Collective Rights in Canada
CHAPTER 4
 Your identity as an individual describes who you are. This
identity is unique based on your personal characteristics,
values, experiences, and personal interests. Stop and think
about what defines your individual identity.
 Part of your individual identity includes the cultural group you
belong to and the place you are living. Are you a Canadian
citizen? You may be a Canadian and also belong to another
cultural group. Perhaps you're a member of Canada's First
Nations, for example, or Inuit. Or maybe you're a Francophone
or have a Ukrainian heritage. As a Canadian, you have a
Canadian identity. Stop and think what defines a Canadian
identity.
 Your individual identity is also influenced by the groups or
collectives that you belong to.
 Think about a group that you may belong to in your
community. Do you participate in a group sport, play in a band,
or attend a local boys or girls club? Perhaps you are a member
of a youth group. Each group has its own collective identity.
The collectives you belong to help to define your individual
identity.
Identifying Identity
 Canadian identity is based on strong values shaped by our history
and our diversity. Canadian values are part of the identity that
describes who we are within the global community as well. You
are part of the Canadian collective. You share common traits with
other Canadians. Your individual identity is influenced by the fact
that you are part of that Canadian collective.
 Part of your individual and Canadian identity is the rights and
freedoms guaranteed under the Charter of Rights and Freedoms.
Every individual in Canada, whether they are a Canadian citizen
or a permanent resident, has individual rights.
 The foundation of Canada’s history is based on histories of the
Aboriginals (First Nations, Métis, and Inuit), Francophones, and
Anglophones. The Canada that we know today would be very
different without the contributions of these three groups.
Collective rights for these founding groups are based on
historical legislation and constitutional rights. Collective rights in
Canada are rights guaranteed to these founding groups.
 As a citizen of Canada, you have many
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 The special groups that have
guaranteed collective rights
include the founding peoples
of Canada: Aboriginal peoples,
Francophones, and
Anglophones. The federal
government has established
collective rights to assist in
protecting the collective
Canada extends the protection of rights to
identity of each group.
certain collectives or special groups. This
 collective: a group that shares
protection of rights, called collective
or is motivated by a common
rights, is guaranteed in the Canadian
interest
constitution. No other country has this
type of legislation to protect the collective  collective right: a group right
as opposed to an individual
rights of a specific group. Not every
right
collective, however, enjoys this type of
 Collective rights are
protection.
guaranteed to Aboriginal
While there are many Canadian
peoples, Francophones, and
collectives, Canada has recognized the
Anglophones based on
importance of three collectives through
historical and constitutional
their protection in Canadian law.
reasons.
opportunities in life, including a good
education, a healthy lifestyle, and the
chance to be involved in political decision
making. These are a few of your individual
rights as a Canadian. Many nations, such
as the United States, Britain, and
Australia, have similar opportunities.
Inquiry Activity
 One collective that every Canadian belongs to is the country
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Canada. Canada is a unique country. What makes Canada
unique? You might say that Canada is unique because of its
diversity and multiculturalism; or because it has a Charter of
Rights and Freedoms that protects individual and collective
rights; or maybe because Canada is geographically the
second largest country in the world.
What can you think of that would be part of the Canadian
collective identity that makes Canada unique?
Identify “Trudeau, Niagara Falls among top Canadian icons,
poll finds” for a description of Canadian icons, symbols,
events, or things.
Complete the I Am Canadian activity.
Consider Canada’s collective identity. What symbols,
events, or icons described in the article “Trudeau, Niagara
Falls among top Canadian icons, poll finds” would be part of
Canada’s collective identity? Make sure you explain why
they are Canadian Icons.
The image on the right displays a
simplified description of the human
rights as outlined in the United Nations
Declaration of Human Rights (UNDHR).
As you explored in Module 2, globally,
everyone is entitled to these rights.
Imagine you lived in a world where it was
believed that one culture was better
than, or superior to, any other. This is the
definition of ethnocentrism. Based on
this ethnocentric philosophy, everyone
who lives in this world who is not a
member of this supposedly superior
group would be expected to lose their
cultural identity and become part of one
ethnocentric culture. To do so would fit
the definition of assimilate.
ethnocentrism: the belief, point of view,
or perspective that one’s culture is
superior to all other cultures.
assimilate: to become part of a different
cultural group and lose one’s own
cultural identity
View the video Continuing Negotiations: First Nations and
the State as you continue your exploration of the history
of the First Nations and their relationships with the
Europeans.
 Read pages 137 of your textbook
 How does the Canadian government attempt
to affirm collective rights in the Indian Act?
 Use the following structure to answer the
question.
 Sentence Starters
 Read Indian Act: 1876, 1880.
 Refer to the UNDHR. Which rights listed by the UNDHR are
denied by the Indian Act?
 Identify what is unfair and unacceptable in the rights
outlined in the Indian Act. Use evidence from the UNDHR to
support your answer.
 The Indian Act established the responsibility of educating
Aboriginal children. This resulted in the creation of
residential schools, which were designed to assimilate First
Nations children into mainstream society. These were livein schools where children were often taken from their
parents as young as six years old. At these schools, children
were not allowed to speak their language or practise their
culture. Often, they were not even allowed to associate
with their brothers and sisters. The students’ cultural
identity was taken away from them. The plan was that the
Aboriginal children would be assimilated into the Canadian
white people’s world.
Collective Rights in Canada
On page 138 of your textbook, read
the news article about the Indian Act
and Bill C-61 (First Nations
Governance Act). As you read,
identify the implications of changing
the Indian Act. Then consider how
changing the Indian Act will have an
impact on the citizenship and the
collective identity of First Nations
people.
Go to Indian Act to complete the
assignment.