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Our Country, Our Parliament

Learn About Parliament

Graphic for activity 1

Section 1: The Road to Democracy

Downloads:

  • Booklet: Section 1 Download the PDF
  • Combined Section 1 activity handouts: The Road to Democracy Download the PDF
  • Handout: Mustafa Takes a Walk Download the PDF
  • Handout: Charter of Me Download the PDF
  • Handout: Comparing Charters of Me Download the PDF
  • Handout: Group Charter Download the PDF
  • Activity 4: Spot the Freedom, Spot the Right

    Objectives
    To follow up on information introduced in Our Country, Our Parliament about the Canadian Charter of Rights and Freedoms.

    Instruction Levels

    Materials

    Graphic for activity 4

    Teacher Notes
    Have students read about the Constitution and the Canadian Charter of Rights and Freedoms in Our Country, Our Parliament. Complete the Talk About It! and Word Builder activities. Have a class discussion:

    How does the Parliament of Canada help protect these rights and freedoms? Use a copy of the Canadian Charter of Rights and Freedoms to show the rules that govern and protect all Canadians.

    Photocopy and distribute the handout Mustafa Takes a Walk. When the students are finished reading it, have them answer the questions at the end. Ask your students to give examples from their own lives of the rights and freedoms they enjoy in Canada.

    Extend This Activity
    Have students write down the rights and freedoms they have living in Canada that are most important to them. Encourage students to think about their own rights and freedoms and how they affect their everyday lives.

    Divide the class into small groups and assign each group a section of the Canadian Charter of Rights and Freedoms. As a group, have students discuss and summarize their section, becoming very knowledgeable about it. Regroup students so that there is one member from each of the original groups in each of the new groups and have students complete a jigsaw activity, sharing what they have learned with their new group. Once students have finished telling their new group about their section of the Charter, have students return to their original groups and create scenarios in which a person's rights or freedoms are disrespected. After watching each scenario, the class must guess which rights or freedoms have not been respected.

    Assessment Tool
    Spot the Freedom, Spot the Right Group Work Rubric (T).

    After completing the discussion of the Charter, ask students about their countries of origin: Which rights and freedoms do people have there that are the same as those in Canada? Which are different? Can they think of examples of activities and values that reflect these similarities and differences? Instruct students to make a Venn diagram of the rights and freedoms that are shared and different between their countries of origin and Canada.

    Mustafa Takes a Walk Answer Key

    Activity 5: My Rights, My Freedoms

    Objectives

    Instruction Levels

    Materials

    Teacher Notes
    Review what kind of rights and freedoms are protected by the Canadian Charter of Rights and Freedoms. Use Our Country, Our Parliament (pages 12–13) for review. Ask students to suggest examples under each category.

    Have your school's list of student regulations handy. See how many of these rules the students can identify. Are there any rules with which students disagree? Which rules would they change? Which ones would they add?

    Discuss with your students their family rules. Does everyone in the family agree to these rules? What happens when someone breaks a rule?

    Tell your students that they are going to make a personal charter of rights and freedoms. They can have fun with this, but they will have to defend their choices. Distribute the Charter of Me handout.

    Allow students time to think about their choices; this activity could be done in class or as a homework assignment.

    Once the students have written their charters, divide the class into groups of three or four students. Give each group one of the Comparing Charters of Me handouts. Ask the groups to consider each other's completed Charter of Me sheets. Are there any similarities? Any differences? Any contradictions? Ask them to fill out the Comparing Charters of Me handout together, either sharing responsibility for recording or assigning one recorder per group.

    Ask students to present their findings to the rest of the class; keep track of similarities and differences on the board. (Note: If students are completing the extension activity, below, these questions can be addressed after completing the Comparing Charters of Me handout or after completing the Group Charter handout.)

    Students may conclude that a diversity of charter authors results in rules that protect more people and situations, although it may require more discussion, consultation and time to do so. The Canadian Charter of Rights and Freedoms was created by many authors.

    Assessment Tool
    My Rights, My Freedoms Peer Assessment (S)

    Extend This Activity
    Working in the same groups used to complete the Comparing Charters of Me sheet, have students create a group charter using the Group Charter handout. Encourage students to engage in discussion with their peers in order to complete the activity. Once the group charters are complete, have a few groups share their charters with their classmates. Lead the class in a discussion about the different ways students came to an agreement on what to include (e.g. did one student dominate or was it a group consensus?). Discuss any difficulties students faced in coming to an agreement when there was a diversity of opinion.

    © Library of Parliament | Revised: 2009-09