government roles and structures · 2020-04-02 · government roles and structures key terms...

What comes to mind when you hear the words federal government or provincial government? What do they have to do with you? In fact, they have a lot to do with your life. They affect your education, the laws you must follow, the taxes you have to pay, and many other aspects of your life. In this chapter, you will learn how our governments are important to you. You will also look at how someone just like you can infl uence governments to work for you.

Government Roles and Structures

Key Termsconstitutionconstitutional monarchyCrowndissolveHouse of CommonsIndianindigenousinterest grouplegislaturelobbyParliamentpremierprime ministerproroguerepresentative democracySenatesummontreaty

86 MHR

Framing Questions• How do our governments work?

• How do our governments decide on laws and policies?

CHAPTER GOALSIn this chapter, we are learning to• develop an understanding of how political

institutions affect our lives• explain the roles and responsibilities of

different levels of government in Canada• determine how individuals and groups can

infl uence decisions and policies• develop an understanding of how laws are

made

SKILLS• record sources of data, evidence, and

information• cite sources properly

FIGURE 4–1 How can the government represent the many voices of Canada, including yours?

MHR 87

For Shannen Koostachin, sitting back and doing nothing was not an option when the conditions at her school became intolerable.

In 2007, Shannen was a grade 8 student in the Attawapiskat First Nation, just west of James Bay. When Shannen was 13 years old, she attended school in a collection of rundown portables that were drafty in the winter and had mould issues. The portables were meant to be a temporary replacement until a new school was built.

The community needed a new school because, in 1979, a diesel line broke

S H A N N E N K O O S TA C H I N

under J.R. Nakogee School in Attawapiskat First Nation, which caused approximately 95 000 litres of diesel fuel to leak into the soil. For 20 years, reports recommended that the school be closed and the toxic spill cleaned up. Meanwhile, teachers and students were being exposed to the toxins of the contamination. Unfortunately, Minister Chuck Strahl announced in 2007 that there was not enough money to

build a new school. That was when Shannen Koostachin and her classmates took action.

A Campaign for Education

Shannen’s class began a campaign to inform others of the federal government’s lack of support for First Nations education. They used videos they posted on the Internet as a tool to tell the story of the conditions of their school and their fi ght to have a new school built. They asked students to participate in a letter-writing campaign, and within months thousands of people across Canada were writing letters of support. This became known as the “Students Helping Students” campaign, and it revealed serious questions about the underfunding of education for First Nations people in Canada.

88 MHR • UNIT 2 Government and the Political Process

FIGURE 4–2 Shannen Koostachin speaks to a crowd in Ottawa.

Shannen’s legacy lives on today.

Questions1. What steps did Shannen

take to make sure the government paid attention to the concerns of her community?

2. Is a safe and comfortable school for every Canadian student either (a) a privilege or (b) a right? Why?

Shannen was one of three students selected by her classmates to go to Ottawa to meet with Minister Strahl. She also spoke to students, labour leaders, and human rights activists in various schools and at rallies. Shannen was part of a group of Aboriginal youth who raised the issue of First Nations education at a United Nations Rights of the Child Convention as part of a challenge to the government of Canada. For her actions and activism, Shannen was nominated for the International Children’s Peace Prize.

When she entered grade 9,Shannen had to leave her community, like many First Nations youth, and move to an urban centre to continue her secondary education. Many First Nations communities in Canada do not have high schools, and if they do, they usually do not go beyond grade 9 or 10. Shannen left her family, friends, and community behind to continue her dream of receiving an education to become a lawyer.

Shannen’s Legacy

In 2010, Shannen was involved in a fatal car accident and passed away. She was 14 years old. To continue her fi ght, and to raise awareness and lobby for equal funding for

First Nations education, the Shannen’s Dream campaign was launched a few months after her death. Through the efforts of many who believed in Shannen’s dream, the M-202, a motion to end the underfunding of education on reserves, was launched in Parliament. Today, Shannen’s family, friends, and community continue to raise awareness and apply pressure on the government to change how education is funded for Canada’s Aboriginal peoples. On June 22, 2012, Attawapiskat First Nation celebrated the ground breaking for the new Attawapiskat Elementary School.

FIGURE 4–3 Attawapiskat First Nation is located in northern Ontario. Do you know of other First Nation communities in Ontario? Where are they?

ONTARIO QUÉBECONTARIO QUÉBECONTARIO QUÉBECONTARIO QUÉBEC0 100

Kilometres

200

NORTH

FIGURE 4–3 Attawapiskat First Nation is located in northern Ontario. Do you Attawapiskat First Nation is located in northern Ontario. Do you

ONTARIO QUÉBECONTARIO QUÉBECONTARIO QUÉBEC

AkimiskiIsland

James Bay

Kashechewan

Moosonee

BelcherIslands

Hudson Bay

Attawapiskat

Albany River

Attawapiskat River

Chapter 4 Government Roles and Structures • MHR 89

people fromdifferent economic

circumstancesenvironmentalists

malesand

females First Nations,Inuit, and Métisracial, ethnic,

cultural, and/orreligious groups

people with variouspolitical beliefs

and/or social values

people fromdifferent age

groups

people with disabilities

immigrants andnew Canadians

people who aregay, lesbian, bisexual,

or transgender

What Makes Our Government the Way It Is?Our government is here for us. It represents the people in a community. That means the policies and laws of our government must reflect the values of all the people in that community.

The Many Voices of CanadaOne of the responsibilities of a government is to listen to the voices of the people. There are many different groups of people in a community, and the government must try to represent as many of these groups as possible.

Historic DocumentsThe voices of Canada influence the policies of our government. But what is the backbone of the government? A government needs guidelines to ensure it runs the way it should. In Canada, we have a constitution, which outlines how our system of government works.

FIGURE 4–4 The illustration shows some of the voices of Canada. Can you think of other voices to add?

POLITICAL SIGNIFICANCE1. Which voices do you think have the biggest impact on our governments? Why?

POLITICAL SIGNIFICANCE2. Which voices do you think have the least say in government? Why?


What Is a Constitution?A constitution is a formal set of rules that explain how a country and its peoples are governed. A constitution contains many parts and performs many roles, but the main responsibilities of a constitution are to

• define the relationship between a government and its people

• establish the rules and responsibilities of how the government is organized and operated

The Canadian ConstitutionThe Canadian Constitution has been constructed and changed over many years by different groups to reflect the needs of the Canadian community. The Constitution has three important roles for Canadians:

Changing the ConstitutionThe Constitution is known as a “living” document, which means that it can be changed, or amended, anytime to meet the needs and concerns of Canadians.

