Table of Contents
Saskatchewan Curriculum Outcomes and Indicators…………..
p. 4
Abstract……………………………………………………………..
p. 5
Annotated Resources
Part I
Section 1.0: Voter turnout and participation in Canada
Uppal, S. & LaRochelle-Cote, S. (2012). Factors Associated with Voting. Statistics
Canada. Retrieved from http://www.statcan.gc.ca/pub/75-001-x/2012001/article/11629eng.pdf
…………………………………………………………………….
p. 5
Pammet, J. & LeDuc, L. (2003). Explaining the Turnout Decline in Canadian Federal
Elections: A new survey of non-voters. Elections Canada. Retrieved from
http://www.elections.ca/res/rec/part/tud/TurnoutDecline.pdf
……………………………………………………………………..
p. 5-7
Section 1.1: Aboriginal turnout in Canadian Elections
Harell, A., Panagos, D. & Mathews, J. (2009). Explaining Aboriginal Turnout in Federal
Elections: Alberta, Saskatchewan and Manitoba. Elections Canada. Retrieved from
http://www.elections.ca/med/eve/APRC/abo_turnout_e.pdf
……………………………………………………………………..
p. 7-9
Section 1.2: Groups that were historically denied the vote in Canada
Historical piece(s) on women gaining the vote in Canada
Vote. (2013).Women’s Suffrage and Beyond, confronting the Democratic Deficit, Course
outlines and Teaching materials. Retrieved from
http://womensuffrage.org/?page_id=22328
……………………………………………………………………….
p. 9-11
Historical pieces on Aboriginal peoples gaining the vote in Canada
CBC News. (2010). First Nations right to vote granted 50 years ago. CBC. Retreived
from http://www.cbc.ca/news/canada/north/first-nations-right-to-vote-granted-50-yearsago-1.899354
……………………………………………………………………….
p. 11
1
Part II
Section 2.0: The election process in Canada
Legislative Assembly of Saskatchewan. (2014). Election of a Member. Saskatchewan
Government. Retrieved from: http://www.legassembly.sk.ca/about/election-of-a-member/
…………………………………………………………………… p. 12-13
Part III
Aboriginal Governance
Section 3.0: Traditional Aboriginal forms of self-government
Dickason, P. & Newbigging, W. (2006). A Concise History of Canada’s First Nations.
Toronto: Oxford University Press.
……………………………………………………………………….
p. 13-14
Section 3.1: The Aboriginal fight for self-government in Canada
Canadian Senate. (2010). First Nations Elections: The choice is inherently theirs: Report
of the Standing Senate Committee on Aboriginal Peoples. Government of Canada.
Retrieved from
http://www.parl.gc.ca/Content/SEN/Committee/403/abor/rep/rep03may10-e.pdf
…………………………………………………………………………
p. 14-15
Part IV
Citizenship and Citizen defined
http://growing-together.uregina.wikispaces.net/
…………………………………………………………………………
p.15-16
Citizenship Foundation. (2012). What is Citizenship Education? Citizenship Foundation.
Retrieved from: http://www.citizenshipfoundation.org.uk/main/page.php?286
…………………………………………………………………………
p.16-17
Van Otterdijk, R. Principles of Citizen Education. Istepec. Retrieved from:
http://python.espe-bretagne.fr/istepec/article.php3?id_article=84
2
…………………………………………………………………………
p. 17-18
Government of Canada. (2012). The Rights and Responsibilities of Citizenship. Government
of Canada. Retrieved from:
http://www.cic.gc.ca/english/resources/publications/discover/section-04.asp
…………………………………………………………………………
p. 18
Government of Canada. (2014).Constitution Act, 1982. Government of Canada. Retrieved
from http://laws-lois.justice.gc.ca/eng/const/page-15.html
…………………………………………………………………………
p. 18
UNICEF. UN Convention on the rights of the child: In child friendly language. UNICEF.
Retrieved from: http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf
…………………………………………………………………………
p. 18-19
Image of Document pg. 20
Canadian Heritage. (2002). The Canadian Charter of Rights and Freedoms. Government of
Canada. Retrieved from: http://publications.gc.ca/collections/Collection/CH37-4-32002E.pdf
…………………………………………………………………………
p. 21
Kellogg, Steven. (1998). Johnny Appleseed. New York: Morrow Junior.
…………………………………………………………………………
p.21-23
Part V
Sample lesson plans on how to teach Citizenship in the classroom
*See section V for references.
