles) that factories should have better pollution controls.

6. COMMITTEE DISCUSSIONS - Sometimes people from the public may appear to express their views of the bill. A small group of MPs who represent all parties discuss the bill. The committee may recommend changes to the bill before proceeding to the Third Reading.



7. THIRD READING – Once any changes are made to the bill, it is sent back to the House of Commons for a Third Reading. The revised bill is voted on one more time.

8. THE SENATE – The bill is read again three more times in the Senate. The Senators can send it back to the House of Commons with slight changes. It is more common for the bill to pass Senate.

9. ROYAL ASSENT - The Senate then sends the bill to the Lieutenant-Governor. The Lieutenant –Governor gives it Royal Assent on behalf of the Queen. The bill is proclaimed (announced publicly) and has become a law.

How Are Provincial Representatives Selected? A riding or constituency is an area that is divided into electoral districts that has its own Member of Parliament. Each province is divided into ridings. Ontario is divided into 103 electoral districts. Some electoral districts are cities, while others are a combination of two or more cities. Citizens who live within the boundaries of a riding elect ONE representative to the provincial government. The candidate to receive the most amount of votes in each riding becomes the representative for that particular area. As a result, Ontario has 103 elected members that make up the provincial government. Because most of the elected representatives are members of a political party, the party with the most elected representatives usually forms the government. To find your electoral district visit the Elections Ontario website at:: http://www.electionsontario.on.ca/fyed/en/form_page_en.jsp A majority government is formed when a political party has elected representatives in more than half the ridings in the province (e.g. 60 out of 103). A minority government is formed if a political party is elected more than any other party but fewer than half of the total (e.g. 45 out of 103). Support from another political party is needed in a minority government.

Key Question #18

Getting to Know Your Province (15 marks) Answer the following questions with complete sentences. You must include the question number your answer refers to. Your writing should be free of spelling and grammatical errors.

1. In which province do you live? (1 mark) 2. Describe WHERE your province is located in Canada? (1 mark) 3. What is the CAPITAL CITY of your province? (1 mark) 4. Who is the PREMIER of your province? (1 mark) 5. Which POLITICAL PARTY does your Premier represent? (1 mark) 6. How many CABINET MINISTERS help the Premier of your province? (1 mark)



7. What are the MEMBERS OF THE LEGISLATURE called in your province? (1 mark)

8. What is the SHORT FORM for the Member of the Legislature? (1 mark) 9. Who is the LIEUTENANT GOVERNOR or COMMISSIONER for your province?

(1 mark) 10. How does you provincial government help the people? List the various services

that it provides. (6 marks) Key Question #19

Getting to Know the Province through Key Words (30 marks–2 marks each) From the list below, choose 15 TERMS and write a definition IN YOUR OWN WORDS. Each term should have at least one sentence to explain and describe it. You must include the term within the sentence. The term must be underlined. All of the terms have been described to you within this lesson. Official Opposition Executive branch Legislative Branch Judicial Branch Premier Cabinet Portfolio Bill Member of Provincial Parliament Speaker of the House Local Constituents Civil Service Cabinet Minister Cabinet Solidarity Legislative Assembly Opposition Opposition Leader Appeal Majority Government Minority Government Bill and Statute Ridings Proclaimed Electoral Campaigns

Key Question #20

Political Parties (30 marks) Fill in the blanks by using the information provided to you in this lesson. Be sure to write down the corresponding question number with your answers. For questions with more than one word in the answer, simply add a comma between words. (e.g. 10, member, party, knock) (DO not write in this booklet)

1. A political party is made up of __________ and __________, individual members, and party__________.

2. These people are found at all __________of government – Municipal, Provincial

and Federal.



3. The local poll __________ and the party __________are called the “__________”.

4. As soon as an __________is called they are ready to work.

5. The local poll association comes in direct contact with the __________in the

constituency.

6. These people knock on doors, __________party members, give out __________information, __________to people and put up party __________in the community.

7. On Election Day they watch what is happening at the __________stations. 8. Political parties hold large meeting or __________every year.

9. At these meetings they promote party __________, to bring together elected

members, party __________and representatives of the people.

10. The party’s __________and its __________are formed at the convention.

11. An election __________costs one party millions of dollars.

12. So where does the money come from? Money is __________to pay for printing expenses, transportation and radio and television programs.

13. __________of the party, people in the industry, __________, trade unions and

the __________donate money to the party.

14. A party must have a good leader to be __________. The party leader is the party’s __________.

15. A good party leader must be very calm, cool and collected especially during

heated __________.

16. As of February 2005 there are __________ registered political parties in Ontario.

17. There are over one __________other political parties that exist in Ontario and in other provinces however, they are not __________.



Key Question #21

Writing a Bill (25 marks) Your task for this assignment is to create a bill that focuses on an issue in the provincial government. Choose an issue that is of interest to you. Here are a few to get you started:

Immigration Public Transportation Education, Tourism Health Insurance and Medical Plans.

Imagine that your work in the department that is drafting laws for the area you have chosen from above. You have been asked by Cabinet to draft a bill that would respond to current concerns that citizens in the province might have. Make sure the following points are included within your bill:

• Prepare a bill that begins with “Be it resolved…” • Write a complete paragraph to make the intentions of your bill clear • State who or which groups are expected to obey the bill • State what the penalty will be for those who disobey the bill • Be realistic • Promote Common Good – keep with the values of society • Do not conflict with other laws • Be fair • Be very clear • Present the draft of your bill to TWO people who will comment on the content of

your bill. Review the bill and note any necessary amendments in a second draft • Create a visual document (i.e. scroll) on which you write your final draft

To help you with this question refer to the information in this lesson and the following websites:– http://www.fedpubs.com/subject/law/statutes.htm

1. http://www.ontla.on.ca/documents/bills/index.htm 2. http://www.parl.gc.ca/information/about/process/Senate/senatetoday/mak

ing_laws-e.htm 3. http://www.gov.on.ca/MBS/english/index.html 4. http://www.craigmarlatt.com/canada/health_care.html

Remember to include your name, date and Key Question Number on the front page of the assignment.

CHV2O

Lesson 7



Lesson 7: Getting To Know Your Federal Government Specific Expectations By the end of this lesson, students will:

• demonstrate an understanding of how the judicial system (e.g., law courts, trials, juries) protects the rights of both individuals and society (e.g., the rights of the accused, the rights of the victim, and the role of the judiciary);

• examine and analyse the importance and value of different ways of resolving disputes (e.g., mediation, arbitration) that differ from judicial approaches;



Support Question

How Well Do You Know Canada? Take the quiz on the following website. There are 67 questions. Try to answer them all. http://www.craigmarlatt.com/canada/symbols_facts&lists/quiz.html

• What was your score? • What did you learn? • What is the significance of “67” questions?

Responsibilities within Canada The following chart is an example to show you how responsibilities within Canada are divided among the levels of government.



Support Question

Who is Responsible

1. Make a chart of 10 activities you have been involved over the past week. 2. Beside each activity identify the following:

• How the government might be involved? • What level of government is responsible? • Who might you call if you needed more information about anything

connected to this activity?

How Can I Participate In The Federal Government?

• The MEDIA provides you will various types of forums to express your concerns. • VOTING is one of the most common ways for citizens to participate. • COMMUNICATE with government representatives through the phone, e-mail,

letters, faxes and simply arranging an appointment. • ELECTORAL CAMPAIGNS provide opportunities for citizens to show their

support for the political party of their choice by going door to door, mailing campaign flyers, distributing posters and sign, using the phone to contact other voters, dealing with the media, and working in a poll on Election Day.

• CIVIL DISOBEDIENCE is a non-violent way to refuse to obey or follow laws that one does not believe are just or fair. Your actions must be purposeful and informed as willingness to face punishment shows the strength of one’s belief. Civil Disobedience is directed against laws that are seriously harmful to society. Mahatma Gandhi, Martin Luther King and Oskar Schindler demonstrated acts of civil disobedience.



Federal Government Services

How many of the following services affect you?

