Grade 8 - Unit 2 Topics

Topic One: Glorious and Free
Topic Two: Defining Citizenship
Topic Three: A Brief History of Canadian Citizenship
Topic Four: Decision Making in a Democracy
Topic Five: Rights and Responsibilities of Citizens in a Democracy
Topic Six: The History of Canadian Government Structure
Topic Seven: Levels of Decision Making in Government
Topic Eight: Active, Informed Citizenship
Topic Nine: Reaffirm Your Citizenship

PDF file for all of Grade 8 Unit 2 Topics

Topic One: Glorious and Free

Learning Objectives

Knowledge/Content	Skills/Processes	Values/Attitudes
Know that symbols are objects used to represent ideas . (COM, CCT) Know that The Charter of Rights and Freedoms defines and protects the rights of Canadian citizens . (COM)	Brainstorm to generate ideas. (COM, CCT) List in response to a given question. View to gather general understanding, as well as to gather specific information. (COM, CCT) *Compare the lyrics of Glorious and Free* and O Canada (CCT).**	Appreciate the purpose of brainstorming as a method of generating many ideas and building on others' ideas. Express pride in being Canadians. Value the freedoms that Canadians have in their daily lives, and the protection of those freedoms by law. (PSVS)

Procedure

Teacher Notes

Symbol:

An object used to represent something else, usually something abstract and immaterial (e.g., the cross as a symbol of Christianity, a dove represent peace, the colour green symbolizes growth or represents "go," a teardrop symbolizes sadness, flags symbolize the values and pride of a country ).

See page 342 in this curriculum guide for information about brainstorming.

Assessment Suggestions

Assess students' abilities to gather information and understanding through viewing. Use a checklist that students have seen or have helped to design.

Instruction Suggestions

Have students brainstorm the meaning of the word, symbol, and give examples of symbols.
Instruct students to compile a list of words or phrases that come to mind when they are asked, "What is freedom?" Ask several students to share some words or phrases on their lists. Let others volunteer to add their ideas about freedom. Tell students to keep the list available, so they can add to it as they view the video Glorious and Free.

Prior to viewing, divide students into small groups, and ask each group to list the provinces and territories of Canada (remember to include Nunavut). Tell students to identify what they would expect the symbol(s) of each area to be. Explain that as they view, they should check their symbols against those presented in the video.

Show students the video, and instruct them to note the symbols for Canada, and the provinces and territories .

Debrief the viewing by having students share their responses to the images and narration of the video . Consider questions such as:

Were the symbols that you identified for the provinces and territories accurate? What others were shown in the video? Do the symbols make sense in light of what you know or have learned about that area of Canada? Why?

What symbols were shown to represent Canada? Do you think that those symbols accurately represent our country and its people, geography and culture? Why? Are there other symbols you would suggest should be used? If so, why and what are they?

What do you think is the meaning of the video's title, Glorious and Free? Is it an appropriate title based on the contents of the video and what you believe about Canada? If not, why?

Does the video accurately demonstrate your definition of freedom? If not, why? How would you change it to fit your understanding of freedom?

Use the lyrics of the song "Glorious and Free" to discuss the song's meaning and ways in which it applies to the students. See "Teacher Information Sheet #1: Lyrics." Have students compare the lyrics of "Glorious and Free" to the lyrics of "O Canada," also printed on the information sheet.

Extended Learning: The video refers to the freedoms provided in Canada's Charter of Rights and Freedoms. Take time to discuss these and have students learn what freedoms the Charter provides for all citizens. See "Teacher Information Sheet #2: Canadian Charter of Rights and Freedoms."

Topic Two: Defining Citizenship

Learning Objectives

Knowledge/Content	Skills/Processes	Values/Attitudes
Know that there are many aspects to citizenship and that opinions vary about what constitutes a "good" citizen. (COM) *Define the terms citizen* and citizenship, and give examples to support the definition. (COM, CCT)**	Contribute appropriately in group discussions. Express their thoughts in writing and reflect on their thinking. (COM, CCT) State logical, clear reasons for views expressed. (COM, CCT) Respond in relevant ways to an open-ended question.	Appreciate that citizens have rights and responsibilities to their country. (PSVS) Accept that we are all citizens of the world or global community and have rights and responsibilities in this capacity. Respect the views and opinions of others. (PSVS)

Procedure

Teacher Notes
Students might respond that "good" citizens:

obey rules and laws
question rules and laws and call for changes
keep informed about political issues
vote and get others to vote
work hard
help others, especially the poor and needy
See page 362 of this curriculum guide for information about using Learning Logs.