Different procedures are used to amend different parts of the Constitution. The federal government must agree to almost all changes, while many changes also require provincial approval.

constitution: a formal set of rules, principles, and procedures for running a country

FIGURE 4–5 Which do you think are the most important key roles of the Constitution?

1 Explains the rules and functions of government The Constitution contains the rules and procedures to ensure the government runs smoothly. The Constitution also divides responsibilities within and between governments of all levels and regions. This ensures there is no duplication of roles and services.

2 Acts as the supreme law of Canada All laws made in Canada must obey the rules that are outlined in the Constitution. A law can be ruled unconstitutional in court if it violates the rules of the Constitution.

3 Explains the rights of citizens The third section of the Canadian Constitution, the Charter of Rights and Freedoms, outlines the types of rights you have, as well as when your rights can be limited. For example, you have the right to freedom of movement, but if you are convicted of a crime, one of the punishments can be jail time.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

OBJECTIVES & RESULTSWhy would having a constitution be important for a country and its people?


How Hard Is It to Change the Constitution?Making major changes to the Constitution requires the approval of the federal government and at least seven provinces representing at least 50% of the population. Some changes require the consent of all of the provinces.

| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Did Not Pass

Did Not Pass

The Indian Act

1876An act passed by the federal government that de�ned such things as the status of Aboriginal peoples. The government now determined the sale of Aboriginal land, set licences for the use of their resources, and effectively determined the government of Aboriginal peoples.

Royal Proclamation

1763Determined what would happen to territory taken from New France in North America. More importantly, it established the constitutional framework for negotiating treaties with Canada’s Aboriginal peoples.

Bill of Rights

1960A law brought in by the federal government in 1960 that recognized rightssuch as freedom of speech and assembly. Because it was a law, and not part of the Constitution, the Bill applied only to the federal government and could be changed without input from the provinces.

Meech Lake Accord

1987Proposals to include Québec in the Constitution. It included reforms that would give more power to the provinces, and a clause that would recognize Québec as a“distinct society.”

Treaties

1701– PresentAgreements made with Aboriginal peoples among themselves and, later, with Europeans. Treaties were made between nations, and governed issues such as war, trade, defence, and use of resources. Examples include the Great Peace (1701) and the Numbered Treaties 1871–1921.

British North America Act

1867Also known as Confederation, the British North America (BNA) Act joined Ontario, Québec, Nova Scotia, and New Brunswick. It established the division of powers between provinces and the federal government.

Statute of Westminster

1931Passed by the British government granting Canada more control over governing itself. Britain could no longer overrule laws passed by theCanadian government, British law no longer applied to Canada, and Canada could make its own international agreements.

Charlottetown Accord

1992A package of changes that would have included, among other items, a “Canada Clause,” including Québec as a distinct society, Aboriginal self-government, more power to the provinces, and Senate reform.

Constitution Act *

1982The Constitution Act updated previous documents, such as the BNA Act. It also included a Charter of Rights, made mention of Aboriginal rights, and laid out rules for changing the Constitution.

1700 1725 1750 1775 1800 1825 1850 1875 1900 1925 1950 1975 2000

Historic........................................................

Documents........................................................

in the Creation........................................................

of Canada

* The Constitution Act, 1982, was not approved by the province of Québec. It also included a “notwithstanding” clause that allowed either level of government to pass laws that overrode certain rights in the Charter.

FIGURE 4–6 Which historic documents do you think resulted in the most important changes?


| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Did Not Pass

Did Not Pass

The Indian Act

1876An act passed by the federal government that de�ned such things as the status of Aboriginal peoples. The government now determined the sale of Aboriginal land, set licences for the use of their resources, and effectively determined the government of Aboriginal peoples.

Royal Proclamation

1763Determined what would happen to territory taken from New France in North America. More importantly, it established the constitutional framework for negotiating treaties with Canada’s Aboriginal peoples.

Bill of Rights

1960A law brought in by the federal government in 1960 that recognized rightssuch as freedom of speech and assembly. Because it was a law, and not part of the Constitution, the Bill applied only to the federal government and could be changed without input from the provinces.

Meech Lake Accord

1987Proposals to include Québec in the Constitution. It included reforms that would give more power to the provinces, and a clause that would recognize Québec as a“distinct society.”

Treaties

1701– PresentAgreements made with Aboriginal peoples among themselves and, later, with Europeans. Treaties were made between nations, and governed issues such as war, trade, defence, and use of resources. Examples include the Great Peace (1701) and the Numbered Treaties 1871–1921.

British North America Act

1867Also known as Confederation, the British North America (BNA) Act joined Ontario, Québec, Nova Scotia, and New Brunswick. It established the division of powers between provinces and the federal government.

Statute of Westminster

1931Passed by the British government granting Canada more control over governing itself. Britain could no longer overrule laws passed by theCanadian government, British law no longer applied to Canada, and Canada could make its own international agreements.

Charlottetown Accord

1992A package of changes that would have included, among other items, a “Canada Clause,” including Québec as a distinct society, Aboriginal self-government, more power to the provinces, and Senate reform.

Constitution Act *

1982The Constitution Act updated previous documents, such as the BNA Act. It also included a Charter of Rights, made mention of Aboriginal rights, and laid out rules for changing the Constitution.

1700 1725 1750 1775 1800 1825 1850 1875 1900 1925 1950 1975 2000

Historic........................................................

Documents........................................................

in the Creation........................................................

of Canada

* The Constitution Act, 1982, was not approved by the province of Québec. It also included a “notwithstanding” clause that allowed either level of government to pass laws that overrode certain rights in the Charter.

Changing the Constitution can be challenging due to

• regional differences and interests

• cost of the changes, and who pays

• who would benefit from the change, and who would not

• whose voices are heard, and whose are not

STABILITY & CHANGEIt can be challenging to change the Constitution. Do you think this is a good or bad way to protect the rights of Canadians? Explain your opinion.


Elijah HarperIn 1990, Elijah Harper played a signi� cant role in history by blocking changes to the Constitution.

Prime Minister Brian Mulroney had put forward the Meech Lake Accord in order to persuade Québec to sign the Constitution. The proposals in the accord were separated into two parts. The � rst part proposed that the Constitution would recognize Québec as a distinct society in Canada. The second part involved increasing provincial powers. To move forward, the accord needed the approval of the federal Parliament and all of the provinces. At the time, Harper was a member of the Manitoba government.

Harper and other Aboriginal leaders opposed the accord because it did not guarantee rights to Aboriginal peoples. They felt that the Aboriginal people were not being recognized or being allowed to participate in a meaningful way in the constitutional process. So, when Manitoba politicians were asked to give consent to move the accord forward, Harper blocked it with a simple “no.” As a result, the accord died.