Canada Post Immigration Money, Banks and Taxes

RCMP Canadian National Railway

Tourism



Official Political Parties in Canada

• Bloc Québecois* (in French only) • Canadian Action Party • Christian Heritage Party of Canada • Communist Party of Canada • Conservative Party of Canada* • Green Party of Canada • Liberal Party of Canada* • Libertarian Party of Canada • Marijuana Party • Marxist-Leninist Party of Canada • New Democratic Party* • Progressive Canadian Party of Canada

Parties in bold type currently have representation in the House of Commons. Organization of Federal Government

The following chart helps summarize the information that will be presented within this section. There are different representatives that work in the executive branch within the federal level of government. The Governor General, Prime Minister, the Cabinet, and the Public Service (or civil service) work in the executive branch at the federal level of government. Let’s take a closer look at each position and their responsibilities.

Support Question

Branches of Government

1. Examine the “tree” diagram in Lesson 6 that illustrates the structure of the three branches of government.

2. Examine the following chart and record the similarities and differences between the provincial government structure and the federal government structure.



Executive Branch Governor General The governor general is the ‘head of the state’ and represents the Queen. The Queen appoints a governor general on the advice of the Prime Minister. This process takes place every five years. For example, in 1999 Canada’s 26th governor general, Adrienne Clarkson was sworn and is the second female to hold this position. The governor general lives in two official residents. The first residence is across the road from the official residence of the Prime Minister at 1 Sussex Drive in Ottawa. It is known as Rideau Hall or the Government House. The second residence is on the ground of the Canadian Forces Base in Quebec City called La Citadelle. To view pictures of these residences go to - http://www.craigmarlatt.com/canada/government/gg.html. The following are some of the Governor General’s responsibilities:

• Ensures Canada has a government and a Prime Minister • Opens and closes parliament by reading a speech from the throne at the

beginning of each parliamentary session • Greets foreign leaders and dignitaries • Presents various awards to outstanding

citizens such as the Order of Canada, the Cross of Valour, and the governor general’s awards for literature

Support Question

Generals in Canada Complete the following activity. Answer the questions in a notebook. Examine the roles of the Governor General and the Lieutenant Governor General. Write a comparison chart to explain similarities and differences in the following categories:

• What is their yearly salary? • How does each become a part of government? • What level of government do they work for? • What are their roles and responsibilities? • How long is their term in government?



Prime Minister The Prime Minister is perhaps one of the more visible people in the federal government. Surprisingly, the Prime Minister is not the head of state. It is the governor general that is the head of state, not the Prime Minister. The Prime Minister is the head of the government and has true political power. Unlike the United States elections, the Prime Minister is not elected directly by the people. The Prime Minister becomes the leader of the nation because he/she is the leader of the party that wins the most seats in an election. There have been just over 20 Prime Ministers elected since the time of Confederation in 1867. The official residence of the Prime Minister has been at 24 Sussex Drive, Ottawa since 1950. The house is in sight of the parliament buildings on the cliffs above the Ottawa River. Often the Prime Minister will reside in the official summer residence at Harrington Lake in Quebec.

Harrington Lake, Quebec The following are some of the Prime Minister’s responsibilities:

• Represents all Canadian citizens by Speaking on behalf of all Canadians at national and international meetings and trips abroad

• Addresses national issues that citizens are concerned with • Works with provincial leaders such as premiers • Chooses member of the cabinet and leads the government in Cabinet and

the House of Commons • Recommends new judges, ambassadors to foreign countries, officials to

head of government and senators to be named by the governor general • Is leader of the party in power and acts as a spokesperson for the party in

power leading the caucus

Cabinet Similar to the provincial government, cabinet ministers work within the executive branch of government. At the federal level the cabinet ministers are chosen by the Prime Minister. Cabinet ministers are most often MPs from the party in power. It is very rare that a Prime Minister would appoint a cabinet minister outside of his/her party. Each cabinet minister is assigned to a specific department and must be very skilled people. Needless to say choosing cabinet ministers is a very difficult and challenging task. Ideally the Prime Minister should look for cabinet minister that reside all over the country and represent the ethnic and cultural diversity of Canada. Unfortunately, many Members of Parliament do not reflect such diversity. There are approximately 18 government departments (or portfolios) to cover all aspects of government operations in Canada. The departments are also referred to as ministries.



They are as follows:

• Agriculture and Agri-Food • Canadian Heritage • Citizenship and Immigration • Environment • Finance • Fisheries and Oceans • Foreign Affairs • Health • Human Resources and Skills

Development • Indian and Northern Affairs • Industry

• Intergovernmental Affairs • International Trade • Justice • National Defence • Natural Resources • Public Safety and Emergency

Preparedness • Public Works and Government

Services • Social Development • Transport • Veterans Affairs • Western Economic Diversification

The following are some of the responsibilities of the cabinet:

• Examine issues, draw up proposals for new laws, introduce the proposals to become law

• Speak on behalf of their department and are responsible for their department budget

• Work with the Prime Minister and other cabinet ministers to discuss important decisions that the government must make. Sometimes cabinet ministers can question the Prime Minister and the decision of the government.

Cabinet Solidarity exists within the federal government as well. All cabinet ministers are expected to unite in agreement with each other under the leadership of the Prime Minister. Remember, cabinet ministers often question the Prime Minister and the government in private meetings. However, in public the cabinet members must show their respect and support for the Prime Minister and government.

Support Question

Members of Cabinet Complete the following activity. Answer the questions in a notebook.

1. Go to the following website: http://www.craigmarlatt.com/canada/images&downloads/cabinet.pdf

2. Make a list to summarize the different ministries/departments that are represented in the federal government.

3. Do you recognize any faces from the pictures? Where would you have seen some of these faces before?

4. Who has the most seniority? 5. Who has the least seniority



Civil Service The civil service is also known as the public service. These members are hired through the federal and provincial level of governments. These members of the executive branch of government are employees of the government and work to provide government services. Unlike other employees of the government civil servants continue to work for the government regardless of their political beliefs. Civil servants salary is paid for by citizens’ tax dollars.

Civil servants have various responsibilities that affect both the federal and provincial levels of government in the executive branch. Some responsibilities include the delivery of mail, collecting taxes, issuing passports, gathering statistics, and reviewing applications of immigrants.

Legislative Branch The legislative branch of the federal government has the power to make, amend (change) and repeal (to revoke or cancel) laws for all of Canada. It is also referred to as Parliament. The two major components this branch in government are the Senate or Upper House and the House of Commons or Lower House. Elected representatives meet, debate and vote on the government’s proposed laws in the legislature. The House of Commons is used as a model for the legislature in Canada. Provincial representatives called Members of Parliament (MP) and Senators work in the legislative branch at the federal level. Members of Parliament (MPs) A Member of Parliament (MP) is a person in government who is chosen in elections to represent the citizens, and to debate and vote on public issues in parliament. The number of MPs within Canada changes due to a change in the population. For example as the population in Canada grows, so does the amount of MPs within Canada. MPs have the opportunity to choose the Speaker of the House. He/she controls all MPs actions and decisions. Some responsibilities of MPs are the following:

• Discuss and debate issues and government policies • Provide input into making, changing, and removing laws and Vote on proposed

laws • Discuss bills • Attend weekly caucus meetings with other MPs from their own political party • Attending to the needs of their constituents (the people they were elected to

represent). They will often do so on weekends, or when parliament is in recess.



House of Commons The House of Commons is the most important and most powerful component of parliament. The House of Commons is a place where MPs meet to discuss, debate and vote on public issues. The party that controls the House of Commons is the party that has the greatest number of seats in parliament and forms the government. The leader of this party is the Prime Minister.

Source: www.craigmarlatt.com



As shown in the diagram, the House of Commons includes several different components. Some aspects of the House of Commons are based on old British customs. For example: a) the government members sit facing the opposition members b) traditionally the House of Commons is green in colour and

c) the space between the government members and the opposition member is two swords lengths.