Citizenship is the exercising of rights, privileges and responsibilities as a member of society.

Citizen:

A citizen is a person who lives in a given place, such as Saskatchewan or Canada, and who has both a formal and an informal relationship with other people in that place.

People are also citizens of the larger global or world community.

Countries usually define citizens formally by law. Canada has laws that define who is and who is not a citizen.

Citizens of Canada are allowed to vote and have a say in the governing of the country.

Assessment Suggestions

Assess students' abilities to express their thoughts clearly, and to reflect critically upon those thoughts to make changes and revisions.
Assess students' abilities to provide logical, clear reasons for their viewpoints.

Instruction Suggestions

Ask students to complete an initial open-ended statement: "A good citizen is a person who...." Ask each student for a response and write it on the board. Discuss responses within an atmosphere of acceptance and sharing of various ideas on the concept of citizenship.
Debrief the introductory activity by discussing students' responses.
Have students write in their Learning Logs about what they understand the term "good citizen" to mean, and whether they feel that they are good citizens. Ask them to give reasons and examples to support their statements.
Establish that the people of a country are usually called its citizens, and explain that people often think of themselves as citizens of their local community and province, as well as of the world community.
Explain that citizenship is defined in a formal way by the laws of a community or country, or internationally. It is also defined in an informal way by the shared values, traditions and beliefs of a society in a particular time and place (laws change as society changes).
Give students the definitions of citizen and citizenship that will be used in this unit, and ask them to record these in their notebooks.

Topic Three: A Brief History of Canadian Citizenship

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
Know the history of Canadian citizenship. (COM) *Know when and why the Canadian Citizenship Act* came into being.** Know that the Citizenship Act made women citizens, independent of their husbands. (COM)	Read for main ideas. (CCT, COM) Participate in small group discussions to identify main ideas and develop understanding. (COM, CCT) Collaborate to create summaries of given information. (COM, CCT)	Appreciate the historical process of creating Canadian citizenship. Appreciate the value of working collaboratively to develop understanding. (PSVS) Respect and consider others' viewpoints and interpretations. (PSVS)

Procedure

Teacher Notes

See page 346 in this curriculum guide for information about assessing group participation and cooperative learning.

See page 392 in this curriculum guide for information about writing summaries.

The Citizenship Act:

Prior to 1947, Canadians were considered to be British subjects living in Canada, not Canadian citizens. The Citizenship Act came into being largely through the efforts of a Cabinet Minister by the name of Paul Martin Sr. While visiting a military cemetery in France during the closing months of the war, Martin was moved by the rows of wooden crosses marking the graves of Canadians who had sacrificed their lives in the fight for peace and freedom. Martin was particularly struck by the different ethnic and religious backgrounds of the names on the graves. He realized that despite the differences, these soldiers had all fought and died together to defend the country they cherished. Martin began a tireless crusade to establish a separate citizenship that would serve as a tribute to their memory. On January 1, 1947, the Canadian Citizenship Act came into being, bringing with it a separate Canadian identity, new rights for Canadian women and our own Canadian passport.

Assessment Suggestions

Assess aspects of group participation.
Assess students' abilities to read for main ideas.

Instruction Suggestions

Explain to students that there is a history behind the concept of citizenship, and a history behind how Canadian citizenship developed.
Tell students that, through reading, talking and writing summaries, they will develop an understanding of those histories.
Divide students into small groups. Give each student a copy of "Student Handout #1: A Brief History of Canadian Citizenship."
Assign each group a section of the handout to read and discuss. Instruct each group to list and summarize the key points of its assigned section.
Circulate to assist groups as they work together.
Each group should have a recorder and a reporter, one to get the summary in writing and one to share that summary with the rest of the class.
Have the reporters read the summary of Section 1. Discuss the key points and clarify students' understanding as needed.
Continue with Section 2, then 3 and so on, until students have an overview of the history of Canadian citizenship.
It may be helpful to record main points of each group's summaries on the chalkboard and review these so that students have a clear, continuous picture of the discussion and information.

