Unit 2 Power Point 1

Report
SOCIAL STUDIES 9
UNIT 2
CANADIAN CHARTER OF
RIGHTS AND FREEDOMS
COLLECTIVE RIGHTS
What to Expect in Unit 2
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Bonus Unit Project: Create a Display
How Does the Charter Protect Individual Rights and Freedoms? Pg 92-104
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How Does the Charter Affect Law Making in Canada? Pg. 105-109/How Does the Charter
Affect the Workplace? Pg. 112-115
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Assignment: Creating a Label
What Are Collective Rights? Pg. 122
What Laws Recognize the Collective Rights of First Nations Peoples? Pg. 123-140
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What is the Charter of Rights and Freedoms
What the Charter Reflects About Todays Society
Analyzing Cause and Effects
Cause and Effect Assignment
To What Extent Should the Indian Act be Changed: Written Paper
What Collective Rights Do Official Language Groups Have Under the Charter Pg. 141-151
What Laws Recognize the Collective Rights of the Metis? Pg. 152-159
Written Assignment
Bonus Unit Project: Create a Display
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Unit Task: Create a Display for an exhibit of collective rights in
Canada
•Your Role
The Canadian Museum of Civilization is planning on exhibit on the
individual rights and collective rights in Canada. The exhibit, called
“Canadian Rights: Past and Present,” will illustrate the impact of
collective and individual rights on citizenship and identity in Canada
today. The museum is looking for your contribution to the exhibit. Your
role is to create an interactive display that answers the question
How has collective and individual rights legislation over time shaped
who we are as Canadians?
•Your Presentation
Your display should reflect
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An understanding of the historical context surrounding legislation that
affirms collective and individual rights in Canada
An analyze of how collective and individual rights have, over time,
shaped Canadians unique sense of identity
Introduction to Unit #2
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Creating a Concept Book
A concept book is a place where you can organize and collect your thoughts and
ideas about the content of a unit, vocabulary that is used and the main ideas that
we have covered. For this mini unit (chapter 3 and 4) you are going to create a
concept book
Step #1: Create your title page
• Create a title for the mini unit
• Draw the main ideas that you have seen by scanning the pages of the unit
in the textbook (pg. 88-161)
Step #2: Discover your vocabulary
• Flip through the pages to discover new words or key words that you think
you may need to know for this unit
• Write down what you think the definition of the words are for now…
Step #3: Search for the main ideas
• Search the pages for the main ideas of the unit (look for major bolded
words in blue maybe…)
• Leave space in your concept book under each of these main ideas so that
you can come back and revisit them as we go through the unit
Introduction to Unit #2
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Teenage Rights
As teenagers, you feel that you should have many different rights that
your parents, teachers and siblings should follow (stay out of my room,
don’t touch my stuff, ect).
Groups of 4
• In groups of four you are going to create a Charter of Teenage
Rights
• How should your privacy be handled?
• What certain acts should you be allowed to do?
• How should your protection be handled?
• What should be some of your fundamental freedoms?
• What other rights do you think that you should have?
Class Charter of Teenage Rights
• We will create a class Charter of Teenage Rights and
Freedoms and compare it to the Charter of Rights and
Freedoms
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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What is the Charter of Rights and Freedoms? Pg 92-98
Creating a Mind Web
• You will be creating a mind web with a partner
illustrating what is the Charter of Rights and
Freedoms
• Use illustrations, key words, phrases, ect to
show how the rights and freedoms are
connected
• The web needs to be colorful, organized and
easy to read!!
