Canadian Government

Social Studies 5
Contents of kit to be returned to HCOS: 1. 2. 3. 4. 5. 6. 7. Discovering Canadas Government Brochure: At Work in the House of Commons Brochure: At Work in the Senate Our Country, Our Parliament (supplementary resource to use as needed) How Canadians Govern Themselves (for parent reference only) Canadas Maple Leaf The Story of our Flag Parent Guide - *Parent guide is available online with clickable links: http://
www.onlineschool.ca/rooms/library/resource_kits/index.php

Ask your online teacher for a password for the Discovering Education website to access the video clips mentioned. http://streaming.discoveryeducation.com/ This kit presents a study of Canadian Government how it was formed, how it functions, and key features of our Canadian identity. Topics covered will meet several B.C. Learning Outcomes for Grade 5. You and your child will read selected chapters from Discovering Canadas Government and then choose two or more activities from the list of suggested tasks. Additional resources are provided through online links, and materials published by the Parliament of Canada. The number of days required to complete each lesson will vary according to interest and ability. You are not required to read every chapter, or read the book chronologically to complete this study. Suggestions for completing this study:
Read through the parent guide, and familiarize yourself with the book, online links, and other resources. Decide how many lessons you will work through during the 7-week borrowing period. Ask your child to express his or her thinking in a learning log. Suggested writing topics are included throughout the lessons, and should be adapted to suit your childs level of writing. You could also use the writing prompts while adding elements to a government lapbook or notebook. (Information about lapbooking and notebooking is included in this guide.) Create notecards defining the government terms and phrases that are listed in bold letters. There is a glossary provided in Discovering Canadas Government. Set aside samples of work to submit to your teacher. Your learning portfolio might include photocopied pages of your childs work, photos of projects, and/or digital presentations (e.g. PowerPoint or video recordings.) Continue emailing observations of your childs learning to your teacher each week.

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OVERVIEW

During this study, your child will: apply critical thinking skills to problems and issues gather a body of information from a variety of primary and secondary sources create a presentation on a selected topic defend a position on a selected topic implement a plan of action to address a community or national problem or issue Your child will learn about: Gods purpose for government how Confederation formed Canada as a nation the levels, responsibilities, and the election of government in Canada the distinct governance structures of First Nations in Canada the immigrants who came to Canada the contributions of significant individuals to the development of Canada's identity

TABLE OF CONTENTS
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Introduction What is Government? Origins of Government in Canada Highest Law in Canada Levels of Government Democracy in Action Parliamentary Government Looking at the Parliament Buildings Institutions of the Federal Government Making a Law Working and Paying for Government Aboriginal Government Famous Canadians Becoming a Canadian Getting Involved Conclusion

Romans 13:1- 4 states that all governing authorities are established by God to bring social order. As Christians we are told to pray for those in authority so that we can enjoy peaceful and quiet lives in all godliness and holiness. (1 Timothy 2:1-3) As your child learns about government in Canada it is hoped that he or she will develop greater appreciation for Gods wise provision.

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Lesson 1:

Introduction
(Suggested time: 1 to 2 days)

Read and discuss Genesis 6: 5-13 1. Why was Gods heart deeply troubled? 2. Why did Noah find favour in the eyes of God? 3. What would your life be like if you could decide for yourself what was right and wrong? Read Genesis 9: 1-17 4. What special instructions did God give Noah after the Flood? 5. What instructions has God provided to help us understand how to live right? Read Romans 13: 1-4 6. According to this verse, everyone must submit to governing authorities. Name some governing authorities in your life. 7. What does this verse tell us about Gods purpose for government?

Suggested Tasks: On a piece of paper, brainstorm all of the things your child already knows about government. Then list what you want to find out. In your learning log, write a thank-you letter to God explaining why you appreciate His provision of a governing authority. Create a poster illustrating 1 Timothy 2:1-3. Begin or end each lesson praying for a particular aspect of government.

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Lesson 2:

What is Government?
(Suggested time: 1 to 2 days)

Read What is Government on pages 2 and 3 of Discovering Canadas Government 1. How do government (public) services impact our lives? 2. What is our role in government? 3. What form of government does Canada have?

