"Democracy is so much more than government"
- The Honourable Elizabeth Dowdeswell, 29th Lieutenant Governor of Ontario (February 5th, 2019)
How did Canada develop into the country it is today? Is our form of government the only one available to our country?
Assignment #1: Shipwrecked on Stewart Island
A fun group activity that shows students how varied the world's governments and ideologies can be. The more chaotic the situation on Stewart Island, the better it is to illustrate the complex nature of governing.
Shipwrecked on Stewart Island:
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Map of Stewart Island:
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Or . . .
Beginning a Civilization on Mars
| Mars One Society.pdf |
Or . . .
Shipwrecked on an unknown island
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Map of Unknown Island:
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Or . . .
Quarantined with your best friends
| Quarantined with your best friends (2020) |
Overall Curriculum Expectation Addressed (2022):
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues.
B3. Rights and Responsibilities : analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected or may be infringed upon.
C1. Civic Contributions, Inclusion, and Service:
analyse the importance of various contributions to the common good, and assess the recognition of beliefs, values, and perspectives, in communities in Canada and internationally.
It's All about perspective - cartoons by James Chapman
Classroom or individual brainstorming: What is your idea of "Democracy"?
As a class, or individually, students brainstorm what they think are concepts/beliefs/words associated with living in a democracy. The resulting "mind map" can be posted in the classroom, or in a student's notebook, to be revisited throughout that course as issues arise. Questions that can be asked around this assignment: How hard is it to keep your defenition of democracy intact when you are confronted with different situations (i.e. A belief in freedom of speech when confronted with hate speech)? Is Canada's defenition of democracy the same as everyone elses?
Possible concepts/beliefs/words students may associate with democracy:
Possible concepts/beliefs/words students may associate with democracy:
- Freedom of Speech
- Freedom of Religion
- Equality
- Protection of property
- A law abiding society
- Slow
- Expensive
- Freedom
- Multiculturalism
| The Meaning of the Word Democracy.pdf |
Overall Curriculum Expectations Addressed (2022):
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues
Inquiry: What happens when our idea of Democracy is challenged?
The true test of a democracy is when its ideology is tested by events that challenge everything that it stands for. How does a country move on from an event such as the Oslo Massacre ("This Country Beats France" was filmed by Michael Moore before 2011)
Wealth Inequality
Evaluation #1: What is your ideology?
What do students feel about the nature of humanity? How they see their fellow human beings will set them up for the variety of different forms of government. For a radically different approach to seeing community, check out the Kingdom of Bhutan's system of Gross National Happiness below.
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Overall Curriculum Expectations Evaluated (2022):
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues
B3. Rights and Responsibilities : analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected or may be infringed upon.
C1. Civic Contributions, Inclusion, and Service: analyse the importance of various contributions to the common good, and assess the recognition of beliefs, values, and perspectives, in communities in Canada and internationally.
The Evolution of Democracy
| Evolution of Democracy |
Classroom Discussion: Governments around the world
There are over 200 countries in the world - each with their own forms of government that have evolved along very different paths. Listed below are some of the different forms of government, including countries that have adopted their styles of rule. Remember, different combinations of government can exist (i.e. a dictatorship that is also a monarchy).
| Types of Government in Your Own Words NEW |
AnarchyA condition of lawlessness or political disorder brought about by the absence of governmental authority.
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New Orleans after the 2006 Hurricane Katrina; Haiti after the 2010 Earthquake. |
DictatorshipA form of government in which a ruler or small clique wield absolute power (not restricted by a constitution or laws). Also, a system in which the citizens do not possess the right to choose their own leaders. Check out a great video on one dictator here.
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MonarchyA government in which the supreme power is lodged in the hands of a monarch (king, queen, prince, duke, etc.) who reigns over a state or territory, usually for life and by hereditary right.
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TheocracyA form of government in which a religious leader is recognized as the supreme ruler (Pope, bishops, mullahs, etc).
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CommunismA system of government in which the state plans and controls the economy and a single - often authoritarian - party holds power; state controls are imposed with the elimination of private ownership of property or capital while claiming to make progress toward a higher social order in which all goods are equally shared by the people (i.e., a classless society). In a communist society everyone is, theoretically, treated equally.
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DemocracyA form of government in which the supreme power is retained by the people, but which is usually exercised indirectly through a system of representation and delegated authority by elected representatives. Remember! Democracy means different things in different countries - some countries call themselves democratic, but are not by Canadian standards.
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RepublicA representative democracy in which the Head of State is elected into office (typically called a "president"). People's elected deputies (representatives), not the people themselves, vote on legislation.
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Constitutional MonarchyA system of government in which a monarch (king, queen, prince, duke, etc.) is bound by a constitution whereby his/her rights, duties, and responsibilities are spelled out in written law or by custom. The monarch is not actively involved in policy formation or implementation (i.e., the exercise of sovereign powers by a monarch in a ceremonial capacity); rather, true governmental leadership is carried out by a cabinet and its head - a prime minister, premier, or chancellor - who are drawn from a legislature (parliament).