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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Read
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What is the Charter of Rights and Freedoms? Pg 92-98
The Canadian Charter of Rights and Freedoms handout
Creating a Mind Web
• Place the name of the topic being studied in the center of
the page
• Draw a bubble or whatever around the topic
• From this center, branch off using subheadings that help
explain the topic
• Avoid writing down too many words and sentences. Use
only key words
• Add pictures, maps, diagrams or other illustrations that
help bring the key words to “life”
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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What is the Charter of Rights and Freedoms? Pg 92-98
Part of Canada's Constitution
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Outlines how the Canadian government should opperate
With the Charter Canadians can challenge in court laws that
restrict their rights
The Charter says that the government is justified in restricting
rights to maintain Canada as a free and democratic society
People also have individual rights under the Charter…
• Fundamental Freedoms
• Democratic Rights
• Only Canadian citizens can vote
• Mobility Rights
• Legal Rights
• Equality Rights
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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What does the Charter reflect about today’s society
compared to the past? P. 100-103
Reciprocal Questioning
• With a partner read pages 100-103
• You must create 10 questions that you will ask your
partner
• They must have answers
• They can go from specific (What date did
this happen?) to higher level (Because this
event happened, what were the possible
effects/consequences?)
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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First Nations and the Indian Act
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1867 parliament passed the Indian Act
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Passed during a time when Canada was very Eurocentric
Passed without consulting the First Nations
Required FN to ask for government permission to wear traditional
clothing, banned ceremonies, prevented FN political action
Canadian Women and the Right to Vote
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The Canadian Elections Act banned women from voting
1867 women started to campaign for the right to vote
Emily Howard Stowe started the first club to promote women
suffrage
 http://www.youtube.com/watch?v=HGEMscZE5dY&feature
=share&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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Interment of Ukrainian/Italian/Japanese Canadians
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During WWI and WWII, people were arrested because of
their descent
Arrests were made under the War Measures Act
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Canada and its allies during the wars were very suspicious
Government could seize and arrest people, take their homes and
businesses and send them to work camps
People were sent to camps and expected to work as laborers
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After the war ended, these camps didn't
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http://www.youtube.com/watch?v=_XPZQ0LAlR4&feature=share&list
=PLBDA2E52FB1EF80C9
http://www.youtube.com/watch?v=Q78COTwT7nE&feature=share&li
st=PLBDA2E52FB1EF80C9
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How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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How to Analyze Cause and Effect P. 104
Think of a time when something happened to you and you
wondered why
• Got a bad mark on an exam
• Got sick
Let’s make it more real…
• What were the causes of 9/11, what were the
effects of 9/11
• Create a cause and effect chart
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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How to Analyze Cause and Effect P. 104
Causes
Effects
9/11
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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How to Analyze Cause and Effect P. 104
Using on of the events on pages 100-103 you and a partner need to
pick an event to do some research on an create a cause and effect chart
• First Nations and the Indian Act
• Canadian Women and the Right to Vote
• The Internment of Ukrainian/Italian/Japanese Canadians
Questions to Ask to Help Out
• What events, values and attitudes contributed to the governments
actions?
• What clues can you find in the information that help you identify
causes?
• What happened after the event?
• How do the causes and effects compare in importance or impact?
Rank them.
• How does the intent of the government action compare with the
results?
How Does the Charter Protect Individual
Rights and Freedoms? Pg 92-104
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Skill Assignment: Using Cause and Effect
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Your Role
 You are going to select an event from Canada’s past where
government actions have had an impact on individual rights
and freedoms. Each of these events had consequences for
the views and perspectives individuals and groups on rights
and freedoms in Canada. What consequences? How do the
consequences affect our understanding of the charter
today?
The Task
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Individually you are to use the following questions to discuss on of the
events you choose. Identify the cause of the government action
involved, and its affect on individuals rights in Canada
How Does the Charter Affect Law Making in
Canada? Pg. 105-109/How Does the Charter
Affect the Workplace? Pg. 112-115
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Using the Charter to Defend Our Rights
Individually select one of the issues from p. 105-109 and
explore how the workplace has been affected
You are to select and analyze one of these issues and
specifically find out how they are against the Canadian
Charter of Rights and Freedoms
• Need to decide which specific rights are being
violated
You are going to write a brief summary/create
visuals/write lyrics and CD cover explaining how they
affect quality of life of the individuals involved
How Does the Charter Affect Law Making in
Canada? Pg. 105-109/How Does the Charter
Affect the Workplace? Pg. 112-115
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Using the Charter to Defend Our Rights
Step 1: Picking your scenario
• How can the Charter be used to defend this person?