Topic Four: Decision Making in a Democracy

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
Know that government, in a democracy, makes decisions and laws on behalf of the citizens and protects the rights of those citizens . Know that being a citizen in a democracy means having the right and responsibility to vote for government representatives .(COM, CCT) Know that arriving at consensus takes time and means listening to everyone's contributions .(COM, CCT )	Participate as instructed in groups to arrive at decisions. Compare data. (COM, CCT) Draw conclusions.(CCT) Contribute to large group discussion. View to extend understandings . Compare information with another person.	Appreciate the democratic nature of Canadian government . Value the role that they, as citizens, have in a democracy. (PSVS) Appreciate that decision making in a democracy takes time . Accept that decisions made in a democracy cannot please everyone all of the time. (PSVS) Respect and accept other's viewpoints.

Procedure

Teacher Notes

See pages 397-398 in this curriculum guide for a sample comparison graphic organizer.

Democracy:

Democracy is a form of government in which citizens are expected to participate in decision making about society.

The word "democracy" comes from the Greek language meaning "rule by the people, for the people."

Democratic governments are given the power to do certain things by the votes and support of their citizens.

Government in a Democracy:

Democratic government comprises a group of people who make decisions and laws on behalf of the citizens, and protect the rights of those citizens.

Citizenship in a Democracy:
Citizenship involves making choices about the best goals and ways to achieve those goals, as well as choosing, by voting, the best people to carry out the expectations of the citizens.

Assessment Suggestions

Assess students' abilities to make effective comparisons.

Instruction Suggestions

· Read aloud the scenario on "Teacher Information Sheet #3: Imagine That....," Lead a discussion about it using the guidelines that follow on the information sheet.

· Divide the class into three groups and explain that each group must make a decision on two proposals. Speak to each group separately, giving them the following instructions:

· Group One: Identify the leader in this group and inform the group that the leader has complete authority over everyone in the group. His or her decisions are not to be questioned. Tell the leader that he or she can choose two "bodyguards" to enforce his or her decisions.

· Group Two: Identify three students in this group to act as a ruling elite. Inform the group that these three students are responsible for the group's decisions.

· Group Three: Tell this group that they must arrive at consensus among all members. Explain that consensus means that they all must agree to accept the decision.

· Give each group the following proposals to decide:

· Students should not be allowed to hold jobs while they are attending school.

Representative Democracy:

· In a representative democracy, citizens elect a person to represent their views and beliefs in government.

· The government consists of elected representatives, who set policies and make laws on behalf of the citizens they represent.

Political Parties:

· Political parties are a main feature of democracy.

· A political party is a group of people who share common views about how the government should be run.

· The student council should be able to decide which subjects are taught in the school.

· After a set time, have the groups share their decisions and compare their decision-making processes. Address questions such as:

Which group arrived at decisions the quickest? Why?
Which took the longest to reach decisions? Why?
Which group's decisions satisfied the most members? Why?
How did the members of Groups Two and Three feel about their role in the decision-making process? Why?
How did the members of Group One feel about their role in the decision-making process? Why?
How would each group define its decision-making process?

· Parties elect a candidate from their group who will represent the party's views and run for office. People who are running for government office try to convince voters that they can do the best job of giving citizens what they want and protecting citizens' rights.

· Ask students to recall the terms authoritarian, oligarchy and democracy from their grade 7 Social Studies. Give them definitions of each if they cannot recall the meaning of the terms. Ask students to consider which definition fits each of the groups.

· Ask students if they know of world governments in each of the categories. Discuss various examples. Do the students have ideas about which form of government is most efficient? Least efficient? Why? Which would they prefer to live under? Why?

· Ask students to consider the definition of government previously recorded. Would it be accurate for all types of government (e.g., an oligarchy)? Why? Ask if they think that the definition is accurate for the government of Canada. Why?

· Explain to students that Canada has a democratic government-a representative democracy-and that the definition is accurate for this type of government, providing there is no corruption.

· Explain the concept of representative democracy, and have students record the information in their notebooks.

· Ask students to name other organizations that have a representative democracy (e.g., student representative councils, school boards, town councils).

· Give each student a copy of "Student Handout #2: Decision Making and Citizenship." Read each section aloud and discuss the expectations and roles of citizens as part of the decision-making process in a representative democracy.

· Have students read the handout and summarize each section in a way that demonstrates their understanding of the information.

· Have students view the video Government in Canada. Provide them with a viewing guide to help them focus during viewing, and debrief the video by having them share and/or compare their data with partners.

Extended Learning: If the school does not have an SRC, this may be an opportunity to have students go through the process of forming one.

Topic Five: Rights and Responsibilities of Citizens in a Democracy

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know that every right has a corresponding responsibility . (COM, CCT)

· Know that Canada, as a nation, has established a constitution that defines citizens' rights and freedoms. (COM)

· Know the fundamental rights of citizens as stated in the Charter of Rights and Freedoms. (COM)

· Classify information. (COM)

· Discern relationships between rights and responsibilities. (CCT)

· Collaborate with a partner to generate information and ideas.

· Contribute to class discussions.

· Develop an awareness of what citizenship means. (PSVS)

· Appreciate how responsibilities and rights are protected in Canada. (PSVS)

· Respect the rights of others. (PSVS)

· Accept the responsibilities that correspond with rights given to them.

Procedure

Teacher Notes

See page 342 for information about teaching the skills of classification, and page 409 for a sample assessment template.

Rights and Responsibilities:

Citizens of Canada have rights and responsibilities. Canada is a democracy, so rights are balanced by responsibilities. For every right, there are corresponding responsibilities.

· A right is a fair and just claim to something, often guaranteed by law.

· A responsibility is something that a person is expected to do.

Canadian Charter of Rights and Freedoms:

· This was made part of the Canadian constitution in 1982.

· See "Teacher Information Sheet #2: Canadian Charter of Rights and Freedoms" for related information.

See pages 346-350 in this curriculum guide for information about examining current events using the 5 w's.

Assessment Suggestions

· Assess students' classification skills.

· Observe students' for the abilities to discern relationships between rights and responsibilities.

Instruction Suggestions

Have students work in pairs to list two rights (privileges) that they each have at home and two that they each have at school.

Ask students the question, "What would happen if you took advantage of those rights or privileges?" For example, what would happen if they had the right to stay out until 10 p.m. and did not come home until much later? They would probably lose their right to go out next time.

Explain to students that every right has a corresponding responsibility. For example, the right to go out hinges on the responsibility to get home by 10 p.m.

Provide other examples, such as a student's right to express his or her opinion. Note some responsibilities that correspond with this right. Responsibilities include listening to others and encouraging others to speak, without interruption. Another example may be the right to attend school and receive an education, with the corresponding responsibilities to use one's time wisely and be actively involved in the learning process.

Have student pairs record the corresponding responsibilities for the rights they listed previously. Discuss these as a class.

Ask students to contribute to a list of rights people in our democratic society have. These might include the right to:

be treated equally and fairly regardless of religion, race or gender

be heard

to form and join associations (the right of free assembly)

practise religious beliefs

travel freely within the country

voice opinions

vote in elections

protest and criticize government actions

know what the government is doing.

Explain that rights require parallel responsibilities in citizenship.

Make a list of rights and responsibilities from the examples students give regarding our democratic society. For example:

Rights

The right of free assembly.

The right to attend a meeting.

The right to practise religious beliefs.

Responsibilities

Behave in an orderly manner.

Follow parliamentary procedure.

Respect others' rights to their own religious beliefs.

Have students explore the fundamental rights of Canadian citizens stated in The Charter of Rights and Freedoms, 1982. Have them create a chart to list the corresponding responsibilities of citizens.

Have students locate current events articles that are related in some way to the Charter. Instruct them to list the 5 w's of the news articles.

Ask for volunteers to share their findings with the class by stating the title of one article and the 5 w's.

Explain that Canadians did not always have a Charter of Rights and Freedoms as part of their constitution. Tell students that they will look at the history of Canadian government to see how the Charter came to be .

Topic Six: The History of Canadian Government Structure

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Describe the development of Canadian government structure.

· Explain the sequence of events since 1763 that led to the patriation of Canada's constitution. (COM)

· Explain why the Aboriginal Peoples and Quebec believe they should have special status in the constitution. (COM, CCT)

· Construct a timeline to show political development in Canada.

· Conduct research to gather specific informat ion. (COM, CCT)

· Connect situations of the present to issues of the past. (CCT)

· View to gather information and develop understanding.

· Understand that Canada's constitution has evolved over a long period of time. (CCT)

· Appreciate that the reasons why Aboriginal Peoples and Quebec believe they should have unique status are embedded in past political changes in Canada. (PSVS)

Procedure

Teacher Notes

See pages 382-390 in this curriculum guide for the steps of the research process, and pages 371-380 for information about reporting research data.

Constitution:

· Is the formal structure of decision-making in a community.

· Defines the main government structures and describes how powers will be distributed between different levels of government.

· Outlines the rights of citizens.

The Canadian Constitution:

Is a blend of written laws and unwritten customs/traditions.
Reflects Canada's unique political heritage.
Combines aspects of the constitutions of Britain and USA. (Britain's includes both written laws housed in various documents and unwritten customs that developed and evolved over time; the U.S. constitution is a formally written document.)

Current events that relate would broaden students' understandings and connect what they have learned to their world today.

Assessment Suggestions

· Assess students' research processes and products according to previously defined criteria.

Instruction Suggestions

· Explain that part of citizenship is knowing about the history of Canada's government.

· Have students form groups of three. Each group will research one of the following events in the development of Canadian government. (See "Teacher Information Sheet #4: A Brief History of Canadian Government." This provides an overview of each of the following events.)

Royal Proclamation, 1763
Quebec Act, 1774
Constitutional Act, 1791
Act of Union, 1841
Charlottetown Conference, 1864
Quebec Conference, 1864
British North America Act, 1867
Statute of Westminster, 1931
Canada Act and the Constitution Act, 1982
The Meech Lake Accord, 1987
The Charlottetown Accord, 1992

Give each group a copy of Student Handout #3: Graphic Organizer for an Historical Event." Instruct students to conduct research to complete the organizer with details about their event.

Encourage students to refer to and compare maps of Canada from its beginning formation to today.

Have students view the video Confederation, and then make any additions or revisions to their notes.

Have students share their findings in the order that they occurred historically, and attach the event and date to a classroom timeline.

Help them to make connections between each event and the issues of Canadian government today (e.g., situations with regard to Quebec and Aboriginal peoples). Some questions to address in this regard include:

What are some reasons that Aboriginal Peoples believe that they have a right to land and self-government? To hunting and fishing rights?
What would make Quebec believe that it should have special status in Canada?
Why would Quebec consider separating from Canada?

Topic Seven: Levels of Decision Making in Government

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know the three levels of government in Canada and the general areas of responsibility of each level . (COM )

· Know some things that each level of government does for citizens .
· Conduct a survey and represent the data as a graph. (COM, CCT)

· Draw conclusions from the gathered data.

· Compare information in chart format. (CCT)

· Respect and consider others' viewpoints. (PSVS)

· Encourage others to express their views.

Procedure

Teacher Notes

Levels of Government:

· There are three levels of government in Canada: federal, provincial/territorial and municipal (or local) . The responsibilities of federal and provincial governments were first defined in 1867 by The British North America Act.

· In general, the federal government takes major responsibility for things that affect all of Canada. These include national defense, foreign policy and citizenship.

· Provincial and territorial governments look after things like education, health care and highways. They share responsibilities with the federal government in some areas.

· Municipal (or local) governments in each city or community are responsible for things like policing, fire fighting, snow removal and recycling programs. Canadian citizens can vote in elections for all three levels of government.

· Local government also applies to government on reserves. Each band has an elected chief and band council. Bands have provincial representative leadership (in Saskatchewan, through the Federation of Saskatchewan Indian Nations), and representative federal leadership through the Assembly of First Nations. These bodies negotiate with the provincial and federal governments of Canada on matters of importance to First Nations.

The Parliament of Canada :

· Canada is a democracy and has a system of parliamentary government. Parliament has three parts: The Queen, the House of Commons and The Senate.