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Why is Canada a Constitutional Monarchy?
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In 2016 Governor General David Johnston published The Idea of Canada - a collection of letters written to Canadians exploring the uniqueness of Canada.
In his letter to Deborah Vuylsteke (pps 149-154) the Governor General answers the question "What's a Monarchy For?". This letter provides an opportunity for students to get a firsthand account of the importance and uniqueness of Canada's constitutional monarchy. Johnston, David. The Idea of Canada. Toronto: McClelland & Stewart, 2016. |
ConfederationA union by compact or treaty between states, provinces, or territories, that creates a central government with certain powers; the states or provinces retain supreme authority over all matters except those delegated to the central government.
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Overall Expectations Addressed (2022):
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B3. Rights and Responsibilities : analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected or may be infringed upon.
Government in Popular Culture - do you see any similarities?
Canadian Democracy and our Constitution
Canada is a complicated country with a history of parliamentary democracy that stretches back centuries and includes Indigenous governance practices, Treaties between and with Indigenous Nations, as well as the constitutional institutions of England and France.
In fact, the Canadian Constitution (the foundation - or "rule book" - of the country) is not one document, but a series of Treaties, written laws and acts, as well as unwritten conventions and traditions that have evolved over time.
What are Treaties?
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* These primers discuss Confederation, the Indian Act (1876) and Canada's Residential Schools. This information may be difficult for students to digest. Teachers should let Indigenous students in their classes know before discussing this material.
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Some things to consider when looking at a Written Treaty:
- What is a Treaty from an Indigenous perspective?
- What was the spirit and intent of the Treaty? What does this phrase mean?
- Was this Treaty rooted in the Treaty of Niagara (1764) and Silver Covenant Chain of Friendship?
- What were the oral interpretations and descriptions that came with the written document?
- How were complex terms and concepts translated and explained to the Indigenous delegates?
- How were complex terms and concepts translated and explained to the Crown's delegates?
- Is it even possible to surrender a specific area of land, with fixed boundaries, if you are a society that does not believe in a world-view where just a transaction can exist?
- Does purchasing land include purchasing sovereignty?
- Who were the people signing on behalf of the Crown? Indigenous Nations?
- Why was only the Mississauga Nation engaged?
- As people who live on this land, what do we do with Treaty No. 3?
What is the Canadian Constitution?
| Canadian Constitution (revised 2020) |
DYK?
The Dominion Canada was first formed in 1867 by four colonies into the original provinces of Ontario, Quebec, New Brunswick and Nova Scotia. Together, these provinces were joined under Queen Victoria by the British North America Act (now called the Constitution Act, 1867) - you can see a copy of the BNA Act here.
It is important to note that Indigenous Nations were excluded from discussions around the formation of Canada. The intent of the framers of Confederation was to displace Treaties and replace them with a different relationship. Rather than being treated as partners, section 91(24) of the British North American Act arbitrarily assigned the federal government (Canadian government) responsibility for all “Indians and lands reserved for Indians.” Much worse would follow - learn more here.
Although Canadians had established their House of Commons and Senate, the country did not achieve full independence until the Statute of Westminster (1931). Canadians still had to petition the British Parliament if they wanted to change their Constitution until 1982.
It is important to note that Indigenous Nations were excluded from discussions around the formation of Canada. The intent of the framers of Confederation was to displace Treaties and replace them with a different relationship. Rather than being treated as partners, section 91(24) of the British North American Act arbitrarily assigned the federal government (Canadian government) responsibility for all “Indians and lands reserved for Indians.” Much worse would follow - learn more here.
Although Canadians had established their House of Commons and Senate, the country did not achieve full independence until the Statute of Westminster (1931). Canadians still had to petition the British Parliament if they wanted to change their Constitution until 1982.
What is the Statute of Westminster (1931)?:
| The Statue of Westminster (1931) - updated 2023 |
Assignment #2: Welcome to the Guanahani Conference
| Welcome to the Guanahani Conference (2022) |
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues.
B2. Canadian and Indigenous Governance Systems: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations.
C1. Civic Contributions, Inclusion, and Service: analyse the importance of various contributions to the common good, and assess the recognition of beliefs, values, and perspectives, in communities in Canada and internationally.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset.
B1. Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one’s position on civic issues.
B2. Canadian and Indigenous Governance Systems: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations.
C1. Civic Contributions, Inclusion, and Service: analyse the importance of various contributions to the common good, and assess the recognition of beliefs, values, and perspectives, in communities in Canada and internationally.
Canadian Democracy - Confederation
| Canadian Democracy - Confederation.pdf |
| How does Confederation work? |
| The Dominion of Canada.pdf |
Overall Expectations Addressed (2022):
B2. Canadian and Indigenous Governance Systems: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations.