Big ideas Flashcards
Idea of entire textbook
How do issues, such as individual and collective rights, as well as individual and collective decisions, affect citizenship, identity, and quality of life?
How does governance connect to
citizenship and identity?
- Governance is how people govern, or manage their society
- Obviously, different ways of governance dramatically change citizenship and identity
- TEXTBOOK EX: HOSPITAL WAS ABOUT TO CLOSE DOWN THAT PROVIDED TRAINING FOR FRENCH PROFESSIONALS BUT GOVERNMENT HAD THE POWER TO SAVE IT
How does economics connect to citizenship
and identity?
- Economics is the process of using resources to create goods and services, and distributing and consuming those goods and services
- Your economic decisions such as what you produce and what you consume obviously impact your sense of citizenship and identity
- TEXTBOOK EX: CANADA AND USA
- TEXTBOOK EX: TYRONE BRASS STARTING HIS BUSINESS
What factors are important to your quality
of life, citizenship and identity?
- Very subjective, but it is things that are of the closest importance to you
What factors are important to the quality
of life, citizenship and identity of people
in Canada?
TEXTBOOK EX: THE IMPORTANCE OF ELDERS IN ABORIGINAL SOCIETY SPOKEN ABOUT BY ALBERT YELLOWKNEE
TEXTBOOK EX: IMPORTANCE OF SAFETY, PUBLIC HEALTH CARE, FAMILY AND EDUCATION BY REFUGEE SANDRA VIDAKOVIC
TEXTBOOK EX: THE IMPORTANCE OF RECOGNIZING THE FRENCH LANGUAGE BY SUPERINTENDENT DOLORESE NOLETTE
How do issues affect the quality of life,
citizenship and identity of Canadians?
- People have opinions, different opinions
What makes something an issue?
- Involves a topic that receives a wide range of responses from
different people and that generally has an important impact on
their quality of life, citizenship or identity. - Is framed as an open-ended, unbiased question. This question is
about a complex problem regarding a particular topic that
cannot be easily “solved” with one clear right or wrong answer. - Requires an informed response, supported by clear and relevant
reasons and appropriate examples. - Requires critical thinking, and personal reflection about identity
and worldview, to create an informed response. - Requires understanding and appreciation of multiple perspectives
and responses to create an informed response. - Requires background knowledge and research to create an
informed response.
TEXTBOOK EX: COLLECTIVE SUPPORT OF A POLITICAL PARTY, ASSERTING COLLECTIVE IDENTITY, COLLECTIVE OPINIONS ON ENVIRONMENTAL ISSUES
BIG TEXTBOOK EXAMPLE: GUN VIOLENCE
- Topic is whether or not Canada should have laws that require people to get permits to own a firearm
- TEXTBOOK EX: First nations don’t support restriction laws because it violates their rights of hunting and fishing
- 5 responses
-Response 1: Gun control will make it easier for police to prevent and solve crimes by making guns easier to track.
-Response 2: Gun control would make society less safe than it is now. It would discourage citizens from owning guns, but it would make no difference to criminals. So, citizens would lose an effective way to defend themselves.
-Response 3: Hunting is a right of First Nations, Métis and Inuit peoples. Guns are part of the way they exercise their right — something gun control should not interfere with.
-Response 4: So much tragedy in our society could be prevented by gun control. In Alberta, statistics show that a murder is three times more likely in a home with guns than in a home without guns.
-Response 5: Society is worried about the way criminals use guns, not the way law-abiding citizens use guns. Gun control will just make criminals out of law-abiding citizens who fail to get permits.
- All these different responses makes gun violence an issue
How to spot and respond to an issue
- What is the topic about?
- What is the central issue question?
- What is your first response to the issue?
- How can you develop a more informed response to the issue?
- What is your informed position on the issue?
- What action do you need to take on the issue?
Chapter 1: How effectively does Canada’s
federal political system govern
Canada for all Canadians?