Suggested Tasks: Define government and democracy on notecards. In your learning log, write a response to the question What is government for? Walk around your town and take pictures of government services that are provided in your community especially those that bring order and promote the wellbeing of people. (Save these photos for Lesson 14)

Optional Activity:
Go online to Discovery Education (http://.streaming.discoveryeducation.com/) to watch Government in Canada Jr. This older video presents an overview of the development and form of government in Canada. You may find it helpful to break this video up, and view in the segments that relate to your lessons. Introduction: Government in Canada [01:45] Confederation [02:33] Grand Federation Conference [03:40] How Elections Work [02:54] How Government Works [02:29] Day in Parliament [01:13] How Laws Are Made [01:25] A Parliamentarian's Job [03:03] The Provincial Government [01:12] The Local Government [00:45] Protests, Petitions, and Public Opinion [01:11]

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Lesson 3:

Origins of Government in Canada

demonstrate knowledge of how Confederation formed Canada as a nation (Suggested time: 2 to 3 days)

Go online to Confederation for Kids (www.collectionscanada.gc.ca/confederation/kids/indexe.html) and read the following sections and discuss the questions: How Canada was Formed 1. Describe three reasons the British colonies wanted to join together. 2. What was the name of the document that officially made Canada a country? What date did this happen? 3. Name two groups who were not given the chance to participate in Confederation talks. Do you feel this was fair? Provinces 4. How many provinces did Canada have in 1867? 5. Briefly explain when and why other provinces joined Confederation.

Suggested Tasks: Define Confederation, Fathers of Confederation, and British North America Act on notecards. In your learning log, briefly explain how Canada became a country. Create a timeline showing when each province joined Confederation. Imagine that you are someone who lived in British Columbia in 1870. How do you feel about joining Canada? Use information from the Confederation for Kids website to help you write a journal entry, or create a role-drama describing your characters thoughts about this historical event. Complete the same activity as above, but from the perspective of an Aboriginal person.

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Lesson 4:

Highest Law in Canada

describe levels, responsibilities, and the election of government in Canada (Suggested time: 2 to 3 days)

Read The Constitution on pages 33 to 36 of Discovering Canadas Government 1. What is the Constitution? 2. Why does Canada need a constitution? 3. What big change was made to the Constitution in 1982? Review the list of rights on page 34 that are part of the Charter of Rights and Freedoms. You can find the entire document at http://laws-lois.justice.gc.ca/eng/charter/page-1.html 4. Why do we have a charter of rights and freedoms? 5. Are these rights and freedoms important to you? 6. What does the Bible say about our individual rights and responsibilities to those around us (e.g., The Ten Commandments, The Beatitudes, the story of the Good Samaritan)? How should this affect you as a Christian Canadian?

Suggested Tasks: Define constitution, rights, and responsibilities on notecards. In your learning log, explain how the Constitution is the highest law in Canada. Create a presentation illustrating a right that is important to you, and explain why. Try to include a scripture verse to support your opinion. Do you feel that there should be limits to our rights? Write a persuasive paragraph explaining why or why not.

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Lesson 5:

Levels of Government

describe levels, responsibilities, and the election of government in Canada (Suggested time: 3 to 4 days)

Read Levels of Government on pages 37 to 41 of Discovering Canadas Government. 1. Describe the three levels of government. Do you remember some of the responsibilities for each level? 2. Do you think it is helpful to have three levels of government in Canada? Why or why not? Read Governments Working Together on pages 42 to 43 of Discovering Canadas Government. 3. Identify how each level of government responded to the Great Ice Storm of 1998.

Suggested Tasks: Define federalism, legislature, premier, council on notecards. In your learning log, write a paragraph describing the three levels of government in Canada. Go online to http://www.craigmarlatt.com/canada/government/government.html and read through the list of government services assigned to each level of government. Use this information to create a poster, chart, or PowerPoint presentation that will explain the levels of responsibility. (You may use the photos from Lesson 1). Research an emergency event in BC that impacted a lot of people. Identify the problem created, and describe how different levels of government responded. Be sure to include a bibliography. Think of a potential problem or issue that affects your community. Design a plan of action that lists how each level of government might respond to the event.