The House of Commons is located in the capital city of Canada, Ottawa. The representative of the Queen and formal head of State for Canada is known as the Governor General. He/She is most likely to operate in social and ceremonial duties. The Speaker of the House is an elected member of parliament who controls the debates and discussions in the House of Commons. The MPs use a secret ballot system to select the Speaker. The Speaker of House is similar to a referee during the parliamentary debates by applying the rules of parliament in a fair and consistent manner. Often Speaker’s do not belong to the governing party which makes it more difficult to apply the expected rules. The Opposition are elected members from other political parties. “Her Majesty’s Loyal Opposition” are MPs from other parties that form the composition of the opposition. The most important role of the opposition MPs is to represent the needs and interests of the Canadians who did not vote for the government. Opposition parties are thought of the “devil’s advocate” because they criticize government policies. Their purpose is to improve government legislation through raising concerns, presenting questions and holding debates. In doing so, they try to ensure the government deals with issues and concerns fairly and responsibly. The Leader of Opposition is the leader of the party with the second highest number of representatives. This party is referred to as the Official Opposition. By using this name it distinguished it from other opposition parties with fewer seats.

The Question Period is time that is set aside four days a week for the opposition to raise concerns and questions about the actions of government members. All members of the government including the Prime Minister and cabinet members are held accountable for their decisions and performance concerning government decisions. Often the 45 minute question period appears on television because of the dynamic nature.



Support Question

House of Commons

1. To learn about recent question periods visit the Canada’s Political Channel at: http://www.cpac.ca. This website will enable you to view question periods on-line or search for Canada’s Political Channel to view on your television.

2. The following website will give you more information about the House of

Commons. Enter your postal code to find your Member of Parliament- http://www.craigmarlatt.com/canada/government/house.html

The Senate The senate is also referred to as the Upper House. It is another component of the Legislative Branch that has the power to propose or amend a bill passed by the House of Commons. Some responsibilities of Senators are the following:

• The senate also investigates issues that the House of Commons will not or cannot investigate.

• Propose or amend a bill passed by the House of Commons.

The senate was originally created to protect the diverse municipal, provincial and minority interests in Canada. Currently, the senate is composed of 105 seats that are divided according to region. The regions are divided as follows:

1. Central Canada – This includes Ontario and Quebec, each with 24 appointed Senators.

2. Western Canada – This includes Manitoba, Saskatchewan, Alberta and British Columbia, with a combined total of 24 appointed Senators.

3. Northern Canada – This includes Yukon Territory, Northwest Territories and Nunavut, with a combined total of 3 appointed Senators.

4. Eastern Canada – This includes Nova Scotia, New Brunswick and Prince Edward Island, with a combined total of 24 appointed Senators.

The constitution also provides four to eight senators that are to be added as the “Queen sees fit”. For example a past Prime Minister Brian Mulroney called upon this right during the controversial Goods and Services tax bill.



What are the requirements to become a senator?

$ They are not elected. The governor general appoints each Senator on the recommendation of the Prime Minister

$ They must be a Canadian citizen by birth or naturalization $ They must be at least 30 years and younger than 75 years of age $ They must live in the province/territory they represent $ They must own $4000 worth of property

Although the senate has the power to reject bills, it rarely takes advantage of this power. (There has been only four occasions that the senate refused to pass a bill). Often when senators are appointed by the Prime Minister they are from the same party platform. As a result, they most often share the same beliefs as the party and power, and approve the bills put forth by the party in power in the House of Commons. Many Canadians believe the senate serves little purpose. Others believe it should be reformed to be more effective. The reform or proposed changes are known as Triple-E-Senate. Here are some of the main points concerning Triple-E-Senate:

• Triple E stands for Elected, Equal, Effective • Senators should be elected by the people vs. appointed by the Prime

Minister • Each province in Canada should be represented equally in the Senate • The would be more active in monitoring the actions of the federal

government, therefore becoming more effective As well, critics believe that some senators feel little responsibility for the people. Although many senators work on various committees and task forces to stay informed about public issues, some Canadians would say they do not appear do be doing much work to hold their position as a senator. Needless to say, a senate reform is a process that will take many years to implement or may never happen!

Support Question

How Do You Feel About Senate Reform?

1. Make a two column chart listing arguments FOR Triple-E-Senate and arguments AGAINST Triple-E-Senate.

2. Within each column, rank each argument from most to least persuasive – one being the most persuasive.

3. What is your opinion about the Triple-E-Senate? For further information go to the following websites: a)http://www.craigmarlatt.com/canada/government/senate.html

b)http://www.mapleleafweb.com/features/parliament/senate



Judicial Branch The two main components in this branch of federal government are: courts and judges. The judicial branch of the government has the power to decide who has broken the law and set penalties. Judges and courts make up the judicial branch. Not only do judges determine guilt or innocence they interpret laws when disputes arise. Civil court and Criminal court are the two courts systems in Canada.

Source: http://www.craigmarlatt.com/canada/government/scc.html

In both systems, a citizen brings their issue to the province first. If the case is unsuccessful, it can be taken to a higher court for an appeal (a request to reconsider the decision of the lower court). The court of the final appeal is the Supreme Court of Canada. You may wish to review Lesson 6 that briefly discussed the Supreme Court of Canada.

Civil Law is divided into 3 major subdivisions: 1. contract law, 2. tort law, 3. family law. It includes legal disputes between private individuals or groups. Civil cases rarely involve a jury and are almost always decided by a judge. Although the person found

guilty cannot go to jail, the plaintiff (the person making the complaint in a court of law) can be awarded for damages. The plaintiff will be compensated often through a financial reward system. Criminal Law is divided into 3 categories: 1. Summary Offences, 2. Indictable Offences, and 3. Hybrid Offences. Criminal law has the belief that a crime against another person in society is a crime against all of society. For example, theft, assault, kidnapping and murder are criminal acts where the perpetrator would be arrested by the police. The accused would then go to court where the case is prosecuted by the Crown. Judges All judges in the federal system are appointed into the Superior Courts and Courts of Appeal. The judge establishes the tone and enforces the rules in court. Most judges are appointed as they have worked many years in the legal system, often as distinguished lawyers. The have several years of expertise that is why they cannot be removed for political reasons. However, a judge can be removed for misconduct.



Some responsibilities of judges are:

• Interpret the law in specific cases • Rules on motions and objections • Decides on penalties • Instructs the jury • Maintains order and conduct in the courtroom • Must be completely fair and unbiased

Non-Judicial Dispute Resolution Recently, many people have expressed concerns with the judicial branch. They feel the judicial branch is too expensive, too formal and adversarial. Many disputes are less serious in nature, but they are still required to go through a very lengthy and expensive process. Some people feel it would be more advantageous to use an alternative method to resolve the less serious disputes. Some suggest mediation and arbitration as alternative methods to resolve disputes.

Mediation is a process that relies on a mediator to help negotiate a dispute between disputing parties. The mediator does not judge or make a decision and is neutral to the situation. The role of a mediator is as follows:

• To listen to both disputing parties involved • Summarize the statements each party are making • Ensure parties have an equal say where one does

not dominate another • Aim to find a solution that includes common interests

of both parties involved Mediation is effective because as parties talk through their problems they tend to relax and be more reasonable. Once the two parties have reached an agreement, the mediator completes a written agreement stating the resolution of the dispute. The agreement is signed by both parties. This process is most effective for parties that continue to have a relationship such as neighbours. Advantages of the Mediation process:

• The settlement is reached through the common interests of the parties involved • There are no winners or losers • The process is much more economical • The process is relatively quick • Lawyers are not involved in the preparation time • The mediator keeps does not share any information about the dispute and/or

resolution



Arbitration is a process very similar to mediation. It involves a neutral third party called an arbitrator. Similar to mediation, arbitration does not use a court and takes place in an informal setting. The same advantages apply to arbitration, however, it is used more often in private matters such as family disputes.

Support Question

Mediation Explain how a dispute between two parties would be more beneficial to settle the dispute through mediation rather than the court system. Briefly explain the situation and provide at least 3 reasons for your answer. The Making of Laws in Canada Who makes the laws in Canada? Parliament including the House of Commons and the Senate function to make, change and repeal (remove) laws in the federal government. The Prime Minister and the cabinet are also members of parliament that are a part of the making of laws in Canada. Bills at the federal level are introduced in the House of Commons by the government. On occasion the senate or an opposition member will introduce a bill. How a Bill Becomes a Law at the Federal Level

1. A cabinet minister, private member or other sources present an idea.

2. The idea is presented and explained to cabinet. 3. The idea is approved by cabinet (the cabinet rarely disapproves an

idea). 4. The idea is investigated by civil servants. 5. The idea is drafted into the form of a bill. This is done by lawyers. 6. Members of cabinet examine the drafted bill. 7. Cabinet and caucus approve the bill. 8. FIRST READING – The bill is introduced to legislature. 9. SECOND READING – The principle of the bill is debated by

legislature. Legislature then votes on the bill. 10. The bill is examined one more time by legislature. 11. The public is able to express their views of the bill. 12. A hearing is held where the suggestion are made to revise the bill. 13. Recommendations to amend the bill are presented to legislature. 14. The bill is amended. 15. THIRD READING – The amended bill is reviewed one more and

introduced to legislature.