• How has the Charter affected the workplace?
• What are some things you would do to prove this?
• Research into your rights!!!
• The more research, the better chance you have of winning the argument
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Step 2: Planning your presentation
• How are you going to communicate your ideas?
• Editorial letter to a news paper, song and CD, commercial, or just a
written mini paper?
• Remember you have to use the Charter to defend yourself and be
persuasive
• Just saying “because I think so” or exploring the issue in a superficial
manner will not convince everyone…
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Step 3: Creating your presentation
• Remember you have to communicate your ideas clearly, correctly and
throw in some creativity!!
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Step 4: Hand in
• I will mark it!!!
Looking Back at the Section…
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Interview Session!!!!
The Canadian Charter of Rights and Freedoms
• Examine and highlight the rights that you think are the most important to
you
• Which rights were similar to the ones that you created?
• What is it missing…
As a class I will be posing 3 questions for you to verbally answer. You will be in
groups of 3-5. Here are the questions…
• How would the Charter protect individual rights and freedoms?
• How would the Charter affect law making in Canada?
• How would the Charter affect the workplace?
For each of these questions there will be two parts
• You need to answer the question
• Open up a debate with another group if you do not agree with the
question
HINT: To find answers you need to explore parts of chapter 3 and use any
electronic device you have to find answers.
Looking back at the section…
Create an Exit Card
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Using cards/pieces of paper create questions that you have about the
chapter and give them to a partner to answer.
Create an Artifacts Box
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Assemble items (photos, pictures, quotes, ect) that represents the chapters
main ideas. Give your box a title and a written description of the significance
of each item. Be prepared to present…
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Scanned photos or captions from the text
Meaningful quotes from the chapter
Metaphors or symbols for justice and fairness
Create an Interest Center
Something that can be displayed in the school that included literature,
brochures, videos or other materials that raise awareness about youth justice.
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Supreme Court of Canada or advocacy groups for more information
Create a Tableau
In a group us your bodies to make a frozen image capturing an idea
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Fairness, justice equity
Scenario on page 60, comic on p. 61-63
Individuals involved in justice (victim, accused, jury, ect)
SOCIAL STUDIES 9
Chapter #4: To what extent has Canada affirmed
collective rights?
Introduction to Chapter #4
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Gallery Walk Activity!!!!
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You will be broken up into groups of 3
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In each of the groups everyone will have to create a mind-web of what
they feel should be included in collective rights/what is collective rights
• You can make your mind-web as detailed or colorful as you want!!
• FILL THE SHEET!!!!
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You will set up your mind web to be presented to the other groups
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Select one individual to be the expert for your mind web
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The rest of the groups will be walking around the classroom (like an art
gallery!!) looking at other mind-webs and listening to presentations from
other groups
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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What are the Numbered Treaties? (pg. 124-136)
Step 1: Information discovery (partners)
• Individually read pages 124-136 and create a Must Know
Sheet (a sheet of information that you think you MUST
KNOW)
• You need to create the following…
• What were the agreements of the treaties (pg 124125) 5 points
• Reasons why there were negotiations (p. 126-127) 35 points
• First Nations perspectives on the Numbered Treaties
(p. 128-135) 10 points
• Canadian Government views on the Numbered
Treaties (p. 128-135) 10 points
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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What are the Numbered Treaties? (pg. 124-136)
What were the agreements of the treaties (pg 124-125)
They are historic agreements that affect the rights and identity of
some FN in Canada
Roots in the Royal Proclamation that recognized Fn rights to land and
established principles for making treaties through peaceful
negotiations
The Indian Act also affected the collective rights
First Nations agreed to share their lands and resources in peace and
the Canadian government would supply education, reserves, annuities
and other terms that differed with each treaty
Not all FN sighed Treaties
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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What are the Numbered Treaties? (pg. 124-136)
Reasons why there were negotiations (p. 126-127)
Government of Canada wanted to build a railway that linked BC to
the rest of Canada
The Canadian Government and First Nations people wanted to avoid
war and fighting that was happening in the US over territory
FN wanted to secure their future (economic and social stability)
Canadian Government believes the FN gave up their lands in the
treaty, but many FN disagree because they believe that land is
something that cannot be “owned”
The oral records of the FN and the written records of the Canadian
government disagree on some key aspects of the Treaties
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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The Perspectives of the First Nations vs The Government
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Step 1
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Find three other students in the classroom to share and
compare your information
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Create a large venn diagram
Step 2
What is the Indian Act? P. 137-138
Explore pages 137-138
• What are the key points to the Indian Act?