Harper’s example inspired a generation of Aboriginal people to become more involved in politics.

Questions1. Do you think it is good or

bad that one person was able to block the Meech Lake Accord? Explain your opinion.

2. a) What reaction was there to Elijah Harper’s blocking of the accord? Research the reaction of the public and of politicians.

b) What does this reaction tell you about how easy or dif� cult it is for someone to try to make changes to the Constitution?

Harper blocked the accord with

a simple “no.”

FIGURE 4–7 Prime Minister Brian Mulroney prepares to sign the Meech Lake Accord. Who do you think should have control over making changes to the Constitution?

FIGURE 4–8 Elijah Harper was one of many voices who objected to the constitutional changes of the Meech Lake Accord.


Civics_C04.indd 11 14-07-22 3:00 PM

Aboriginal Peoples and the ConstitutionTo understand how the Constitution relates to Aboriginal peoples (First Nations, Inuit, and Métis), it is important to understand some of the history of Aboriginal rights.

..........................................................

..........................................................WHAT ARE THEY?Treaties are agreements between nations. Treaties are legal documents, like contracts. The terms of the treaties outline the territory, services, and compensation to be provided by the Canadian government, as well as what treaty rights Aboriginal peoples are entitled to.

HOW DID THEY HAPPEN?Before Confederation in 1867, both the British and the French signed treaties with Aboriginal peoples in what is now Canada.

WHAT DID THEY COVER?• trade • defence • use of resources • access to land

..........................................................

..........................................................WHAT IS IT?The Indian Act gave the government unprecedented power over Canada’s First Nations peoples.

HOW DID IT HAPPEN?It was an Act of Parliament passed by the federal government in 1876.

WHAT DID IT COVER?The Indian Act outlined the powers and responsibilities of the federal government in relation to First Nations and their lands.

MORE TO KNOW...

The Indian Act of 1876 also defi ned Indian status (who can be defi ned as Indian). If status was not granted or was lost, the person would not have access to treaty rights and services.

OBJECTIVES & RESULTSWhat was the result of the Indian Act for the government and for Aboriginal peoples?

Parliament: the governor general, the Senate, and the House of Commons, all of whom must approve laws that apply to Canada

House of Commons: the elected part of the federal government, and the chamber in which Members of Parliament debate and pass laws

treaty:a formal agreement betweenAboriginal peoples and thefederal government

Indian: according to the Indian Act, “a person who pursuant to this Act is registered as an Indian or is entitled to be registered as an Indian.” It is an out-of-date term for First Nations.

FIGURE 4–9 Treaties and the Indian Act are important documents in the history of Aboriginal rights. What do the contents of these documents tell you about the history of the relationship between Aboriginal peoples and the government of Canada?


What Does the Constitution Say About Aboriginal Peoples?The Constitution includes some of the basic principles about how the government deals with Aboriginal peoples.

The Constitution does not create a special status or special rights for Canada’s Aboriginal peoples. Instead, the Constitution recognizes and supports the existing rights in the treaties.

Aboriginal Rights TodayToday, some decisions made by First Nations band councils still have to be approved by the federal government. This limits the control First Nations have over their own government. Over the years, Aboriginal peoples have brought forward their concerns about Aboriginal rights to the government of Canada. Currently, there are thousands of ongoing court cases concerning land claims, treaty rights, and the content and wording of the treaties. The number of these issues is expected to increase—many reserves and treaty lands are located in areas with natural resources that the government and businesses wish to access, develop, and use for profi t.

GLOBAL CONNECTIONS

In Australia, the rights of Aboriginal peoples is also an issue. There has been an ongoing fi ght for Indigenous peoples of Australia (often called Koori) to be recognized in the Australian Constitution.

gives the federal government legislative jurisdiction over “Indians and lands reserved for the Indians”

protects any Aboriginal treaty, land claim, or other right or freedom from the application of the Charter of Rights

provides constitutional protection to Aboriginal peoples in Canadain terms of their existing Aboriginal and treaty rights and any land claims agreements that may be acquired

indigenous: native to and living in a particular region or country

FIGURE 4–10 Do these sections of the Constitution benefi t Aboriginal peoples? Explain.

OBJECTIVES & RESULTS

STABILITY & CHANGE

Refl ect & Respond1. How have the rights of Aboriginal peoples changed over the years? How have their

rights not changed?

2. In 2013, the government of Québec proposed the Charter of Québec Values, which included banning the wearing of religious symbols by public employees. Do you think this ban violates the part of the Constitution that says everyone has the right to freedom of religion? Why or why not?

FIGURE 4–11 The Charter of Québec Values of 2013 proposed to ban provincial public servants from wearing “conspicuous” religious symbols like the ones shown.


Treaty Rights and PipelinesIn recent years, oil exploration and development has increased dramatically in Canada. The easiest method to transport the oil is by pipeline, and in many cases the shortest route is through land owned by Aboriginal peoples.

Much of this oil is bound for sale in the United States (through the Keystone XL pipeline) and overseas (through the Northern Gateway pipeline). Some Aboriginal peoples have concerns about these pipelines:• The safety and the

environmental effects of pipelines: Extremes in climate, such as severe cold or frost, could damage pipelines, leading to oil spills and other environmental damage.

• Being properly consulted about activities taking place on their lands: Based on a legal decision made in 2004, the government has a legal “duty to consult with and accommodate” Aboriginal peoples whenever government activities may have an impact on Aboriginal or treaty rights.

• The sharing of revenue from the resources and from the pipelines themselves: The oil sands and the transport of the oil have the potential to generate billions of dollars in revenue. The building of pipelines through treaty land or land claimed by Aboriginal Canadians means Aboriginal peoples expect compensation

for lost land, income, or way of life.

• The creation of jobs for people living on these lands: These communities could bene� t from the employment created by the building of the pipelines. However, there is no guarantee to the communities that the companies involved will hire or train local workers. Additionally, once a pipeline has been completed, these construction jobs are no longer needed.

Questions1. What environmental

concerns do First Nations have about pipelines built through their land? What economic concerns do they have?

2. a) What responsibilities does the government have to Aboriginal peoples regarding building pipelines on their land?

b) How can the government balance these responsibilities with the interests of others?

3. What actions can Aboriginal peoples take to preserve their rights and ensure their concerns are addressed?

Some Aboriginal

peoples have concerns

about how pipelines

affect their lands.

FIGURE 4–12 First Nations protestors demonstrate against the Northern Gateway pipeline.