16. The final vote is taken to enable the bill to become a law. 17. During House of Commons the senate examines, debates and amends the bill. 18. The bill is passed by senate. 19. The bill is sent to the Governor General for royal assent on behalf of the

Queen. Remember at the provincial level the Lieutenant-Governor gives it royal assent.

20. The bill becomes a law. Support Question

How a Bill Becomes a Law 1. Review The Making of Laws in Ontario section in Lesson six.

Write a summary of the process for a bill to become a law. 2. Review The Making of Laws in Canada section in Lesson

seven. Compare the process of a bill becoming a law in the provincial government and the federal government by answering the following questions:

a. What are the similarities? b. What are the differences?

How Are Federal Representatives Selected? A very similar procedure takes place to elect representatives at the federal level and the provincial level. Members of the government are selected through the elections process where citizens vote for a party they share the same beliefs. Because most of the elected representatives are members of a political party, the party with the most elected representatives usually form the government. A riding or constituency is an area which is divided into electoral districts that has its own Member of Parliament. Canada is divided into 308 electoral districts. Therefore there are 308 representatives across Canada. The party with the most elected representatives forms the government. The leader of the party in power becomes the Prime Minister and is Canada’s representative. A majority government is formed when a political party has elected representatives in more than half of the ridings in the country. A minority government is formed if a political party is elected more than any other party but fewer than half of the total. Usually support is needed from another political party in a minority government. A minority government cannot be formed without the support of another party because other parties or members will vote against the minority government. Due to this difficulty minority governments are quite unstable. Elections are often forced during a minority government because a vote is lost in the House of Commons.



Representative by population is a principle that means the number of ridings in the province or country rely on the number of people who live in the riding. The higher the population, the more members of parliament the province has in the federal government.

Support Question

The Election Process

1. Go to the following website - http://www.elections.ca/home.asp a. Click on “General Information b. Click on Canada’s Electoral System c. Under the ELECTORAL PROCESS click on “Election Countdown” d. Summarize the twelve steps in the Election Countdown. Record this

information in your note book Who’s Who In Government? The following is a chart featuring major political members of all levels of government (municipal, provincial and federal) in Canada. Although the title of each representative does not change because of an election, the member’s name and party do. Once an election is called approximately every five years, or when dissolved at the request of the Prime Minister, the chart is altered. The change is more significant if a new party is elected into power.

CATEGORY FEDERAL PROVINCIAL MUNICIPAL QUEEN’S

REPRESENTATIVE

TITLE: Governor General NAME:

TITLE: Lieutenant Governor NAME:

NOT APPLICABLE

LEADER OF THE GOVERNMENT

TITLE: Prime Minister NAME: PARTY:

TITLE: Premier NAME: PARTY:

TITLE: Mayor NAME:

OPPOSITION LEADER

TITLE: Leader of Opposition NAME: PARTY:


NOT APPLICABLE

YOUR REPRESENTATIVE

TITLE: Member of Parliament NAME: PARTY:

TITLE: Member of Provincial Parliament NAME: PARTY:

NOT APPLICABLE



Support Question

Try Your Hand at Legal “Head Scratchers”

1. Go to the following website - http://canada.justice.gc.ca/en/quiz/index.html i. Read and complete a quiz from each category ii. When you have completed each quiz, click “Cumulative Score” iii. Read and print the results

2. What did you learn? 3. Were you surprised with the results?

Key Question #22

Collage of Canada (20 marks)

1. Create a collage that includes various Canadian symbols. You must include illustrations that are significant in Canada. (10 marks)

2. Select 5 illustrations that you think are the most significant. Explain why you think EACH illustration is significant in Canada. (2 each x 5 10 marks)

3. An example of a collage of Canada can be viewed at the following website - http://www.craigmarlatt.com/canada/images&downloads/downloads_misc_canadian_images.html

Key Question #23

Prime Ministers of Canada (10 marks) http://www.culture.ca/canada/explore-explorez-e.jsp?pre=n&category=216

1. Who was the youngest Prime Minister? 2. Who was the oldest Prime Minister? 3. Who was Prime Minister for the longest period of time? 4. Who was Prime Minister for the shortest period of time 5. Who was Canada’s first female Prime Minister? 6. What is the current yearly salary of the Prime Minister? 7. What Prime Minister was the most influential to Canadians? 8. Who was the most popular Prime Minister? 9. How does the role of the Prime Minister differ from that of the premier? 10. How is the role of the Prime Minister similar to that of the premier?



Key Question #24

The Federal Government (20 marks) Use the following terms in a sentence. Be sure to explain how each terms is connected to citizenship at the federal level (10 x 2 each – 20 marks)

a. Governor General b. Prime Minister c. Member of Parliament d. Judge e. Senate f. Cabinet Solidarity g. Criminal Law h. Civil Law i. House of Commons j. Speaker of the House k. Mediation l. Arbitration

Key Question #25

Who’s Who in Government (50 marks) 1. Copy the following chart and fill in ALL of the missing NAMES and PARTIES. (15

marks) 2. Using the information from the following chart, complete the following:

a. List in order of importance the names of 5 people whom you believe are the most significant leaders in Canada. (5 marks)

b. Research and write 3-4 sentences to summarize each leader’s achievements. (15 marks)

c. Provide 2 reasons why you have chosen each leader to be on your list. (10 marks)

d. Explain why you have placed the leaders in that particular order. (5 marks)

e. Use the following websites to help you complete this question:

• www.craigmarlatt.com • http://www.pm.gc.ca/eng/ • http://www.canada.gc.ca/main_e.html • http://www.region.durham.on.ca/default.asp • http://www.gc.ca/comments/faq_e.html



CATEGORY FEDERAL PROVINCIAL MUNICIPAL

QUEEN’S REPRESENTATIVE

TITLE: Governor General NAME:

TITLE: Lieutenant Governor NAME:

NOT APPLICABLE

LEADER OF THE GOVERNMENT

TITLE: Prime Minister NAME: PARTY:

TITLE: Premier NAME: PARTY:

TITLE: Mayor NAME:

OPPOSITION LEADER



NOT APPLICABLE

YOUR REPRESENTATIVE

TITLE: Member of Parliament NAME: PARTY:

TITLE: Member of Provincial Parliament NAME: PARTY:

NOT APPLICABLE

CHV2O

Lesson 8



Lesson 8: What Is Global Citizenship? Specific Expectations By the end of this lesson, students will:

• research and summarize civic actions of individuals and non- governmental organizations that have made a difference in global affairs

• compare the contributions of individuals, as explored in the student summaries, to arrive at a definition of the term “global citizen”;

• analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism);

• summarize the rights and responsibilities of citizenship within the global context, as based on an analysis of the United Nations Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989);

• evaluate civic actions of individuals and non-governmental organizations that have made a difference in global affairs

The Life of a Global Citizen Without even realizing the average Canadian citizen relies on the world’s population on any given day. From the bed and sheets we sleep in to the food we eat and technology we use, Canadian are connected to almost every aspect of the world. The following is an example of how connected an individual is from day to day: While sleeping in your that is made in the United States, you wake up to your

that is made by an electronic company such as Sony. Parts for your are

produced in Brazil, Japan, Germany and Mexico. Your is assembled in Brazil, then to Canada and staffed by a French crew. Now it is time to do your daily

work out routine. You put on a pair of that are perhaps made by a company such

as Nike or Fila which are companies originating in the United States. The materials for

your are produced in Taiwan. The female employees (or young children) are

working in a shoe factory in Japan that might disregard the United Nations Declaration

of Human Rights. The that you are wearing is made from cotton which is grown

in Egypt, designed in France, and manufactured in Israel.



Support Question The Life of a Global Citizen Complete the following tasks and record in a notebook:

1. Write a list of 20 items found in your household (e.g. clothing, electronics, appliances)

2. For EACH item record the country the item was made in.

As you can see from the previous example your life is influenced by the rest of the world. Even if you tried disconnected yourself from the rest of the world it would almost be impossible. There are so many inevitable global realities that affect us all. How many of the following examples of global realities connect with you?

Global Warming Nuclear Weapons World Trade

World Disease Movement of people (often pushed out of the country due to war) MNC’s that operate is several countries and are bigger than some governments

Air and Water Pollution that enter all ecosystems Telecommunications to connect to others worldwide



What Is Global Citizenship? If you researched the definition of global citizenship you would discover various interpretations of the term. Some view a global citizen as one that would be involved with trade and global investments. For example, MNC’s (multi national corporations) use resources from all over the world, produce their products in several different countries and therefore sell their product at the global level.

On the other hand, one would feel responsible for our earth, including the earth’s resources and the earth’s people. In turn they examine the threat to the environment (e.g. global warming, destruction to the rainforest) as a threat to all citizens in the world.

Global citizenship entails similar responsibilities you possess in your municipality, province and nation. The idea of global citizenship has changed significantly due to things such as the advancement in technology – can you think of reasons for such a change?

Let’s examine how the definition of global citizenship is continuously evolving:

In the past, people had very little opportunity to move form their birth place.

In the past, citizenship was generally linked to one particular country or nation.

Multiple citizenship is possible as a result of world migration.

The occurrence of natural disasters change our global focus

Although there are factors which force to definition of global citizenship to evolve, there are fairly constant factors. Factors such as quality of life, life expectancy, literacy rate and energy consumption illustrate the variance between nations. Once we understand the factors that create differences around the world, we put ourselves in a better position to participate at the global level.

OXFAM’S DEFINITION

Oxfam is an international organization who is well known for their international efforts to terminate worldwide poverty. This organization is famous for their definition of global citizenship.

Source:http://www.oxfam.org.uk/coolplanet/teachers/globciti/whatis.htm

Source:http://www.oxfam.org.uk/coolplanet/teachers/globciti/whatis.htm



Oxfam sees Global Citizenship as the following:

Someone who…

is aware of the wider world and has a sense of their own role as a world citizen;

respects and values diversity; has an understanding of how the world works economically, politically,

socially, culturally, technologically and environmentally; is outraged by social injustice; participates in and contributes to the community at a range of levels from

local to global; is willing to act to make the world a more sustainable place; takes responsibility for their actions

Do I Have Universal Human Rights? You have learned in previous lessons that as Canadians, we have specifics laws recorded in documents that aim to protect our rights and maintain our freedoms. However, how would you be protected if you were to travel outside of Canada? Did you know that legal rights differ from country to country? Legal rights are rights that are upheld by justice and guaranteed by laws which can be defended through the court system. Human rights are rights that are based on morality and apply more to people all over the globe. Most citizens see human rights as universal. For example, some countries may not guarantee freedom of expression, but because it is based on morals a citizen should still be guaranteed freedom of expression. Several countries and international organizations have created documents to protect human rights. They were created to help define human rights and carry a moral authority for government to sign and become law. The two most significant documents written to protect human rights are The Universal Declaration of Human Rights and The Declaration of the Rights of the Child. The two documents were created with the aid and support from the United Nations. Universal Declaration of Human Rights The Universal Declaration of Human Rights was announced by The United Nations on December 10, 1948. Although the declaration is a message to pressure governments all over the world to preserve global morality through human rights, it is not a document binding by law. The Declaration contains thirty articles that define citizen’s universal rights. As Canadians we are fortunate to have a law binding document that enforces many of the same rights such as freedom of thought, conscience and religion, the right to life and liberty and security of person.



Support Question

Universal Declaration of Human Rights

1. Go to the Universal Declaration of Human Rights official website - http://www.un.org/Overview/rights.html

2. List 7 rights you believe are the most important. 3. How is the Universal Declaration of Human Rights similar to the Canadian

Charter of Rights and Freedoms? How does it differ? 4. Why is the Universal Declaration of Human Rights necessary?

The Declaration of the Rights of the Child The Declaration of the Rights of the Child was adopted by The United Nations in 1959. Several years later in 1989 the UN passed a document of legal rights containing 54 articles. This document is called the Convention on the Rights of the Child. This step added legal weight to the concept of rights for children. The Convention on the Rights of the Child became the first legally binding international document to incorporate all human rights, from civil and political to economic, social and cultural for children.

Support Question

Declaration of the Rights of the Child

1. Go to the Universal Declaration of Human Rights official website -http://www.unhchr.ch/html/menu3/b/25.htm

2. List seven rights you believe are the most important. 3. Do you think it is necessary to have a separate document that guarantees the

rights of children? Why? or Why not? International Ngo’s An NGO is a Non-Governmental Organization that work together to resolve world problems. Because it is often difficult to know how to get involved at the global level, NGOs provide citizens with a starting point to follow through with their interest in world problems. You can get involved by donating money, speaking to family and friends about world needs, write letters and join lobby campaigns.



THE UNITED NATIONS The United Nations (UN) is an international organization that is almost like a world government. The headquarters building is in New York City. It is not a world government because it does not make laws. However, they have a charter that is an international treaty that sets out basic principles of international relations. It was established in October of 1945. This organization was needed at that time because of the devastation suffered through World War II. At that point 51 countries, headed by USA, Britain USSR, and China committed to preserve peace throughout the world. Today 191 countries belong to the United Nations, which is almost every nation in the world. United Nations has 4 purposes:

1. To maintain international peace and security. 2. To develop and preserve friendly relations among all nations 3. To solve international problems that may arise while promoting respect for

human rights 4. To be a focal point for harmonizing intentions and actions of all nations.

The United Nations is comprised of sections called “bodies”:

1. The General Assembly 4. Trusteeship Council 2. The Security Council 5. Secretariat 3. Economic and Social Council 6. International Court of Justice

THE GENERAL ASSEMBLY

• Is referred to as a parliament of nations • Each nation has one seat and one vote • Decisions concerning key issues are decided by two-thirds majority, others are

decided by simple majority. Recently a consensus has been implemented rather than a formal vote.

• Holds a regular session once a year to discuss and debate important world issues

• Makes recommendations to other UN bodies • Approved the UN budget

THE SECURITY COUNCIL • Its primary responsibility is to maintain international peace and security. • The council may meet at any time peace is threatened. • All members are obligated to carry out the Council’s decisions • Fifteen Council members exist



• Five Council members are permanent members – China, France, The Russian Federation, the United Kingdom and The United States (notice Canada has been left out of this category).

• The General Assembly elect the other ten Council members for two-year terms. • Makes recommendations on the appointment of a new Secretary-General and on

the admission of new Members of the UN to the General Assembly.

ECONOMIC AND SOCIAL COUNCIL • Exists under the authority of the General Assembly. • Plays a key role in promoting international cooperation for development. • Consults with Non-Governmental Organizations. • Has fifty-fours members in three-year terms whom are elected by the General

Assembly. • Holds a major meeting in July along with several others during the year.

THE TRUSTEESHIP COUNCIL

• Consists of five permanent members of the Security Council • Established to provide international supervision • Rules and procedures have been amended to allow the council to meet when

needed.

THE INTERNATIONAL COURT OF JUSTICE • Also known as the World Court • Consists of fifteen judges • Settles legal disputes between countries • Headquarters are in The Hague

THE SECRETARIAT • It’s head is the Secretary-General who provides administrative guidance • Oversees the operation of The United Nations • Total staff of approximately 7,500 people from over 170 countries

Annual Conference Each year a conference is held for students at the United Nations headquarters in New York City. Students from all over the world attend the conference. Guest speakers are invited to speak on human rights topics chosen for that year’s conference. The goal of this annual conference is to promote learning and awareness, and stimulate action among youth and youth leaders about human rights. They are also encouraged to focus on specific rights and related themes from year to year. Student leaders also have the opportunity to network and develop important leadership skills such as team and consensus building, negotiating, public speaking, research, and



drafting. Lastly, the conference provides youth participants with hands-on experience using recent information technologies such as web casting and video conferencing.