• What are the changes that could be made?
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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What is the Indian Act? P. 137-138
Indian Act is a demonstration how the government understood Treaty
Rights
Canadian Governments duty to protect the collective rights of first
nations
Affirmed FN rights and created officials for each reserve
Indian Act makes it okay for the government to make laws without
consulting the FN
Creates a definition of a status Indian and who receives the rights
The Act originally aimed to assimilate the FN people
• Told FN how to conduct their affairs
• At some points it restricted their freedom of mobility or ability
to demonstrate traditions or cultures
• Until 1960 they had to give up their treaty rights if they
wanted the right to vote
What Laws recognize the collective rights of First Nations
Peoples? Pg 123-140
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How to Identify and Analyze information Sources (p.136 and p. 360-362)
• You are going to be broken up into groups of three
• The group will need to think and agree on a topic related to this
question…
To what extent should the Indian Act be updated?
• STEP 1:Begin by deciding what opinion you have on the issue (No changeComplete change)
• Step 2: As a group pick one area of the Indian Act you think should be
changed/why would you leave it the way it is
• STEP 3: Create a list of possible areas you can look for information
• You need to find two pieces of information that promotes your topic
• Find facts that justify your opinion
• STEP 4: Now individually you need to write a paragraph summarizing
your information and how collective rights are affirmed in our society.
Assignment Handout Sheet
What Collective Rights do official language groups have under the Charter? P.
141-151
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Something to think about…
• What criteria should there be to make a language an official language
under the charter?
• Individually create a list of collective rights that you think official language
groups should have under the charter of rights
• Share with another individual
• Create a class list
Creating a Mind Web
• Place the name of the topic being studied in the center of the page
• Draw a bubble or whatever around the topic
• From this center, branch off using subheadings that help explain the topic
using pages 141-151
• HINT: Look for blue headings in the text…
• Avoid writing down too many words and sentences. Use only key words
• Add pictures, maps, diagrams or other illustrations that help bring the key
words to “life”
What Collective Rights do official language groups have under the Charter? P.
141-151
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What are official language minorities?
• Section 23 in the charter of rights and freedoms
• Francophone schools for francophone minorities and
Anglophone schools for Anglophone minorities
What Charter Rights do Official Language groups have?
• Official bilingualism-section 16-20
• New Brunswick is an officially bilingual province
• Minority language education rights
• Right to publicly funded schools
• These rights reflect the deep roots of Francophones in
Canada's past
• Quebec Act, BNA Act
What Collective Rights do official language groups have under the Charter? P.
141-151
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How has the Charter Affected Francophone education?
• Rights for Francophones and Anglophones are part
of what made Confederation
• BNA Act made Canada billingual
• Initially this idea of bilingual equality in education
was not carried through
• Manitoba Schools Act supported while
Resolution #22 made English dominant
What Collective Rights do official language groups have under the Charter? P.