Civics_C04.indd 14 14-07-22 3:03 PM

• Defence• Criminal law• International trade• Citizenship• Employment insurance

• Agriculture• Jails & courts• Immigration• Economic development

• Natural resources• Health care• Education• Marriage• Welfare

FEDERAL SHARED PROVINCIAL

Federal and Provincial GovernmentsIt is difficult for one government to provide all the functions and services for a country as large as Canada. For this reason, we have a federal government and provincial and territorial governments. As you learned in Chapter 2, we also have municipal governments.

The federal government handles issues that are generally considered to be of concern to the whole country, and the provincial government handles issues that concern the province.

FIGURE 4–13 Some of the responsibilities of federal and provincial governments

POLITICAL SIGNIFICANCE1. Select one responsibility

from each column of Figure 4–13. Write down how that responsibility might directly relate to your life. For example, citizenship might affect you if you need to get a passport to take a trip to Florida.

STABILITY & CHANGE2. Many provinces want some

responsibilities taken from the federal government and given to the provinces instead. In your opinion, is this a good or a bad idea? Why or why not?

1. Canada’s formal head of state is the monarch.2. The legislative branch discusses the issues of government and passes laws.3. The executive branch is responsible for carrying out laws and operating the government.4. The main roles of the judicial branch are to administer justice through the civil and criminal courts, and to interpret and apply the laws.5. The Legislative Assembly is composed of the elected representatives of a province or territory. In Ontario, they are called Members of Provincial Parliament (MPPs). In some provinces, they are called Members of Legislative Assembly.6. The House of Commons is the elected part of the federal government, and the chamber in which MPs debate and pass laws.7. At the provincial level, the monarch is represented by the lieutenant–governor.8. At the federal level, the monarch is represented by the governor general. 9. The Senate is appointed by the governor general on the advice of the prime minister. The Senate must approve a law for it to be passed.10. At the provincial level, the premier is the head of government.11. At the federal level, the prime minister is the head of government.12. The provincial Cabinet (also called the executive council) is made up of members of the government chosen by the premier to run ministries. 13. The federal Cabinet is made up of members of the government chosen by the prime minister to run ministries.14. Ministries are government agencies responsible for running different parts of the government. The public service is the staff who run the departments and ministries.

1 Crown / Sovereign Head of State

Structure of the Federal Government Structure of the Provincial / Territorial Governments

2 Legislative 3 Executive 4 Judiciary(Courts)

4 Judiciary(Courts)

5 Legislative Assembly

7 Lieutenant–Governor

7 Lieutenant–Governor*

2 Legislative

6 House of Commons

8 Governor General

9 Senate

10 Premier

12 Cabinet

14 Ministries &Public Service

*Called a Commissioner in the territories

3 Executive

8 Governor General

Prime Minister 11

Cabinet


13

asasasas

FIGURE 4–14 The diagram shows the structure of provincial and federal governments in Canada.


The Three Branches of GovernmentCanada is a representative democracy, which means the government is made up of elected officials who represent the people. Canada is also a constitutional monarchy, which means a monarch (king or queen) acts as the head of state within the guidelines of a constitution.

Canada’s government is divided into three parts:

representative democracy: a government that is made up of elected representatives who vote and pass laws on behalf of an area or group

constitutional monarchy: a form of government in which a monarch (king or queen) acts as head of state within the guidelines of a constitution

OBJECTIVES & RESULTSWhy do you think it is important to citizens for no single branch of a government to have complete control?

FPO

1. Canada’s formal head of state is the monarch.2. The legislative branch discusses the issues of government and passes laws.3. The executive branch is responsible for carrying out laws and operating the government.4. The main roles of the judicial branch are to administer justice through the civil and criminal courts, and to interpret and apply the laws.5. The Legislative Assembly is composed of the elected representatives of a province or territory. In Ontario, they are called Members of Provincial Parliament (MPPs). In some provinces, they are called Members of Legislative Assembly.6. The House of Commons is the elected part of the federal government, and the chamber in which MPs debate and pass laws.7. At the provincial level, the monarch is represented by the lieutenant–governor.8. At the federal level, the monarch is represented by the governor general. 9. The Senate is appointed by the governor general on the advice of the prime minister. The Senate must approve a law for it to be passed.10. At the provincial level, the premier is the head of government.11. At the federal level, the prime minister is the head of government.12. The provincial Cabinet (also called the executive council) is made up of members of the government chosen by the premier to run ministries. 13. The federal Cabinet is made up of members of the government chosen by the prime minister to run ministries.14. Ministries are government agencies responsible for running different parts of the government. The public service is the staff who run the departments and ministries.

1 Crown / Sovereign Head of State

Structure of the Federal Government Structure of the Provincial / Territorial Governments

2 Legislative 3 Executive 4 Judiciary(Courts)

4 Judiciary(Courts)

5 Legislative Assembly

7 Lieutenant–Governor

7 Lieutenant–Governor*

2 Legislative

6 House of Commons

8 Governor General

9 Senate

10 Premier

12 Cabinet


*Called a Commissioner in the territories

3 Executive

8 Governor General

Prime Minister 11

Cabinet


13

asasasas

1. Canada’s formal head of state is the monarch. 2. The legislative branch discusses the issues of government and passes

laws. 3. The executive branch is responsible for carrying out laws and operating

the government. 4. The main roles of the judicial branch are to administer justice through

the civil and criminal courts, and to interpret and apply the laws. 5. The Legislative Assembly is composed of the elected representatives of

a province or territory. In Ontario, they are called Members of Provincial Parliament (MPPs). In some provinces, they are called Members of Legislative Assembly.

6. The House of Commons is the elected part of the federal government, and the chamber in which MPs debate and pass laws.

7. At the provincial level, the monarch is represented by the lieutenant-governor.

8. At the federal level, the monarch is represented by the governor general. 9. The Senate is appointed by the governor general on the advice of the

prime minister. The Senate must approve a law for it to be passed. 10. At the provincial level, the premier is the head of government. 11. At the federal level, the prime minister is the head of government. 12. The provincial Cabinet (also called the executive council) is made up of

members of the government chosen by the premier to run ministries. 13. The federal Cabinet is made up of members of the government chosen

by the prime minister to run ministries. 14. Ministries are government agencies responsible for running different

parts of the government. The public service is the staff who run thedepartments and ministries.

the Executive the Legislative the Judicial

Figure 4-14 shows how these three branches fit within the structure of the federal and provincial governments. The three branches work together to pass laws, enforce laws, and make decisions about Canada. Separately, these three branches balance each other to prevent one part of the government from having too much control.


Provincial vs. TerritorialProvinces and territories both have legislatures. However, the responsibilities and decision-making powers of the provinces are clearly outlined in the Constitution. In contrast, the powers of the territories are given to them directly by the federal government.