Support Question

UN Agencies

1. Go to the following website – www.un.org 2. Search for current UN agencies by typing “agencies” in the search engine 3. Record your results in your notebook.

How Can I Participate At The Global Level? Before you begin to take action as a global citizen you must prepare to be a purposeful and informed global citizen. It is important that you have a global perspective. This lesson has perhaps introduced you to some issues and topics that are new to you. You are beginning to develop a global perspective, but it is a multi-step process. It is important that you are the following:

1. OPEN MINDED – You must recognize different points of view, consider alternative ideas and ways of looking at people, places and events and be aware that not all people share the same beliefs and morals as you.

2. FULL MINDED – You must recognize that: the simplest of issues are very complex and stereotyping is very common

3. FAIR MINDED – You must understand how others feel even if you do not agree with their opinions and views and you must always strive to overcome bias and ethnocentrism which is the view that a specific cultural group is superior to another.

Once you have incorporated the important steps you can begin to take action. Can you think of any methods you would take to participate at the global level? The following are some examples one could participate at the global level:

• Conduct research to become well educated about global concerns, issues, people and nations

• Write a letter • Join an activist organization • Create or sign a petition • Volunteer overseas • Donate to an organization you connect with



• Invite others to participate for your cause by producing posters or organize an information night

Key Question #26

The Global Citizen of the Century (15 marks) Many people think the task to act globally is too overwhelming, and therefore do nothing. However, there are several citizens that are successfully taking action around the world.

1. Research the actions of an individual or an organization working to protect GLOBAL human rights today.

2. Prepare a one page profile from the following list: Craig Kielburger Nelson Mandela Mahatma Ghandi Rosa Parks Martin Luther King Jr. Mother Teresa The Famous Five Terry Fox Norman Bethune

3. Your profile will be a proposal to an award committee, whereby your candidate may be selected for the honour of “Global Citizen of the Century”. Thus, pick your exemplary citizen carefully.

4. Be sure to use complete sentences free of spelling and/or grammatical errors. 5. Be sure you have included a cover page which includes your name, date and key

question. Key Question #27

Act Local, Think Global (20 marks)

1. Choose a global issue from the following list Extreme poverty and hunger Universal Primary Education Gender Equality Child Mortality HIV/AIDS Environmental Sustainability

2. Find a newspaper article, magazine article, press release or other forms of media that discusses the global issue you chose from question one. Your article must be within the last 6 months.

3. After reading the article, answer the following questions: a. List 5 facts about the article (5 marks) b. What area of the world does the article focus on? Be specific. (1 mark) c. Is there a specific organization associated with the global issue? Describe in detail. (2 marks) d. Finally, write and editorial in response to the article.



Remember an editorial is a writing style used to express an opinion to news, an event or a concern. (10 marks)

4. The following sites might help you with your search:

http://www.un.org/millenniumgoals/press.shtml www.thestar.com http://www.theglobeandmail.com 5. Be sure you write in complete sentences. Make sure you have used correct

spelling, grammar and punctuation. (2 marks) 6. Be sure you have included a cover page that includes your name, date and key


International Non-Governmental Organizations (30 marks)

1. Compile a list of 10 examples International Non-Governmental Organizations. (5 marks)

2. Select FIVE organizations from your list. For EACH organization explain the purpose of the organization. (5 marks)

3. Now select ONE International Non-Governmental Organization and create a POSTER to advertise how youth can become involved with the International Non-Governmental Organization. (20 marks)

4. Be sure to include the following: • You poster must be no larger than 8 1/2 x 14 (foolscap) • The name of the International Non-Governmental Organization • A clear headline, simple message, specific audience, clear message,

neat, organized, graphics 5. Here are some organizations to get you started: Amnesty International, Oxfam,

and Greenpeace. 6. Be sure you have included a cover page which includes your name, date and key


United Nations Student Conference on Human Rights (35 marks)

1. Go to the following website – www.un.org 2. Click on “Cyber School Bus” 3. Click on “Student Conference for Human Rights” 4. Click on “PARTICIPATE” 5. Answer the following questions from the “Participate” screen:

• What is the date (including day, month and year) of the most recent conference? (1 mark)



• Where is the conference held? [Provide the country, state, city and building name] (1 mark)

• What is the theme? (2 marks) • Who can participate? (1 mark) • What are the FIVE sub-themes for participating students? (5 marks) • Make a list of 10 different topics that would be appropriate to discuss at

the next Student Conference. (10 marks) 6. Write an action plan for one of the 10 activities that would effectively raise global

awareness. To help you create your own action plan, you should read the section on “Tips for Writing a Plan of Action” and Click on the link entitled “Activities to help you write an action plan”.

7. Make sure your Action Plan has a “Preamble” (Introduction), and Operative Clauses (goals). You may include an appendix if needed. (15 marks)

Be sure you write in complete sentences. Make sure you have used correct spelling, grammar and punctuation Be sure you have included a cover page that includes your name, date and

key question.


CHV2O

Lesson 9



Lesson 9: Success with Global Citizenship? Specific Expectations By the end of this lesson, students will: • evaluate civic actions of individuals and non-governmental organizations that have made a difference in global affairs • describe examples of human rights violations (e.g., Nuremberg laws, hate crimes, torture, genocide, political imprisonment, recruitment of child soldiers, gender-based discrimination) and assess the effectiveness of responses to such violations (e.g., media scrutiny, political responses, military intervention, international tribunals, pressure from non-governmental organizations); • analyse the evolution of Canada’s participation in international tribunals (e.g., the Nuremberg trials after World War II; the International Court of Justice’s prosecution of war crimes; formation of the International Criminal Court).

Believe It Or Not, Change Is Possible Now that you have been introduced to the nature of global citizenship, you might feel a little overwhelmed. It is important that you learn more about your position and role in relation to the rest of the world. It takes time to develop the skills needed to be a successful citizen. Not only must you understand global concerns and actions of today, it is extremely important that you examine and global concerns and actions of the past. This lesson explores successful examples of global citizenship so you can learn from history and help you gain a better understanding of your role as a global citizen.

How Can We Learn From History? Throughout history there are several different examples of how citizens joined together to find solutions to global needs. Many situations began in a local area. The message quickly spread to all areas of the world due to the nature of the incidents. Surprisingly, it is difficult to find successful examples at the global level. The following are some ideas as to why it is difficult to find successful examples of global citizenship:

• It is challenging for everyone to cooperate and find a common belief or opinion.

• It is challenging to cross cultural and language barriers. • Often, people in power do not want to change. • The media tends to focus on stories that are negative in nature

such as natural disasters or acts of terrorism to catch people’s interest.



All of the examples in history you will be presented with differ in location, time in history and level of involvement. When you read each example, keep an open mind. Try to imagine how you would feel if you were confronted with such situations. What actions would you take if you were involved in such history? Case Study #1: The Holocaust

The Holocaust stands out as one of history’s most disturbing instances of human rights abuse. The world witnessed genocide that is the systematic murder of a racial or cultural group. During the Holocaust, the Nazi occupation lead by Adolf Hitler tortured and murdered over six million Jewish people, along with many other groups of people including Jehovah Witnesses, homosexuals, people with disabilities and many more. There were ways in which citizens resisted the Nazi occupation in Europe. In fact, the first organized civilian resistance in Nazi Europe occurred in Warsaw, Poland. From there, groups of citizens gathered together to resist actively, often through militant means. This is known as active resistance. The following are example of active resistance against the Nazis.

1. Jews of the Warsaw Ghetto Jews that were forced to live in tiny section of the cities called “ghettos” in Poland, developed a resistance organization called ‘ZOB’. These were mostly young people in their early twenties that were quickly trained to revolt against the Nazi army. Overall, only a few fighters survived to the end of the war. However, they are remembered and honoured for their fight for human dignity. 2. Righteous Gentiles The Righteous Gentiles were a group of victims who did not stand in silence, but who chose to fight against the Nazis or save others. They were non –Jews from Germany, Poland, Czechoslovakia and Hungary that would help or hide individuals from the Nazi regime. 3. Young People in Germany Some young people did not accept the Nazi ideas. As a result, they formed resistant groups with names such as, Roving Dudes of Essen, The Kittlebach Pirates of Oberhausen, and the Navajo Wild Boys. The groups were comprised of adolescents between the ages of twelve to seventeen who showed resistance through Nazi anti-slogans that were posted on subways and walls. Unfortunately, many adolescents were arrested as a result of their actions. The leader of Edelweiss Pirtaes, an anti-Nazi group in Cologne was publicly hanged.



4. Oskar Schindler In Cracow Poland, Oskar Schindler employed many Jews to work in his factory. He frequently convinced the German authorities to send Jews destined for the death camps to his factory instead. Overall, Schindler saved approximately 1200 Jewish people. The Milgram Experiment Even though people acted against the Nazi authorities, millions of people were inevitably killed through genocide. Hundreds of people who participated in the killing obeyed any and orders, even to kill. Although many people knew they were violating human rights, they did not resist their authorities. But, how can so many people display such ignorance, lack of concern, and silence in such a situation? This question caught the attention of Stanley Milgram, a professor at Yale University. He conducted a study to investigate how far people would go to obey orders. Each volunteer was given a device to shock the “student”. For every wrong answer they were to give the student a shock. The intensity of the shock increased with each wrong answer. The volunteers did not know that the shocks did not work during the experiment. However, sixty-five percent of the volunteers continued to increase the shock voltage to the maximum voltage of 450 volts. These were astounding results and help us understand why many citizens obeyed Nazi orders or remained silent about human rights violations.

Support Question

The Milgram Experiment

1. How might the Milgram experiment help us understand the ignorance displayed by the Nazi regime through violation of human rights abuse?

2. What other factors might have accounted for their response? 3. List and explain 3 personal qualities one would need to posses to risk their own

lives to act out against the Nazi authorities. Do you posses any of these qualities? Explain.

The Nuremburg Trials These trials were held after the WWII between 1945 and 1949. The leaders of the Nazi Germany were put on trial for crimes against humanity during the Holocaust. In the past, war criminals were brought to trial. However, this was the first time in history that leaders of a government were personally held responsible and brought to trial by international law. There were a



total of twenty-two defendants who were charged with looting, murder, enslavement and other acts human rights abuse against soldiers and civilians in various countries. Consequently, twelve of the twenty-two defendants were found guilty and sentenced to death. Other defendants were charged with life sentences or other sentences ranging from ten to twenty years. How do the Nuremburg Trials add to our understanding of the meaning of global citizen?

Case Study #2: The Apartheid and Nelson Mandela The vast majority of blacks in South Africa experienced a major violation of human rights through most of the twentieth century. Their rights were violated in the following ways:

1. The Apartheid was a national policy that called for the separation between whites and blacks.

2. The whites were in control of the government and the economy

3. Two-thirds of the black population were restricted to rural reservations. On the other hand, blacks were not allowed in the city.

4. Blacks did not have the right to vote. Overtime, South Africa became a democratic nation headed by an elected leader who represents the majority. This progress was achievable through the active resistance of Nelson Mandela. He believed military tactics were needed to oppose a violent government. He even launched a campaign of sabotage against both government and economic buildings and operations. Although he was imprisoned for his actions (almost 30 years in jail), in 1994, Nelson Mandela became South Africa’s first president elected democratically by both white and black voters. Case Study #3: Mahatma Gandhi and Passive Resistance Mahatma Gandhi became famous for his struggle with human rights in India. Many people do not know that he was one of the first activists to fight the Apartheid in South

Africa. He began his protest in South Africa for several years fighting against discrimination. He drew up petitions, formed a lobby group called the Natal Indian Congress, and launched a campaign through newspapers. Gandhi introduced a new form of protest called passive resistance that involves



refusing to obey unjust laws through peaceful political action. In 1913, Gandhi marched along with 6000 Indian miners in South Africa to protest more discriminatory laws. Unfortunately, Gandhi was arrested, however, the government later made limited changes to its laws in response to Gandhi’s demands.

Support Question

Gandhi and Passive Resistance

1. Why was Gandhi’s non-violent approach effective? 2. Would a non-violent approach have the same impact on today’s society? Why or

Why not? Explain. 3. What are some other examples of passive resistance?

Key Question #30

Active Resistance vs. Passive Resistance (40 marks)

1. Make a chart using the following template. Compare the methods of protest used by Mandela and Gandhi. (15 marks)

Method Explanation of

Method Strengths of

Method Weaknesses of

Method 1. Letter Writing

2. Petitions

3. Lobbying

4. Passive Resistance

5. Military Action

2. Once you have completed the chart, answer the following questions using

complete sentences: (25 marks) a. Describe active resistance. (1 mark) b. Describe an example of active resistance that was described in this lesson.

(3 marks) c. Think of, and describe TWO more examples of active resistance. (past or

present). (4 marks) d. Describe passive resistance. (1 mark) e. Describe an example of passive resistance that was described in this

lesson. (3 marks)



f. Think of, and describe TWO more examples of passive resistance (4 marks)

g. Which type of resistance do you agree with? Explain why. (3 marks) h. Which type of resistance do you think is more effective for today’s society?

Explain why. (2 marks) i. In what situation would you apply passive resistance? In What situation

would you apply active resistance? Explain your reasoning for each answer. (4 marks)

Key Question #31

A Forum to Express Your Opinion (20 marks)

1. Choose a current violation of Human Rights Abuse from the following list: • Child Labour • Slave Labour • The Act of War • Violence against women • Racism

2. Conduct research to analyze the issue you have selected. Be sure to apply a global perspective – open-mind, full-mind and fair-mind. List TEN facts about the issue you have selected. (5 marks)

3. Design a t-shirt logo to advocate for the protection of human rights around the globe. Be sure you express your opinion toward the issue you have selected. Include the following criteria: (15 marks)

• Be creative, colourful, clear, and neat • Include information as to how human rights are being violated, be brief! • Your decision should be unique to catch the reader’s attention Key Question #32

Will You Be an Oskar Schindler? (40 marks) PART I Rent or borrow the movie Schindler’s List starring Liam Neeson and Ben Kingsley. After watching the movie, answer the following questions. To help you answer the following questions, go to this website which outlines the plot scene-by-scene- http://www.historyinfilm.com/schnlist/outline.htm. Here is an additional website which you may find helpful - http://www.auschwitz.dk/listen.html. Be sure to use full sentences and paragraphs.



1. Define the listed terms and describe how or why they are significant to the film. You may have to use outside sources. (10 marks)

a. Krakow e. Plaszow Forced Labour Camp b. Judenrat f. Ghetto

c. Oskar Schindler 2. The role of Itzhak Stern is crucial. How does Stern, an accountant, first open the

doors for the possibility of Jewish rescue at Schindler's factory? (1 mark) 3. What other examples are there of Stern nudging Schindler in the direction of

rescue? Explain at least 2 examples. (2 marks) 4. Explain the toast in which Schindler thanks Stern. Why do you think Stern acts

as he does, and why does he never drink with Oskar? (2 marks) 5. Schindler and his mistress witness an Aktion in the Krakow ghetto, and Oskar

observes a wandering Jewish girl in a red coat. What is the significance of this "girl in red"? What does she represent or symbolize? (2 marks)

6. This is one of the four occasions in the film when color is used. Why is color used? What statement does this make? (2 marks)

PART II

7. Define the listed terms and describe how or why they are significant to the film. You may have to use outside sources. (12 marks)

a. D.E.F. f. Sabbath b. Itzhak Stern g. Krakow Ghetto Massacre c. Race and Resettlement Act g. exhume 8. Why do you think Schindler risked his life to save the Jews? Do you think he

saved them out of empathy, impulse, self-interest, or influence? Explain. (4 marks)

9. Did Oskar ever really realize how much he had done? Explain in your own words. (5 marks)

CHV2O

Lesson 10



Lesson 10: The Future of Global Citizenship Specific Expectations By the end of this lesson, students will:

• analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism);

• describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation (e.g., membership in political parties; participation in protest movements; financial or volunteer support for educational or community service programs; support for religious or ethnic charitable organizations).