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Lesson 6:

Democracy in Action

describe levels, responsibilities, and the election of government in Canada (Suggested time: 3 to 4 days)

Read Elections on pages 4 and 5 of Discovering Canadas Government 1. Why do we have elections? 2. Do you know the name of the elected officials in your community? Read Joining the Party on pages 6 to 8 of Discovering Canadas Government 3. What are political parties, and why do people form them? 4. Do you think it is helpful for Canada to have a multi-party system of government? Read Voting Day on pages 9 to 12 of Discovering Canadas Government 5. Who was the right to vote in Canadian elections? 6. During voting, what steps are taken to ensure that each vote counts? Go online to Discovery Education (http://streaming.discoveryeducation.com/ ) Government in Canada Jr: Watch segment How Elections Work [02:54]

Suggested Tasks:

Define election, constituency, politician, campaign, political party, and platform on notecards. In your learning log, write a paragraph describing how elections work. Select a major political party listed on page 7, and find out some of their policies. Go online to: http://www.elections.ca/home.aspx (click on Political Participants on the top right of the page) Create an imaginary political party and identify an imaginary leader for the party. Design an election platform and create posters and speeches to promote your candidate for election. If possible, visit a polling station or electoral office in your community and interview someone who works there. Hold your own voting day sign out one of the HCOS Election Kits from the library.

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Lesson 7:

Parliamentary Government

describe levels, responsibilities, and the election of government in Canada (Suggested time: 1 to 2 days)

Read Parliament on pages 13 to 15 of Discovering Canadas Government. 1. In the French language parler means "to speak. Why do you think the group responsible for making laws in Canada is called Parliament? 2. Where do the Members of Parliament meet in Ottawa? 3. Name the three branches of Parliament. Go online and watch a broadcast of a question period from the House of Commons. Selections are available from http://parlvu.parl.gc.ca/ParlVu/MonthView.aspx .

Suggested Tasks: Define parliamentary government on a notecard. In your learning log, briefly explain what happens in Parliament. Go online and play Parliamentary Puzzle. Learn more about each part of Parliament by clicking on each separate box. http://www.parl.gc.ca/about/ parliament/senatoreugeneforsey/inside_view/puzzle-e.html Find out who the Member of Parliament is for your community. If you can set up an interview, create a list of questions to ask about his or her job as a member of parliament. http://www.parl.gc.ca/Default.aspx?Language=E

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Lesson 8:

Looking at the Parliament Buildings

(Suggested time: 1 to 3 days)

Read Buildings and Symbols on pages 16 to 18 of Discovering Canadas Government. Take an interactive tour of Parliament Hill in Ottawa: http://www.parliamenthill.gc.ca/ index-eng.html View images of various types of symbols found at Parliament in this pdf document: http://www.parl.gc.ca/About/Parliament/Education/CanadianSymbols/printall_e.pdf) 1. Name 3 symbols that caught your eye. What do they represent? 2. Why do you think there are so many symbols on the Parliament Buildings? 3. What impact might these symbols have on our government?

Suggested Tasks: Define symbols on a notecard. Find out what special words are carved on the Peace Tower. Write them out in your learning log, and explain what these words mean to you. Build a diorama or 3D model of Parliament Hill, or a small portion of it. Browse through images of art and architecture depicted at the Parliament Buildings. Try to learn the name of the artist or designer, and research some history: http://www.parl.gc.ca/AboutArtArchHeritage.aspx?Language=E

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Lesson 9:

Institutions of the Federal Government

describe levels, responsibilities, and the election of government in Canada (Suggested time: 3 to 4 days)

Read The Crown in Canada on pages 19 to 20 of Discovering Canadas Government. 1. What role does Queen Elizabeth II have in Canadian affairs? 2. Can you name the roles and responsibilities of the Governor General? Read The Prime Minister and Cabinet on pages 21 to 23 of Discovering Canadas Government. 3. What are the duties of the Prime Minister? The Cabinet Ministers? 4. How does the Prime Minister ensure that every province has a voice in making important decisions? Read The Senate on pages 24 to 25 of Discovering Canadas Government. 5. Compare the process of becoming a Senator with that of becoming a Member of Parliament. 6. What is the role of the Senate? Why is there some debate over having a Senate?