Aboriginal GovernmentsThere are over 617 First Nations communities in Canada, which are organized into bands. A band council is a group of leaders who are responsible for governing the community. Decisions made by these band councils are still subject to the approval of the federal government, which limits the control First Nations have over their decision-making.

Elected band offi cials are responsible for managing a variety of services, including• education • sewer • roads• water • fi re services • community buildings• by-laws • schools • community organizations

Métis and Inuit have formed organizations, such as the Métis Nation of Ontario and Inuit Tapiriit Kanatami, for representation, for leadership, and for promoting their changing relationship with the federal government.

MINISTRY OF ABORIGINAL AFFAIRS AND NORTHERN DEVELOPMENT CANADA (AANDC)

Each region elects its government and thestructure is different

for each

Represents concernsof Inuit and lobbiesthe government on

their behalf

Address band concerns and

provide services to bands

Métisorganizationssuch as Métis

Nation ofOntario (MNO)

Decisions made by band councilsare subject to the approval of the

Minister of AANDC

Can be elected

or chosenby traditional

means

Electedeveryfour

years

BANDCOUNCILS

Band Chiefor Chief

CouncillorCouncillors

MNO

Senators(Elders whorepresenttraditionalvalues and

skills)

Executive

CommunityCouncil

Representatives(from regional

councils)

Regionalgovernments ofCanada's four

Inuit regions andterritories*

Inuit TapiriitKanatami

(organizationrepresenting

Inuit interests)

INUITMÉTISFIRSTNATIONS

Indian Act

Represent the concernsof Ontario Métis and

lobby the governmenton their behalf

* In the case of Nunavut, the regional government has been constitutionalized.FIGURE 4–15 The diagram shows the structure of some Aboriginal governments.

legislature: at the federal level, it consists of the governor general, the Senate, and the House of Commons; at the provincial level, it consists of the lieutenant-governor and the elected representatives

POLITICAL PERSPECTIVEDo you think it is a good idea that band council decisions should require the approval of the federal government? Why or why not?


FPO

Refl ect & RespondPOLITICAL SIGNIFICANCE

POLITICAL PERSPECTIVE



1. What parts of the federal and provincial governments are similar? What parts are different? How are they different?

2. a) Why might different levels of government have different perspectives on the same issue?b) How might these different perspectives be a good thing? How might they be a bad

thing?

3. What steps do you think the different levels of government could take to deal with bullying? In a small group, write down the steps that the federal government could take. Then, write down the steps the provincial government could take.

4. Aboriginal governments are set up differently from the federal and provincial governments. What are the advantages and disadvantages of having these different types of governments?

MINISTRY OF ABORIGINAL AFFAIRS AND NORTHERN DEVELOPMENT CANADA (AANDC)

Each region elects its government and thestructure is different

for each

Represents concernsof Inuit and lobbiesthe government on

their behalf

Address band concerns and

provide services to bands

Métisorganizationssuch as Métis

Nation ofOntario (MNO)

Decisions made by band councilsare subject to the approval of the

Minister of AANDC

Can be elected

or chosenby traditional

means

Electedeveryfour

years

BANDCOUNCILS

Band Chiefor Chief

CouncillorCouncillors

MNO

Senators(Elders whorepresenttraditionalvalues and

skills)

Executive

CommunityCouncil

Representatives(from regional

councils)

Regionalgovernments ofCanada's four

Inuit regions andterritories*

Inuit TapiriitKanatami

(organizationrepresenting

Inuit interests)

INUITMÉTISFIRSTNATIONS

Indian Act

Represent the concernsof Ontario Métis and

lobby the governmenton their behalf

* In the case of Nunavut, the regional government has been constitutionalized.


Member of ParliamentThe job description of Member of Parliament can vary, though they are always responsible to the voters. As you read this job description, keep in mind that the roles of a Member of Provincial Parliament are very similar.The job of a Member of Parliament (MP) includes a number of roles and responsibilities. One of their main responsibilities is to attend sessions of the House of Commons, where important issues and government business are debated. During debates, MPs attempt to represent the views of the voters, along with those of their political party, special interest groups, and their own beliefs. They may introduce bills of their own; debate, propose changes to, and vote on the bills introduced by the government; and ask questions of the prime minister and other cabinet ministers. They ensure that the government is held accountable for the decisions that are made and the money that is spent.

MPs must also participate in parliamentary committees and attend meetings to discuss strategies and issues. Parliamentary committees study and change bills, examine important issues, and review government spending.

Each MP maintains an of� ce on Parliament Hill in Ottawa. They also have an of� ce in their constituency, which is the region of the country they were voted to represent. There, they

MPs ensure that the

government is held

accountable for the decisions

that are made.

meet with citizens who present their issues, complaints, and ideas and who are looking to access government services. In addition, MPs may attend public events, where they speak to groups or recognize citizens’ contributions. Since MPs represent constituencies across the entire country, a great deal of time is spent travelling between their constituencies and Ottawa. Additional duties may include meeting with the local media and public interest groups.

Researchers have found when interviewing former MPs that the main reasons that politicians choose to run for of� ce are to help solve problems, to give back to their country, to bring positive change to the government, and to represent the voters.

Questions1. What do you think would be

the most challenging aspects of being an MP?

2. What do you think would be the most positive aspects of being an MP?

3. Given the many activities of MPs, how do you think they can ensure they are aware of the opinions and needs of the people they represent?

FIGURE 4–16 The House of Commons in Ottawa is where MPs debate bills, question the government, and stand for the interests of the people they represent. What do you think is the most important role of an MP?


Civics_C04.indd 19 14-07-22 3:07 PM

Roles Within GovernmentThe individuals who make up the different levels of government have different duties and responsibilities.

The Prime Minister and PremierThe prime minister and premier generally have similar roles.

The Cabinet MinistersCabinet Ministers are members of government who are given responsibility for running parts of the government, called ministries. The ministers are appointed by the prime minister (at the federal level) or the premier (at the provincial level). Together, the prime minister or premier and the ministers form the Cabinet. The Cabinet sets and carries out government policies, and the Cabinet ministers act as advisors to the prime minister or premier.

MPs and MPPsMembers of Parliament (MPs) are elected to the House of Commons, and Members of Provincial Parliament (MPPs) are elected to the Legislative Assembly. The jobs of an MP and an MPP in Ontario are very similar. Read the On the Job feature on the opposite page to learn more about the role of an MP.

heads of governmentleaders of their political partiesresponsible for choosing their Cabinets responsible for running Cabinet meetingsresponsible for maintaining the confidence of the legislature

BOTH ARE

Prime Minister Premier

prime minister: the leader of the federal government

premier: the leader of a provincial or territorial government

STABILITY & CHANGEIf you had a concern about a federal issue, would you contact the prime minister? If you had a concern about a provincial issue, would you contact the premier? Why or why not?

Aboriginal Affairs

Attorney General

Consumer Services

Education

Health

Energy

Environment

Justice

Environment

Defence

Natural Resources

Foreign Affairs

Multiculturalism

Economic Development

Federal Ministries Provincial Ministries

FIGURE 4–17 Roles of the prime minister and premier

FIGURE 4–18 Some examples of federal and provincial ministries


Questions1. What motivated Torsney to

get involved in politics?

2. Do you think there are good reasons and bad reasons for someone to want to become an MP? Identify at least three of each.

3. Based on this interview, would you want to become an MP? Why or why not?

Member of ParliamentPAddY TORSNEYQ: How did you first get interested in politics?

A: My parents raised us to be involved in our community. I was nine when I volunteered on my first campaign. When I graduated from university with a business degree, I got a job as the receptionist in the new Ontario premier’s office. I worked there for three and a half years and then I worked as a government relations consultant. I was thinking about my next career steps when someone asked me “Have you thought about running?” because they were looking for more female candidates. I knew I’d run at some point but I was a bit shocked to be running at 29. And then we, of course, won and I was still 30.

Q: How formed were your thoughts on what you wanted to achieve?

A: My biggest goal was to be an effective representative. I didn’t like the way the country was being run. I believed we needed more women and more young people elected, and there needed to be more thoughtful representation. In Burlington, we were stunned by several horrific murders of young women and that influenced my thinking too, especially in favour of more gun control.

Q: How would you describe the role of an MP? In your experience …

A: MPs have several roles: They have constituency responsibilities (meetings, events, forums), and responsibilities in Ottawa in terms of committees and debates in the House. There is international, and there is political party work because the party and its members are pretty important. Finally, I think there is an opportunity to speak more broadly for underrepresented Canadians, in my case women, young people, and newer citizens.

Q: How did you spend most of your time?

A: Usually I went up [to Ottawa] Monday morning at 8, came back Thursday night often on the 10 pm flight. It could be tough, getting home at midnight and heading in to do constituency day on Fridays and then events Saturday and Sunday.

FIGURE 4–19 Paddy Torsney first became an MP at the age of 30. She was a Liberal MP from 1993 to 2008.

An Interview With...

Samara conducted “exit interviews” with former Members of Parliament to increase public understanding of politics. Paddy Torsney was one of the MPs who participated in this initiative.


Reviewing Laws One main role of the Senate is to review laws that are made in the House of Commons, and to suggest how these laws could be improved. It can also introduce bills to be passed into law.

Respresenting Regional Interests A certain number of senators are appointed from each region. This allows regions to have a voice in the passing of laws, and limits the power of more populated parts of the country.

Providing Stability to the GovernmentSenate members are appointed to serve until the age of 75. This means that its members do not have to be re-elected every �ve years. These appointments allow senators to concentrate on the business of government and not as much on party politics.

Senate

What Is the Role of the Crown?The Crown is represented by the lieutenant-governor at the provincial level and the governor general at the federal level. Figure 4–20 shows that they share many of the same duties.

What Is the Senate?The Senate is one of the parts of the legislature of the Canadian government. The governor general, on the recommendation of the prime minister, appoints the members of the Senate.

The Senate has several important roles.

• dissolves, prorogues, and summons the legislature at the premier’s request• reads the Speech from the Throne• swears in the premier, ministers, and other of�cials• grants Royal Assent to make bills into laws• advises the premier

• visits foreign nations as an ambassador and representative of the head of state• receives and welcomes foreign ambassadors and dignitaries

• dissolves, prorogues, and summons the Parliament at the prime minister's request• reads the Speech from the Throne• swears in the prime minister, ministers, and other of�cials• grants Royal Assent to make bills into laws• advises the prime minister

Role of the Lieutenant–Governor

Role of the Governor General

PLUS

FIGURE 4–20 Roles of the lieutenant-governor and governor general

OPEN FOR dEBATE

A 2013 survey found that nearly twice as many young people considered Tim Hortons “very significant” to Canadian nationhood (23%) compared with the country’s connection to the monarchy (13%). What events, institutions, and policies do you think are significant to Canada’s identity?

Crown: the monarch (king or queen), Canada’s head of state

dissolve: terminate Parliament in the calling of a general election

prorogue: end a session of Parliament when its work has been completed

summon: call for Parliament to return for the next session

Senate: part of Parliament, and made up of senators who are appointed by the governor general on the advice of the prime minister

VOICES

“I think really working on reasons to believe and to hope in humanity’s possibilities is something that inspires me a lot.”—Michaëlle Jean, former governor general

FIGURE 4–21 Roles of the Senate


The Senate DebateOne problem that critics have with the Senate is that senators are appointed and not elected. Senators serve until age 75, so there are few ways to remove senators who are not doing their jobs properly. On the other hand, the role of the Senate is to represent the regions and balance the power among the provinces. If the Senate was removed, this balance would be lost.

FIGURE 4–22 The “Red “Chamber” is where the Senate sits in Ottawa.

OPEN FOR DEBATE

Is the Senate an important part of our government system? Why or why not?



STABILITY & CHANGE


Refl ect & Respond1. MPs and MPPs are usually both members of political parties and elected representatives.

Sometimes the opinions of the people they represent may con� ict with the agenda of the political party. What are the advantages and disadvantages of the role of the MP and MPP?

2. Research to � nd out how you can contact an MP or MPP.a) What do you think are the most effective communication methods?b) Why are they the most effective methods?

3. Write to an MP or MPP to ask about his or her work in getting young people involved in the political process.

4. Some people think the Senate is not necessary or should be changed. How might opinions differ between people who live in a smaller province and people who live in a larger one?

STABILITY & CHANGEResearch to fi nd out how many senators there are currently in the Senate. Are there any plans to change this number? Do you think there should be? Why or why not?


Civics_C04.indd 23 14-07-22 3:10 PM

Voice Your Political Opinion OnlineIf you want to discuss politics on message boards, news sites, and blogs, there are some steps you should take to ensure that your voice is heard and that your privacy is protected.

1. Be organized: • Start by stating your

opinion and why you hold it.

• Use proof (quotes, statistics, and examples) to support your ideas.

• Include a concluding sentence or paragraph.

2. Be informed: • Do your research. This will

add credibility to your points, especially if you refer to specifi c bills or laws.

3. Be professional: • Use proper spelling and

grammar, which will allow people to understand and engage with your ideas.

• If you disagree, disagree with the idea and not the person.

4. Be careful: • Look to see that there is

someone responsible for moderating the comments. This will fi lter out posts that contain abusive language and offensive content.

• Before you post, see how other posters interact and whether they are open to others’ ideas.

• If the forum requires you to log in, create a separate login that is not linked to your social media accounts in order to protect your privacy. Do not use your full name as your screen name.

Questions1. a) In what ways are discussing

and debating issues important elements of civic engagement?

b) What are the advantages and disadvantages of online discussions and forums?

2. Aside from online forums and discussions, in what other situations might these skills be useful?

3. Using the skills outlined in this section, write a response to or a comment on an issue that you fi nd important. Be sure to follow the guidelines and steps provided.

Many forums allow you to

like or dislike comments.

Before disliking a comment,

remember that everyone has the right to an

opinion.


Laws and LawmakingLaws are a set of rules intended to be long-term solutions to issues that society faces. Some laws are made to prevent people from causing harm. Others are made to settle or prevent arguments.

Laws deal with much more than crime and punishment. Governments pass laws that regulate trade within and between provinces and countries. There are also laws that protect the environment. There are laws that say how to collect and distribute the money needed to run the government and to provide services to its communities.

Passing LawsAfter the need for a law is decided, the government must begin the task of creating and passing the law.

Before You Read Take a quick look at Figure 4–23. Do you think it is a fast and easy process to make a bill become a law?

The bill is introduced into the House of Commons or Senate by the government or as a private member’s bill. The bill is given a number. It is now available for the public to access and read.

MPs/MPPs debate and vote on the main ideas of the bill. Debates may also take place in the media and among the public.

INTRODUCTION & FIRST READING

A committee studies the bill, looking for errors and other problems.

COMMITTEE STAGE

The revised bill is debated and voted on.

THIRD READING

At the federal level, the bill becomes law when it is signed by the governorgeneral. At the provinciallevel, it becomes law when signed by the lieutenant-governor.

ROYAL ASSENT

SECOND READING

The committee reports its �nding. The problems are corrected.

REPORT STAGE

At the federal level, the bill is sent to the Senate (unless it started there). It goes through the same process of �rst and second readings, committee and report stages, and a third reading.

BILL GOES TO THE SENATE

ENGAGED CITIZENS

INTEREST GROUPS

GOVERNMENT

CONCERNED MP/MPP

Idea or Conceptof the Bill

1 3?

2

Law

FIGURE 4–23 The diagram shows how a bill becomes a law. What steps are in place to ensure a law represents the best interests of the people?


STABILITY & CHANGEWhy do you think it takes as many steps as it does for a bill to become a law?

The bill is introduced into the House of Commons or Senate by the government or as a private member’s bill. The bill is given a number. It is now available for the public to access and read.

MPs/MPPs debate and vote on the main ideas of the bill. Debates may also take place in the media and among the public.

INTRODUCTION & FIRST READING

A committee studies the bill, looking for errors and other problems.

COMMITTEE STAGE

The revised bill is debated and voted on.

THIRD READING

At the federal level, the bill becomes law when it is signed by the governorgeneral. At the provinciallevel, it becomes law when signed by the lieutenant-governor.

ROYAL ASSENT

SECOND READING

The committee reports its �nding. The problems are corrected.

REPORT STAGE

At the federal level, the bill is sent to the Senate (unless it started there). It goes through the same process of �rst and second readings, committee and report stages, and a third reading.

BILL GOES TO THE SENATE

ENGAGED CITIZENS

INTEREST GROUPS

GOVERNMENT

CONCERNED MP/MPP

Idea or Conceptof the Bill

1 3?

2

Law

FIGURE 4–24 In 2004, the federal government passed an act to amend the criminal code, making it illegal to spread hate propaganda based on sexual orientation.


IndividualsOrdinary people often approach politicians about creating laws that have direct or personal effects on individuals or society. While single individuals may not easily convince a government to change or introduce new laws, they can organize a group to lobby the government.

Interest GroupsInterest groups such as businesses might organize into groups to lobby about concerns such as competition with other businesses, protecting property rights, and labour and environmental laws. Other interest groups, such as doctors or other medical professionals, might organize and lobby for the changing of laws based on health concerns, such as teen smoking or food safety.

Government InitiativeGovernments are expected to act on promises they made to the public by changing laws, reversing laws, and passing new laws. Government initiatives may focus on things such as improving public services, reducing unemployment, raising or lowering taxes, or resource development.

Private Members’ BillsMPs or MPPs who feel strongly about an issue sometimes introduce a bill, called a private member’s bill, on their own or as part of a group of representatives.

Other ToolsBesides interest groups, sometimes the push for change comes from studies done by research institutions, academics, legislative committees, or the government itself. The government can act on recommendations made by these investigations, but they can also choose not to act. Doing nothing or ignoring these investigations, however, risks turning public opinion against the government, or even legal action.

Voices in LawmakingLaws are created when society sees a problem that needs a formal solution. Only the legislative branch of a government may formally introduce and pass a law. However, any person or group can push to create or reverse a law. In fact, as you will see, a number of groups other than the government can infl uence lawmaking.

FIGURE 4–25 In 2012, the provincial government proposed Bill 115, which limited teachers’ ability to strike. To protest this Bill, teachers withheld their involvement in extracurricular activities. Unhappy with its negative effect on their school lives, students demonstrated against the Bill.

FIGURE 4–26 MADD (Mothers Against Drunk Driving) Canada and other organizations are one of many ways that individuals can infl uence lawmaking. Concerned individuals started MADD to save lives and stop people from driving while intoxicated.

lobby: try to infl uence the decisions made by lawmakers

interest group: a group that strongly supports a particular cause


IndividualsOrdinary people often approach politicians about creating laws that have direct or personal effects on individuals or society. While single individuals may not easily convince a government to change or introduce new laws, they can organize a group to lobby the government.

Interest GroupsInterest groups such as businesses might organize into groups to lobby about concerns such as competition with other businesses, protecting property rights, and labour and environmental laws. Other interest groups, such as doctors or other medical professionals, might organize and lobby for the changing of laws based on health concerns, such as teen smoking or food safety.

Government InitiativeGovernments are expected to act on promises they made to the public by changing laws, reversing laws, and passing new laws. Government initiatives may focus on things such as improving public services, reducing unemployment, raising or lowering taxes, or resource development.

Private Members’ BillsMPs or MPPs who feel strongly about an issue sometimes introduce a bill, called a private member’s bill, on their own or as part of a group of representatives.

Other ToolsBesides interest groups, sometimes the push for change comes from studies done by research institutions, academics, legislative committees, or the government itself. The government can act on recommendations made by these investigations, but they can also choose not to act. Doing nothing or ignoring these investigations, however, risks turning public opinion against the government, or even legal action.