As Canada’s prime minister, how would you respond to
what you believe is the most important issue about
government today?
Changes in Canadian governance since 1867
MUCH more inclusive
Difference between majority and minority government
Majority can make all the decisions but minority needs some help
Constitution
Canada’s constitution is the law that describes governance in Canada.
It sets out the role of the governor general, and the different roles of
the three branches of government. It describes how the three branches of government work together to exercise the decision-making authority of government. The constitution also sets out other important institutions in Canada, such as the Charter of Rights and Freedoms.
Monarchy
Monarch of Britain: Inherits purely ceremonial role
Governor General: Appointed by Prime Minister to represent British Monarch and give bills Royal Assent.
EXTRA: If they do not, many other people, such as Chief Justice of the Supreme court can also do it, however they have never had to
Executive branch
Executive branch: Puts laws into action
PM: Head of winning political party, chooses governor general, chooses supreme court judges, chooses senate, chooses cabinet
Cabinet: Each has a sector or portfolio they tend to
Civil Servants: Helps Cabinet in maintaining their portfolio
The executive branch also proposes many of the bills in the House of Commons
TEXTBOOK EXAMPLE: JACK DAVIS, FIRST ENVIRONMENT MINISTER
Legislative branch
Legislative branch: Creates laws
House of Commons: 338 seats of elected MPs from their ridings. The number of MPs from a specific party decides who wins the election. The MPs’ goal is to represent their constituents well. Question period is the time of day where the other MPs get to question the government.
Senate: Appointed by PM, stays until age 75, represents Canada’s minorities. Different from house in that the Senate cannot propose laws that create or spend taxes
The speech from the throne is an annual speech written by the government that describes to the Senate its plans
What impact does the popular vote have on
the results of an election?
It is very different than our current riding system.
TEXTBOOK EXAMPLE: ALBERTA IS NEAERLY ALL CONSERVATIVE IN RIDING FORM, BUT OVER 30% OTHERS IN POPULAR VOTE
Judicial branch
Judicial branch: Applies and interprets laws
Supreme court: 9 Santa Claus, appointed by PM
Steps to persuasive communication
- State your idea
- Know your audience
- Support your idea with evidence
- Choose formats that fit your evidence
- Organize your points
Case Study: Federal accountability act
Act that aimed to solve issues including:
* Responsible and accountable spending by government.
* Protection for government employees who “blow the whistle” on
wrongdoing within Canada’s civil service.
* More information about the activities of lobbyists. Lobbyists are
people paid to represent the interests of particular groups in society.
Parliamentary page program
40 students invited to learn about the legislative branch in person
Media
Informs people about government to make them have better-informed choices
How a bill becomes a law
See images 2, 3
First nations in constitution
Although First Nations have been recognized in the constitution, many still believe they are excluded and have superstitions on participating in Canadian government
Parliamentary press gallery
an association of reporters who cover the decisions and actions of
Canada’s government. Includes:
ABORIGINAL PEOPLES TELEVISION NETWORK
APTN provides First Nations, Métis and Inuit peoples “the opportunity to share their stories with all of Canada through a national television network dedicated to Aboriginal programming.” APTN broadcasts in English, French and several Aboriginal languages.
ASSOCIATION DE LA PRESSE FRANCOPHONE
This news organization serves Francophone communities outside of Québec. Its membership includes Le Franco, based in Edmonton. Why do you think Francophone communities in Alberta might have different perspectives on issues than Francophones living in Québec?
CBC/RADIO-CANADA
CBC/Radio-Canada, Canada’s public broadcaster, provides radio, television, Internet and satellite-based services in English, French and eight Aboriginal languages to all Canadians. It also broadcasts in nine languages to Canadians and international listeners abroad, and in eight languages to new and aspiring Canadians.
LE DEVOIR
This French-language newspaper, based in Montréal, is distributed in Québec.
MING PAO NEWS
This Chinese-language newspaper, based in Hong Kong, has Canadian editions in Toronto and Vancouver.