Suggested Tasks: Define colony, monarchy, cabinet, ministers, and senators on notecards. Find out the name of our current Governor General. Go to: http://www.gg.ca/ . What is he or she doing to promote our Canadian identity? Prepare a poster about one of our Prime Ministers. Be sure to include what he or she contributed to our country. Go online: http://members.shaw.ca/kcic1/canpmgg.html Use a venn diagram to compare the Senate Chambers with the House of Commons. You might use the brochures included in this kit, or go online: http:// www.parl.gc.ca/about/parliament/senatoreugeneforsey/inside_view/ parliament_in_action-e.html Defend a position either for or against having the Governor-General or the Senate as part of our parliamentary system. If possible, role-play and record an interview between a reporter and a citizen about this topic.

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Lesson 10:

Making a Law

describe levels, responsibilities, and the election of government in Canada (Suggested time: 2 to 3 days)

Read Making a Law on pages 26 to 27 of Discovering Canadas Government. 1. Why are laws necessary? 2. Why do you think its important for Members of Parliament to understand issues that affect the citizens of Canada? 3. Who approves laws in Canada?

Suggested Tasks: Define bill, amendments, and royal assent on notecards. In your learning log, create a flow chart showing how bills become laws. Additional information is provided at How does a bill become a law? at: www.parl.gc.ca/about/parliament/senatoreugeneforsey/inside_view/ follow_bill_content-e.html Review some of the bills currently being discussed in Parliament. Notice how each bill is numbered with a C (House of Commons) or an S (Senate). http:// www.parl.gc.ca/LegisInfo/Home.aspx?language=E&Parl=41&Ses=1 As a family, or with friends, recreate the process of making a law that impacts you all.

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Lesson 11:

Working and Paying for Government

describe levels, responsibilities, and the election of government in Canada (Suggested time: 1 to 2 days)

Read Working for Government on pages 44 to 45 of Discovering Canadas Government. 1. Who are some of the public servants you recognize in your community? Who do they work for? 2. How does their work contribute to a safe and orderly society? Read Paying for Government on pages 47 to 48 of Discovering Canadas Government. 3. Describe how government obtains money to provide public services. 4. Do you think this is a fair system?

Suggested Tasks: Define public servant and taxes on notecards. Think of a public service that affects your life. What would happen if the government could not afford to pay for it? In your learning log, write a persuasive letter to try to convince someone that this service is too important to cut.

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Lesson 12:

Aboriginal Government

identify the distinct governance structures of First Nations in Canada (Suggested time: 3 to 4 days)

Read Aboriginal Government on pages 57 to 59 of Discovering Canadas Government. 1. How were leaders selected in Aboriginal cultures? 2. Describe how decisions were made by Aboriginal peoples? 3. What does it mean to be self-governing?

Suggested Tasks: Define consensus, majority rule, and self-government on notecards. Locate a member of your local First Nations band, and ask him or her to explain Aboriginal self-government. In your learning log, create a diagram to describe levels and structures of First Nations governments in Canada. Use appropriate terminology (e.g., elected chief, hereditary chief, band, band council, treaty, self-government, Assembly of First Nations). Select a famous First Nations leader to research. List all of the ways this individual contributed to the development of our Canadian identity, and prepare a presentation. Include a bibliography. Locate articles from your newspaper that are about First Nation peoples. a. What issue does this article report? b. Who is affected by this issue? c. Does the article identify the harm or benefit of the issue? What is the main message of the article? d. Does the article present one point of view, or several? Can you think of other points of view that were not mentioned? e. Who did the reporter/writer interview to get the information in the article? f. What do you think about the issue in this article? Did you know about it before you read this article?

(Further information can be located at www.aadnc-aandc.gc.ca)

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Lesson 13:

Famous Canadians

describe the contributions of significant individuals to the development of Canada's identity (Suggested time: 3 to 4 days)

Read A Political Gallery on pages 60 to 62 of Discovering Canadas Government. 1. What qualities do you think make a good political leader? Read Honouring Achievement on pages 71 to 72 of Discovering Canadas Government. 2. What is the Order of Canada? 3. Can you think of other ways to recognize our Canadian heroes?

Suggested Tasks: Go online to read FAMOUS CANADIANS at: http://schools.cbe.ab.ca/b261/ famous_canadians/index.html . Click on the sidebar to the left for more information. In your learning log, record the names of three individuals, and describe all of the accomplishments they made that contributed to the development of our Canadian identity. Select one individual of interest to research a bit further. Create some kind of presentation showing your research (e.g. a role-drama, tableaux, PowerPoint, poster, or a written report.)

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Lesson 14:

Becoming a Canadian

assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada (Suggested time: 2 to 3 days)

Read Immigrants to Canada on pages 67 to 59 of Discovering Canadas Government. 1. Name some of the cultural groups who contribute to our Canadian identity. Do you see evidence of their culture in your community? 2. Why do you think people are attracted to Canada? Read Citizenship on pages 65 to 66 of Discovering Canadas Government. 3. What are the benefits of becoming a citizen? 4. What is the process of becoming a Canadian citizen? Suggested Tasks: Define immigrants, ancestors, and multiculturalism on notecards. Research the rules our government has about who will be accepted to immigrate to Canada and write these in your learning log. Create a collage that shows multiculturalism in Canada. See if you can answer the Canada Quiz: http://www.cbc.ca/news/ becomingcanadian/self_citizen_quiz.html#

More information about citizenship is provided online at: http://www.cic.gc.ca/english/ resources/publications/discover/index.asp

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Lesson 15:

Getting Involved
(Suggested time: 2 to 3 days)

Read Influencing Government on pages 73 to 74 of Discovering Canadas Government. 1. Name some ways Canadians let their leaders know what they are thinking. 2. Who might Canadians contact when they have a complaint about the government? Read Being an Activist on pages 75 to 77 of Discovering Canadas Government. 3. Indentify steps described in becoming an activist. 4. Do you think it is important for Christians to try to change their community? What types of changes do you feel would benefit your town?

Suggested Tasks: Define lobbying, petition, and activist on notecards Look at the letter on page 73. Using it as a model, create your own letter to the editor about an issue that concerns you. Plan an improvement project that addresses an issue you are concerned about, such as poverty, or pollution. Locate a verse from Scriptures that supports the position that Christians should be actively involved in government. In your learning log, explain how you feel Christian leaders could affect our towns, provinces, and country. Do you think that their faith would be challenged as a leader?

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Lesson 16:

Conclusion
(Suggested time: 2 days)

Review what youve learned in this study about how Canada is governed. See how many terms your child can identify from the notecards you created. If you like, ask him or her to create a crossword puzzle of those terms. Look at all of the projects your child completed. Ask: what interested you the most, or had the greatest impact on you during this study? Invite your child to create a concept map showing what he or she remembers about Canadian Government.
FEDERAL GOVERNMENT PROVINCIAL

(example)

Ask your child to be the teacher and create a test with 20 Who/What/ Why/When/Where and How questions about Government. Discuss: How does being a Canadian Christian and following Gods laws make it easier/harder to live in Canada?

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Provincial Learning Outcomes

Governance demonstrate knowledge of how Confederation formed Canada as a nation describe levels, responsibilities, and the election of government in Canada identify the distinct governance structures of First Nations in Canada Skills & processes of social studies apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing to a range of problems and issues create a presentation on a selected topic defend a position on a selected topic gather a body of information from a variety of primary and secondary sources use maps and timelines to locate, interpret, and represent major physical, political, and economic features of BC and Canada

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