· Her Majesty Queen Elizabeth II is our Head of State. The Governor General of Canada is the Queen's representative in Canada.

· Canadians elect representatives to the House of Commons. The elected representatives are called Members of Parliament (MPs). The people who serve in the Senate are chosen by the Prime Minister and appointed by the Governor General. They are called Senators.

· The Prime Minister is the leader of the political party with the most elected Members of Parliament sitting in the House of Commons.

Assessment Suggestions

· Assess students' abilities to make effective comparisons.

· Assess students' abilities to take data gathered in a survey and represent it as a graph, then to draw conclusions from that data.

Instruction Suggestions

· State that part of effective citizenship is understanding how government works .

· Have students conduct a survey of the class, their parents and/or other students, to determine the responses to the question: What is the main job of government? (See page 392 of this curriculum guide for information about conducting surveys.)

· Students will have to design a survey form with various options that participants can rank on a scale from 1-6 (1 = Agree, 6 = Disagree).

· Have students combine and tabulate their results in some form of graph (e.g., circle graph, line graph, bar graph). They can create several general categories to simplify the charts.

· Discuss the results and what they mean. Is government doing all that these citizens expect it to do?

· Explain that Canada has three levels of government, and that each level has areas for which it is responsible. Give each student a copy of "Student Handout #4: Levels of Government Comparison Chart." They should complete this as they view the video Government in Canada, and gather information about the roles and responsibilities of three levels of government. (Teachers may wish to show only the 10 minute segment about the levels of government, rather than the entire video.) See "Teacher Information Sheet #5: Levels of Government Comparison Chart."

· Have students use other resources to complete their charts.

· Invite a local political personality to speak to the class about decision making in the government and the role citizens play (e.g., electoral process).

And/Or

· Have students view the video Canada Votes. Prepare a viewing guide to help students focus on key information and ideas presented in the video.

Extended Learning: If there is a local, provincial or national election being held at the time of this lesson, teachers may wish to spend more time focusing on the political parties, the candidates and the electoral process .

Topic Eight: Active, Informed Citizenship

Learning Objectives

Knowledge/Content Skills/Processes Values/Attitudes

· Know what it means to be active, informed citizens at several levels (locally, provincially, nationally and globally . (COM)

· Know that democracy depends on the participation of the citizens .

· Know ways that citizens can be active in changing laws to reflect their needs more effectively. (COM, CCT)

· Research for specific information.

· Write a profile according to given criteria. (COM)

· Use a chart to organize information graphically. (COM, CCT)

· Appreciate the actions of citizens who are active in a variety of areas in the effort to help others and/or make the situation better for everyone. (PSVS)

· Demonstrate an attitude of acceptance of diverse views.

Procedure

Teacher Notes

See page 371 for information about written products.

Active Citizenship:

It is important that citizens play an active role in society so that they can change laws to reflect society's changing values, traditions and beliefs.

Assessment Suggestions

· Assess students' written profiles according to known criteria.

Instruction Suggestions
· Discuss with students how a democracy depends on its citizens to be informed and involved. Ask students to describe their ideal of an active and informed citizen and to give examples of people who fit that description.

· Point out that many citizens today are neither informed nor involved, and brainstorm with students ways in which they can become more of both.

· Ask students to write a profile of someone who has made a difference in their community, country or world. They should give specific examples of things this person has done that show he or she was informed and active. The profile should include:

· a brief biography of the person

· examples of what the person has done to demonstrate that he or she is an active, informed citizen

· visuals such as pictures and photographs

· newspaper articles.

· Share one or two examples with students before they begin. Magazines such as Maclean's, Time, and People are good sources, as well as local newspapers that profile someone in the community who has done something to help others.

· Have students post their profiles on a bulletin board, or put them together in an anthology for future reference.

· Give each student a copy of "Student Handout #5: Levels of Citizenship." Discuss what students and other citizens could do at each of the levels to demonstrate that they are active, informed citizens. Complete this as a small or large group activity. Suggested responses are provided in "Teacher Information Sheet #6: Levels of Citizenship."

· Ask groups of students to identify an issue or cause about which they would like to influence public opinion. Then have each group create a poster or some other display that identifies its issue and works to persuade others to adopt the point of view promoted.