OMNI TELEVISION
This television broadcaster aims to “reflect Canada’s diversity through multicultural, multilingual and multi-faith programming.” It broadcasts in several languages and targets many cultural groups in Canada, including South Asian, Italian, Portuguese, Chinese, and Caribbean communities.
How to detect Bias
- Who is the writer(s) or speaker(s)?
- Do they have authority to speak about the subject?
- Does the information provide facts and evidence?
- Does it use stereotyping, or appeal to fear or emotion?
- Does it ignore any people or groups?
- How does the information fit with what you already know?
- How could you verify the information for accuracy?
lobbyists
- A lobbyist is someone hired by a group to influence MPs and
government officials. - Lobbyists must register with a Commissioner of Lobbyists, so
everyone in Canada can know who they are and who they
represent. Lobbyists voice the views of groups on issues that affect
their members, products or services. These issues can also affect all
Canadians. Within the federal political system, lobbyists provide
different perspectives and in-depth expertise on many issues. - The Federal Accountability Act introduced rules that require
lobbyists to document which MPs and government officials
they meet with.
Chapter 2: To what extent is the justice system fair and equitable for youth?
Create a multimedia presentation
sharing your position on youth
justice issues.
How are youth justice and adult justice
different in Canada?
Youth:
* Deals with 12- to 17- year olds in trouble with the law.
* Allows some young offenders to face consequences such as counselling and community service.
* Prohibits adult sentences for youths 12 to 14 years of age. Allows adult sentences for young people 14 years of age and older who have committed serious crimes.
* Protects the privacy of young offenders. News media may not publish their names unless they receive an adult sentence.
* Allows most young offenders to avoid a criminal record.
Adult:
* Deals with adults in trouble with the law.
* Makes going to court the usual consequence for breaking the law.
* Defines adult sentences, which can include long periods of imprisonment for some crimes.
* Allows the publication of offenders’ names.
* Creates a criminal record for most offenders.
If arrested, you have the right to:
- remain silent
- speak to a lawyer, parent or guardian
- to have parents with you during questioning
- to have a lawyer if you go to court
What happens if a young person breaks the law?
See images 4, 5
What was youth justice like before the YCJA?
Before the YCJA, every young person who broke the law was
charged and went to court. This often meant:
* Young offenders did not face consequences for a long time,
because the courts are busy with many cases and offenders.
* The consequences did not always connect back to the people
and communities the offence affected.
Additionally, the YOA (Young Offenders Act) placed more emphasis on punishment than rehabilitation
What factors determine the consequences young offenders face?
- The seriousness of the offence. For example, a violent offence
is more serious than a non-violent offence. - The history of the young person. Someone who’s been in
trouble before may face more serious consequences than a
first-time offender. - The attitude of the young person. A young person who takes
responsibility for their actions will face less serious
consequences than someone who does not. - The circumstances of the young person. For example, a
young person’s actions may relate to substance abuse, or to a
situation they face at home or in their community. They may
need support from a social worker more than consequences
from the justice system.
What are the objectives of the YCJA?
The following principles apply in the
Youth Criminal Justice Act:
(i) prevent crime by addressing the circumstances underlying a young person’s offending behavior,
(ii) rehabilitate young persons who commit offences and reintegrate them into society, and
(iii) ensure that a young person is subject to meaningful consequences for his or her offence in order to promote the long-term protection of society.
(iv) the criminal justice system for young persons must be separate from that of adults and [recognize]… their reduced level of maturity.
Are the consequences for young offenders
appropriate?
Very controversial topic, as many believe they are not due because public safety is more important, such as removing the media ban and giving out harsher sentences
What responsibilities do jurors have?
- Under the YCJA, a person 14 years of age or older may
choose to be tried by a judge and jury for certain serious
offences, such as assault or murder. - For these offences, juries always have twelve people and all
twelve must agree on the verdict. Their decision must be
unanimous. - Anyone 18 years of age and older who is a Canadian citizen is
eligible for jury duty, with some exceptions. For example, people
convicted of some crimes are not eligible. - Serving on juries is considered a duty of Canadian citizens.