STABILITY & CHANGE

Refl ect & Respond1. Research Bill C-31, which passed in June 1985, and proposed changes to the Indian Act.

a) What was the purpose of the Bill?b) What was the result?

2. Digital piracy is the illegal copying of digital products such as software, videos, and music. What do you think the law should be regarding digital piracy? Why?

3. Respond to one of the following questions:• How would you convince the government of Ontario to ban water bottles in schools?• How would you prevent the Ontario government from creating a law to ban water

bottles in schools?

SKILLS FOCUS

What is the advantage of using a primary source, like Bill C-31, as a source when you do research?


Political Perspective Developing a political perspective involves exploring the values and beliefs of various groups on an issue to determine your own position. In the wake of tragic suicides of Canadian teenagers, such as Jamie Hubley, Rehtaeh Parsons, and Amanda Todd, some people felt there should be measures put in place to combat cyber-bullying.

In late 2013, the federal government proposed a bill that would give police the right to seize computers, phones, and other devices when investigating cyber-bullying. It would also give police easier access to information that Internet service providers and phone companies keep on every call and email. In addition, anyone who posts or sends an “intimate image” of another individual without that person’s consent could face up to five years in prison. Some critics doubt that the measures being considered are effective or enforceable. These critics point out that in many cases cyber-bullies themselves are peers of their victims and may not fully understand the impact of their actions.

The strategies to combat cyber-bullying that experts have suggested include• educating young people about cyber-safety and the negative

impacts of cyber-bullying• making it easy for youth to tell an adult they have been victimized• consulting teens themselves on how to combat the growing

problem of cyber-bullying

Questions1. In your experience, what are some of the most common acts of

cyber-bullying?

2. Do you agree with making cyber-bullying punishable under the law?

3. What advice would you give to the federal government about how to prevent cyber-bullying and how to punish the cyber-bullies?

4. How can you let your government know your views on putting a stop to cyber-bullying?

FIGURE 4–27 The federal government has introduced new laws to combat cyber-bullying in the wake of the tragic suicides of bullied teenagers. What can you do if you or someone you know is being cyber-bullied?

Thinking Civically


Research & Inquiry

Citing SourcesCivics requires citizens to be informed about the issues that are being discussed and debated. To fi nd good information for these discussions and debates, you need strong research skills.

1. What information do I need for sources? • the author or organization • the title of the work or article • the publisher and/or city of

publication • the date of publication • if using a website, the

website address and the date you accessed it

• if using a book, magazine, or online book with pages, the page number where you found the information

2. What information should I record? • only information that

relates to your assignment • important dates, events,

people, and places • important quotes • any words or terms you do

not understand. Look them up and record them in your notes.

• headings and key words so you can fi nd additional material and organize your notes

• point-form notes, rewording to avoid plagiarizing

• for quotes, copy them word for word, use quotation marks, and make sure you give the proper credit

3. How should I organize my notes? • start by recording the source

material fi rst, and then record your notes

• record your sources in the format in which they will appear in your reference section, such as in the Modern Language Association (MLA) style

Questions1. In a group, research one of

the following: • a historic Canadian

document, such as a treaty or constitutional act

• a law currently being proposed by the federal or provincial government

Be sure to record the sources of the information you gather, including sources for text, images, and other graphics. Create a short report or slide presentation about your topic. Be sure to include your sources at the end of your report or presentation.

2. Why is it important to record sources of information when you do research for any school course?

• important dates, events,

• important quotes • any words or terms you do

Author Title

Organization/Author

• headings and key words so

• point-form notes, rewording

• for quotes, copy them word

Organization/Author Title

City of Publication/Publisher

Date ofPublication

Owner/Creator/Publisher

AddressOwner/Creator/Publisher

AddressAccess Date

FOR A BOOK:

Blair, Peggy J., Lament for a First Nation:

The Williams Treaties of Southern Ontario.

Vancouver: UBC Press, 2008.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FOR A WEBSITE:

Aboriginal Affairs and Northern Development

Canada. Maps of Treaty Making in Canada.

Government of Canada Website, accessed

September 2013. <website address>.

FIGURE 4–28 How to record sources for books and websites

When researching a topic for a presentation, report, article, or debate, you need to keep notes on the information you collect, and you need to record the sources of that information. Notes allow you to organize your information. Keeping track of your sources allows you to fi nd them again if you need more information, and it ensures you give credit to the source of the information.


CHAPTER GOALS

• develop an understanding of how political institutions affect our lives

• explain the roles and responsibilities of different levels of government in Canada

• determine how individuals and groups can infl uence decisions and policies

• develop an understanding of how laws are made

CH

AP

TE

R

FO

UR


Knowledge and Understanding/Thinking

1. a) How do Cabinet ministers get their job? b) What are the responsibilities of Cabinet

ministers?

2. You fi nd out that a health care service needed by a family member is no longer going to be offered. You want to help by trying to get back this service.a) Who should you contact and how can you

contact them?b) What should you say and do to try to get back

the service?

3. a) In what ways does our lawmaking process allow for the various voices of Canada to be heard?

b) What are some challenges individuals and groups face in being heard? Include examples.

Thinking/Communication

4. Why is it important to have the three branches of government: executive, legislative, and judiciary?

5. Imagine you are part of the provincial government, and you are preparing a budget. You realize that you will have to cut some services. Examine the list of responsibilities for the provincial government (see Figure 4–13), and rank the responsibilities from most important to least important. Explain why you ranked each one the way you did.

6. Using the information in this chapter and your own research, decide on the best way for students to become involved in issues related to their own education. Include the advantages and disadvantages of each method.

STABILITY & CHANGE

POLITICAL SIGNIFICANCE




FIGURE 4–29 How can students become involved in their own education?


STABILITY & CHANGE



STABILITY & CHANGE


7. Research a current issue that people are lobbying about in Canada.a) What steps are these people taking to be

heard and get what they want?b) Do you think the steps they are taking are

effective? Why or why not?

8. Research what has become of Shannen’s Dream since Shannen Koostachin died.a) What has been done to keep

her dream alive?b) What other steps could

be taken?c) What could you do?

9. Imagine that the government proposes a law that makes it illegal for individuals to hunt and fi sh. a) Identify all of the individuals or groups that this

law might affect.b) How do you think each individual or group you

identifi ed would feel about the law?

Communication/Application

10. Choose an issue that you would like to see become a law, and research it. Present it to the class in the form of a private member’s bill.

11. You have just been invited to a grade 5 class to explain how the federal government works. Prepare a short lesson that explains the structure and function of the Canadian government. Also, prepare a short quiz to test the students’ knowledge.

FIGURE 4–30 Shannen’s Dream supports equity for First Nations children. Why is it important to get involved in campaigns like this that support a cause?FPO