And/Or
· Check the newspaper for a citizen action campaign that is currently taking place in the community, or an environmental campaign on a national level. Have students gather information about the campaign from television and radio reports, newspapers and magazines, as well as interviews with leaders or others involved. Guide students through an analysis of the campaign: the issues, the people, the goal, the target audience, the allies and opposition, the reasons for success or failure, and so on. Students should be encouraged to form personal opinions about the issue and to express their opinions with reasons and justification to support them.

Topic Nine: Reaffirm Your Citizenship

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Explain the function of citizenship ceremonies in Canada . (COM)

· Know the Oath of Canadian Citizenship. (COM)

· Participate in organizing a citizenship ceremony. (COM, CCT)

· Take the Oath of Citizenship.

· Appreciate their Canadian citizenship. (PSVS)

· Appreciate the role of ceremony in important occasions. (PSVS)

Procedure

Teacher Notes

Use anecdotal notes or create a checklist of observable behaviours that reflect the values objectives.

"Teacher Information Sheet #7: A Citizenship Affirmation Ceremony" contains the Oath of Citizens and a proposed new Oath.

Contact the Department of Citizenship and Immigration for more information or materials related to this ceremony. They have posters for the Oath and the national anthem.

People who are citizens of other countries cannot be granted Canadian citizenship by taking the Oath at a reaffirmation ceremony.

See "Teacher Information Sheet #1: Lyrics" for the lyrics to "O Canada."

Assessment Suggestions

· Observe students' actions and attitudes to determine their sense of appreciation about Canadian citizenship and the reaffirmation experience.

Instruction Suggestions
· Have students compare the Oath of Citizenship that we have used in Canada since 1947 with the proposed new Oath (see Teacher Information Sheet #7).

· Discuss the following reasons for changing the Oath. Do students agree or disagree? Why?

· The proposed oath of citizenship is a modernized version that better reflects the values of Canadians.

· The existing oath has not been changed since 1947, except for minor technical changes.

· In an Angus Reid poll conducted in January 1996, 89 percent of respondents supported changing the existing oath.

· Canadians have confirmed the need for an oath that reflects contemporary values and clearly expresses loyalty toward Canada.

· The Standing Committee on Citizenship and Immigration has also proposed modifying the oath to include, in particular, loyalty toward Canada and respect for the law.

· Each year in Canada, an average of 160,000 people officially become Canadian by reciting the oath in the presence of a citizenship judge.

· Explain to students that those of us who are already Canadian citizens can hold reaffirmation ceremonies to celebrate our citizenship, reflect on our rights and responsibilities, and reaffirm our commitment to Canada.

· Explain that the ceremony is a formal event where participants take the Oath of Citizenship to express their commitment to Canada.

· Help students organize a reaffirmation ceremony for the class or the entire school.

· Decide who will participate in the ceremony. Choose a master of ceremonies, guest speakers and someone to lead the Oath of Citizenship and the singing of O Canada. For guest speakers, consider inviting someone who will "speak from the heart" about what Canadian citizenship means to him or her (e.g. a new citizen). If there is a citizenship judge or a recipient of the Order of Canada, invite him/her to be part of the celebrations.

· Estimate how many people will participate, and order reaffirmation certificates and other materials from the Department of Citizenship and Immigration.

· Decide where the ceremony will be held and make the necessary arrangements.

· Plan the ceremony. (See "Teacher Information Sheet #7: A Citizenship Reaffirmation Ceremony.")

· Plan the set-up of the room. The person who will lead the Oath of Citizenship should be in clear view of all participants and be able to be heard clearly (e.g., use a platform and a microphone if necessary).

· Place a large Canadian flag where all participants can see it clearly.

· Print and distribute the program to participants.

· When taking the Oath of Citizenship, ask people to stand, raise their right hand and repeat the oath, line by line, as it is read to them.

And/Or

· As an alternative to holding a reaffirmation ceremony, the class might simulate a citizenship ceremony for immigrants becoming Canadian citizens.

· Have students contact the Department of Citizenship and Immigration for information about procedure.

· Students should assume various roles (citizenship judge, prospective citizens, etc.) and enact the ceremony.