…………………………………………………………………………
p.24+
3
Citizenship: Inquiry Project
Grade 4 Social Studies Outcomes
Outcome: PA4.3
Demonstrate an understanding of the First Nations system of governance.
a. Research the structures of governance in First Nations communities (e.g., local
band council, tribal council, Federation of Saskatchewan Indian Nations,
Assembly of First Nations).
b. Compare the traditional processes for selection of leaders in First Nations
communities to current practices for selection of leaders in First Nations.
Outcome: PA4.1
Analyze the relationship between governance institutions in Saskatchewan and the
quality of life of people in the province.
a. Identify ways in which Saskatchewan people can be involved in making
decisions, which affect their local communities (e.g., run as a candidate for school
board, local government, or band elections; vote during elections; attend
community forums).
b. Describe ways in which Saskatchewan people can be involved in the democratic
process regarding decisions which affect their province, and explain why it is
important to be an active participant in the democratic process (e.g., vote in
provincial elections; belong to a political party; run for member of the provincial
or First Nations legislative assembly; communicate with the member of the
legislative assembly about issues of concern).
4
Abstract
This project will examine citizenship in the context of Canadian governmental
institutions and citizens’ ability to actively participate in government and the decision
making process in the local and national community. The first section of resources will
examine the vote, modern day voter turnout in Canada, reasons why certain groups vote
less than others, and groups who historically were not able to take part in the election
process (vote). The second section will examine the process that individual citizens can
undergo in order to run in elections themselves, i.e. actively take part in the Canadian
Government and actively make decisions that will affect them and their communities.
The third section will focus on First Nations government structures, traditionally and
modern day, and will also look at the fight First Nations peoples had to undergo with the
Canadian Government in order to achieve rights to self governance.
The final section will examine what it means to be a citizen and some of the
invisible barriers excluding citizens from the voting process, from taking an active part in
the government, and from the communities as a whole. It will examine ways to teach
Citizenship in the classroom. What Citizenship Education would look like in the
classroom, the different aspects of Citizenship Education and what being a good citizen
ultimately looks like. We will also examine the UN Declaration of the Rights of the Child
along with the Canadian Charter of Rights and Freedoms and look at some of the rights,
equalities and protections that we as Citizens are ensured through the UN and through the
Government of Canada.
5
Annotated Resources:
Part of being a Citizen in a Democratic Nation is having the right to vote, the right to
choose your leaders, and a voice in the decision making process behind the legislation
that will affect you and your community.
Part I
Section 1.0: Voter turnout and participation in Canada
Statistics and Research on Canadian Voter Turnout:
1.) Uppal, S. & LaRochelle-Cote, S. (2012). Factors Associated with Voting. Statistics
Canada. Retrieved from http://www.statcan.gc.ca/pub/75-001-x/2012001/article/11629eng.pdf
This article explores the voting rates in Canadian society. This study found that
the likelihood to vote increases in correlation with age and education, i.e. young people
are less likely to vote than older people and people with higher levels of formal education
are more likely to vote than those with lower levels (p. 3). Factors such as having
sufficient time and access to vote also affected the individuals’ likelihood to vote, as
single parents with young children were found to be less likely to vote than people with
no children and couples with children (p. 3). Socioeconomic factors also come into play,
homeowners were found to have higher voting rates than renters, those who were
employed were more likely to vote than those who were not employed, and furthermore
those working in high skill occupations were the most likely to vote within the group of
those who were employed that voted (p. 3). Immigrant citizens were also found to be less
likely to vote than Canadian born citizens.
2.) Pammet, J. & LeDuc, L. (2003). Explaining the Turnout Decline in Canadian Federal
Elections: A new survey of non-voters. Elections Canada. Retrieved from
http://www.elections.ca/res/rec/part/tud/TurnoutDecline.pdf
6
This article discuss the Canadian decline in voter turnout, falling from 75% of
registered voters participating in Federal elections in the years immediately following
World War II, to only 61% of registered voters participating in the 2000 general election
(p. 9). The researchers explore factors such as age, negative feelings toward politics, lack
of interest, lack of information, and personal/administrative issues (i.e. too busy, were not
registered to vote, did not know where the polling stations were located etc.) as reasons
why voter turnout has declined. The study found that there is a direct correlation between
higher incomes and higher voting frequency, i.e. those from higher income brackets were
more likely to vote (p. 33). Factors found to decrease voter turnout included being new to
Canada (immigrant citizens), age (younger people are far less likely to vote), as well as
geographical mobility (p. 33). The following socio-demographic factors were considered
in this study to explain lower voter participation and were found to correlate with lower
turnout:
Age, as measured by year of birth (younger people are less likely to vote).