- If you are summoned to jury duty, it’s your responsibility to
appear at the courthouse on time. You must make whatever
arrangements are necessary for transportation, time off work or
classes, and rebooking appointments. - Employers have to give you time off for jury duty, but don’t have
to pay you. - People are excused from jury duty only if they can demonstrate
that it would cause them undue hardship.
Juries are sequestered from the outside world, and are expected to make a decision based on only the evidence presented
How do you read a political cartoon?
What symbols does the cartoon use?
What situation does the cartoon show?
What’s the message?
Describe the situation in one sentence, then replace symbols with meanings
How do you determine the validity and authority of a source?
Does the speaker have experience or qualifications to speak about the topic?
Does the information come from a reputable source?
Does the source/ information state facts, opinions or bias?
Does the source/ information represent balanced points of view and perspectives?
Does the source information meet your research needs?
What do justice advocacy groups do?
- Canada has two major citizen-led organizations involved in the
justice system: the John Howard Society and the Elizabeth Fry
Society. - These organizations work independently of government. They try
to solve the underlying reasons for crime. - They provide public education about laws and the justice system,
including the Youth Criminal Justice Act. - They work with youths and adults who have broken the law to
help them return to their communities. For example, they may
help them find jobs and places to live. Sometimes they arrange
meetings between victims and offenders to help everyone move
forward. - They stand up for the rights of youths and adults accused of
crimes. - They call for measures to improve the fairness of the justice
system for people accused of crimes and those harmed by crime. - The Elizabeth Fry Society focuses on justice issues for women and
girls. The John Howard Society works with men, women, boys and
girls in trouble with the law
What role do Elders have in the justice
system?
They use traditional methods that are sometimes more effective on aboriginal youth, mainly sitting in a circle and talking
Chapter 3:
How effectively does Canada’s
Charter of Rights and Freedoms
protect your individual rights?
Organize an informal debate
about individual rights and
freedoms in Canada.
What is the Charter of Rights and
Freedoms?
- The Charter of Rights and Freedoms is part of Canada’s
constitution. The constitution sets out the framework for how
Canada is to be governed. - The constitution is the highest law of Canada. All other laws must
be consistent with it. - Before the Charter, Canada’s provincial and federal government
had — and still have — a variety of laws about individual rights.
The Charter created constitutional protections for individual
rights and freedoms, which apply to laws and governments across
Canada. - With the Charter, Canadians can challenge in court laws that
restrict their rights. The judicial branch makes decisions about
these challenges by interpreting how to apply the Charter. It
strikes down laws that restrict rights in an unjustified way. - The Charter says that Canada’s government is justified in
restricting rights, if the restrictions are necessary to maintain
Canada as a free and democratic society.
Parts of the charter
Fundamental Freedoms
* The freedom to express your opinions.
* The freedom to choose your own religion.
* The freedom to organize peaceful meetings and demonstrations.
* The freedom to associate with any
person or group.
Democratic Rights
* The right to vote for members of the House of Commons and of provincial legislatures.
* The right to vote for a new government at least every five years.
Mobility Rights
* The right to move anywhere within Canada and to earn a living there.
* The right to enter, stay in, or leave Canada.
Legal Rights
* The right to be free of imprisonment, search and seizure without reasons backed by law and evidence.
* The right to a fair and quick public trial by an impartial court that assumes that you are innocent until proven guilty.
Equality Rights
* The right to be free of discrimination because of race, national or
ethnic origin, religion, gender, age, or mental or physical disability.
What does the Charter reflect about today’s
society compared to the past?
Indian Act: Aimed at forceful assimilation and destroying indigenous culture (fundamental freedom and equality right violation)
Women’s suffrage: Once banned women from voting (democratic right violation)
War internment: Internment labor camps took away everything (every right violation)