• compare the impact of various types of non-violent citizen participation (e.g., advocacy, community service, voting, serving on juries) in resolving public issues in Canada;

• demonstrate an understanding of their responsibilities as local, national, and global citizens by applying their knowledge of civics, and skills related to purposeful and active citizenship, to a project of personal interest and civic importance

Thinking Ahead Now that you have almost completed the unit’s one and two, it is time to think of what approach you are going to take to be an informed, purposeful and active citizen. You need to consider the following questions:

• What do you consider to be Canada’s greatest strength?

• What do you consider to be Canada’s major challenge in history? How did Canada rise above that challenge?

• What do you see as the ten most important challenges of Canada’s future?

• What do you see as the ten most important challenges of the world’s future?

• What actions are you going to take on in the four levels of citizenship: Municipal, Provincial, National, International?

This lesson will help you develop an action plan through examining trends of the future at both the national and global level.



What Are The Trends Of The Future?

Support Question

Trend of the Future

1. List ten national (Canadian) trends that you could predict for the next ten years. 2. List ten global (world) trends that you could predict for the next ten years. 3. Would a person living in Australia share the same predictions as you? What

about a person living in Taiwan or Japan? 4. Why would someone brainstorm different global trends?

If a trend is a general direction in which something tends to change or move. What are some trends that one would predict for the next ten years? Now that you have made your own predictions of the future, let’s examine some trends that are evolving daily. Global Village

The term global village is a term created by Marshall McLuhan. He describes the world as one large community because people are connected through technology. Although you may not feel directly connected to the rest of the world, we share the earth and all of the earth’s resources. For example, some countries do not have natural oil pr natural gas reserves to heat buildings or use as fuel for automobiles. Therefore, countries that have an abundance of natural oil (e.g. Iraq and Iran) and natural gas must share these reserves. All people are affected by each other’s actions.

Support Question

Will You Be a Top Canadian? 1. Go to the following website - http://www.cbc.ca/greatest 2. Who has Canada named as the “Greatest Canadian of All Time”? List 4 facts

about this person. 3. List the top ten Canadians found on this website. 4. Click on “Extras – CBC Archives” to explore the lives and accomplishments of

the top ten Canadians. 5. List two things you learned about each Canadian



Technology The Internet has forever changed communication across the globe. Messages can be sent all over the world quickly and economically. In the last twenty to thirty years there has been many technological advancements that allows us to contact people all over the globe. Through a phone call, a quick e-mail, or fax machine we can easily communicate with people that were quite difficult to contact twenty to thirty years ago. However, because we live in North America, we often forget that a large percentage of the world population do not share the luxury of the internet or other forms of technology. Do not forget as other areas of the world strive to gain internet access, areas like North America continue to advance their technology. A general trend across the world seems to exist where the “rich get richer and the poor get poorer”. The internet also provides us with opportunity to express our beliefs and stand up for what we believe in. However, along with a positive, comes a negative. There are many websites that violate human rights through the exploitation of women and children, or to express hatred toward a particular group of people. Although some believe it is their right to express opinions, they use this right to spread discriminatory ideas. It is often very difficult to control the content on every website. Countries all over the world will need to revise their legal system to include misuse of technology, particularly the internet. Genetically Modified Foods, Cloning Of Animals and Humans/Genetic Engineering

Concern for Others Many people who have lived in North America all of their life, do not realize the suffering that takes place all over the globe. Everyday children die in wars, people are killed by natural disaster such as a tsunami, flood or earthquake. Diseases such as cancer, AIDS/HIV is worsening because more people contract the diseases each and every day. It is difficult to see people suffering in our communities. People often give up hope when they see suffering on a global scale. North Americans are fortunate because we are protected from many of the world’s worst problems such as poverty, violence and famine. The predicament lies in that humans should all be equal. Why is it fair that children are suffering in areas such as Zimbabwe and Sudan? The global village allows us – people in North America, to contact people and organizations all over the world. Technology can work to our advantage, so we can offer help where it is needed. The internet has a plethora of sites where you can begin to show your concern for others. Through offering help with specific organizations, donating money, sponsoring a child, and wearing a band or ribbon of support you will be an important and necessary link the chain of global citizens showing their duty to the rest of the world.



Support Question How Can You Help?

1. Go to the following websites to look for ways you can express your opinions and concern for people, and even animals all over the world.

• www.thehungersite.com • www.childhealthsite.com • www.theliteracysite.com • www.therainforestsite.com • http://www.unicef.org/index.html

2. List 10 ways you can actively participate in the global community. Culture If the trend of the global village continues, what will it be like to be a citizen of the global village in the next five to ten years? Will we be able to communicate more effectively because we have such diverse culture or language? Or will that diversity evolve into conformity where people try to look alike, buy the same products and listen to the same music. According to there are 6,912 known living languages spoken in approximately

228 countries. Will that number diminish? Can cultures stay distinct, or will everyone look the same, act the same and speak the same language? Some people feel youth have begun to lose touch with their heritage and their background. There is a growing trend to adopt the North American lifestyle of stylish clothing, pop music and technology such as CD’s, mp3’s and digital cameras. Some see adopting the North American lifestyle as neglecting the ways of their parents, while others believe there is nothing wrong with embracing the newest lifestyle.

In turn, this brings us back to the idea of a global village. Is a single culture wrong? Is it possible to benefit from global communication while maintaining diversity in culture? Everyone can agree that the world is more interesting with diversity, but is this what the world wants? People across the globe benefit through protecting one’s culture because every culture reveals a different perspective. As a result we are able to share traditions and knowledge such as food and cooking, art, sports and medicinal practices.



Key Question #33

Citizenship Scrapbook $ You are required to make a SCRAPBOOK of newspaper and/or magazine

articles. $ Your scrapbook must be at least 8.5 x 11 inch but no larger than 11 x 17 inches. $ Articles may be selected from newspapers, magazines, or the internet Criteria

$ You must include a COVER PAGE which will include your name, a unique title, date, Key Question #33 and illustrations. (5 marks)

$ ALL pages must include PAGE NUMBERS $ You must include a TABLE OF CONTENTS that will be the next page after the

title page. The Table of Contents should be written in the following format. Be sure you include the name of the article and title of your editorial within the Table of Contents. (5 marks)

Table of Contents

Municipal Title Page Pg. 1 Municipal Article Number 1 Pg. 2 Article Editorial Pg. 3 Article Number 2 Pg. 4 Article Editorial Pg. 5 Provincial Title Page Pg. 6 Provincial Article Number 1 Pg. 7 Provincial Editorial Pg. 8 Etc………….

• You will have 8 ARTICLES in total (2 Municipal, 2 Provincial, 2 National, 2

International (8 marks) • You will have 4 TITLE PAGES in total (municipal, provincial, national,

international) (12 marks – 3 each) • Each title page should include a title (ie. Municipal Level, Provincial Level,

National Level, International Level) and graphics that relate to each category. • Articles MUST appear in the following order: 1. Municipal (2 articles), Provincial

(2 articles), National (2 articles), International (2 articles). (2 marks – 0.5 each) • Each article must relate to one of the following categories: 1. GOVERNMENT 2.

POLITICS 3. BUSINESS 4.CULTURE 5. SOCIETY (NOTE: Sports articles ARE NOT to be included unless there is a clear link to one of the 5 areas!)

• Articles must be dated within 6 months • Please ensure your articles are folded to fit into your scrapbook pages • Every article must include the following CHART: (8 marks)



Title Publication Date Author Source i.e. Citizen of the Year

i.e. August 24, 2005

i.e. P. Simmons

i.e. Pickering News Advertiser

• Every article must also include an EDITORIAL. The editorial should be

approximately 2 – 3 paragraphs in length. Remember an editorial is a writing style used to express an opinion to news, an event or a concern. (40 marks – 5 each)

Overall Impression (20 marks) • Make sure you have used correct spelling, grammar and punctuation • Apply ALL knowledge & information in a well-crafted scrapbook • Use subheadings, pictures, colour, desktop publishing etc. • Ask yourself before you submit it for marks “Is my scrapbook neat, colourful?”

and “Is all the required information present?”

Congratulations! You are now finished Unit2!!!!!

Documents

CHV2O - Unit 2grimeducation.weebly.com/uploads/4/6/3/3/46334211/unit_2.pdf · are government employees who are appointed or hired and are not chosen for their political beliefs. Civil