141-151
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The Charter and Official Language Minority Education
Rights
• 1982 Trudeau saw an opportunity to renew
Canada's commitment to official language rights
• The Charter of Rights and Freedoms became
part of Canada's constitution
• Effect
• Parents in Alberta begin to lobby for their
minority language rights using the charter
• Supreme Court affirms the rights
• Public francophone school boards are created
What Collective Rights do official language groups have under the Charter? P.
141-151
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The Charter and Official Language Minority Education
Rights
• 1982 Trudeau saw an opportunity to renew
Canada's commitment to official language rights
• The Charter of Rights and Freedoms became
part of Canada's constitution
• Effect
• Parents in Alberta begin to lobby for their
minority language rights using the charter
• Supreme Court affirms the rights
• Public francophone school boards are created
What Collective Rights do official language groups have under the Charter? P.
141-151
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How does the Charter affect Francophone identity in
Quebec?
• Bill 101: Quebec law promoting the use of French
and French culture
• French is the dominate language in Quebec and
prominent over English
• The right to Anglophone education in Quebec..
What Collective Rights do official language groups have under the Charter? P.
141-151
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Skills Assignment: Challenges of Francophones and
Anglophones in Canada
What laws recognize the collective rights
of the Metis? P. 152-159
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Reciprocal Questioning
• With a partner read pages 152-159
• You must create 10 questions that you will ask your
partner
• They must have answers
• They can go from specific (What date did
this happen?) to higher level (Because this
event happened, what were the possible
effects/consequences?)
What laws recognize the collective rights
of the Metis? P. 152-159
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Metis are one of Canadas Aboriginal peoples under
section 35 of Canada’s constitution
• Do not have any official treaties like FN
Because they are considered aboriginal the Metis believe
they should have inherent rights
The Red River Resistance 1869-1870
• Started because of the Manitoba Act
• Metis would not get more than 500 000 hectares
of land
• Louis Riel lead the resistance to make the
government realize that they had to have
negotiations
What laws recognize the collective rights
of the Metis? P. 152-159
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Scripts are offered to the Metis 1875-1879
• Either the metis could accept the script or to become
“Treaty Indians” under a numbered treaty
• The script could be exchanged for land
• Government still didn’t see the Metis as a First Nations
people
The North West Resistance 1885
• Metis fought back to prevent settlers from moving west
• It was a way for the Metis to assert their rights
• Loius Riel lead the Northwest Resistance and ended in
military conflict
• Francophone supported him while Anglophones
said he was a traitor
• He was hung for treason
What laws recognize the collective rights
of the Metis? P. 152-159
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Alberta sets aside land in 1938
• Established 12 temporary Metis settlements in Alberta
• First time in Canadas history that government provided
Metis with land
• Some of the land was unsuitable for fishing and hunting
so it was returned to the government
Metis fight for rights 1982
• Metis fight to have their rights recognized in the
consitution
Alberta makes legislation 1990
• Gave the Metis permanent land base with rights to
manage their own affairs
• This also gave the Metis the ability to participate in oil
and gas development
What laws recognize the collective rights
of the Metis? P. 152-159
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Metis are given FN rights 2003
• Supreme Court ruled that Metis have the right to
hunt and fish as one of Canada’s aboriginal people
• They can hunt and fish without needing a license
Using what we have learned so
far…
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Comparing Canada to Others Written Paper Assignment
In this assignment you will be comparing the three areas of Canada’s
governance and rights to a fictitious society that existed a long time ago
and far, far away
How effectively does Canada’s federal political system govern Canada for
all Canadians?
To what extend is the justice system fair and equitable for youth?
How effectively does Canada’s Charter of Rights and Freedoms protect your
Individual Rights?
You will be watching the movie Star Wars Episode 3: Revenge of the Sith to
compare this society to Canada’s. Using direct quotes and information from
the movie and the text book you need to answer the following question.
Which society do you think is better and more efficient in dealing with
issues that arises in their society? Compare the two society's using the three
areas that we have covered this year (political structure, fairness of justice,
and freedoms and rights) and write a position paper describing which
society you feel is better.

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