Education, as measured by the highest level of formal education achieved (people
with higher educations are more likely to vote). Income, as measured by total
household income (people from higher income brackets are more likely to vote).
Place of birth, whether inside or outside Canada (new immigrants to Canada are
less likely to vote). Mobility, as measured by the length of residence in the current
neighbourhood or community (p. 19).
Age seemed to be the most significant factor affecting voter turnout, the study found that
those who were eligible to vote for the first time in the 2000 election, the youngest cohort
7
of eligible voters, voted at a rate of only 22.4%. (p. 1). The young voters often cite a lack
of interest in politics and administrative problems for not voting.
The article offers some possible ways to remedy this alarming statistic. One way
that is suggested is to increase electoral and political education in schools, i.e. promoting
voting in schools and providing the students with the information and tools that they need
to vote.
Section 1.1: Aboriginal Turnout in Canadian Elections
3.) Harell, A., Panagos, D. & J. Mathews. (2009). Explaining Aboriginal Turnout in
Federal Elections: Alberta, Saskatchewan and Manitoba. Elections Canada. Accessed
Oct 5, 2014 at:
http://www.elections.ca/med/eve/APRC/abo_turnout_e.pdf
This Elections Canada study examines Aboriginal voter turnout in Canada, which
is significantly lower than the overall national average generally coming in at below 50%
(48% of on-reserve Aboriginals and 51% of off reserve reported voting in the 1997
election). There are differences between bands, provinces, and geographic location as
well, however, overall Aboriginal voter turnout remains incredibly low. Similar voting
patterns were found within the Aboriginal population as in the general Canadian studies,
age was a huge factor that affected whether one choose to vote or not (the younger the
citizen is the less likely they are to vote) and socio-economic factors such as income also
played a role, individuals earning less money are less likely to vote (p. 18).
Disproportionate levels of poverty and low education within Aboriginal population
brackets in Canada are a huge factor affecting the low voter participation.
Some reasons put fourth in this study, and tested, to explain low Aboriginal voter
turnout include:
8
-Aboriginal peoples have had a varied relationship with the Canadian state
-Aboriginals are not politically apathetic but rather they view community- specific
Aboriginal Organizations as the appropriate sites for political mobilization.
-Aboriginals do not feel represented/are disengaged from the Canadian state due to
negative experiences
The study, however, found that the negative experiences, dissatisfaction with
negotiations and a lack of trust in the federal government by Aboriginal peoples actually
increased involvement by Aboriginal peoples in the electoral process. This finding
debunks the earlier post-colonial thesis that low participation was linked to a distrust in
government.
A very interesting piece of data found through this research project is that
although it was assumed English speakers, or those whose first language was English
would be most likely to vote, the researchers discovered that those who spoke Cree at
home (as their ancestral language) were the most like to vote at %60 voter turnout and
English speakers only came in at %45 voter tunrout.
Section 1.2: Groups that historically were denied the vote in Canada
Today one of the largest factors contributing to low voter participation in
Canadian elections, in regards to age, is the lack of education and information on how to
actually go about voting as well as a general apathy or an attitude that ones vote does
not count or that it is ultimately meaningless. I, myself, felt this way the first time that I
was eligible to vote. After telling my father that I was not planning on voting he chastised
9
me and marched me straight down to the polling station. He told me that as a woman, a
member of a group who only recently gained access to the vote in Canada, and as late as
in 1940 in Quebec, that I had a responsibility to my sex, and the women who had fought
so hard to gain the vote for themselves and for the generations to come, to vote.
Historical pieces on women gaining the vote in Canada:
4.) Vote: Women’s Suffrage and Beyond, confronting the Democratic Deficit, “Course
outlines and Teaching materials”. Retrieved from
http://womensuffrage.org/?page_id=22328
This website was started by a group of female educators working at the University
of British Columbia in Vancouver, B.C. Lead by Dr. Veronica Strong-Boag a Canadian
Historian within the institute of Gender, Race, Sexuality, and Social Justice and
Educational Studies this site was born. It provides teachers with resources, lesson plans,
course outlines and teaching materials on women, women’s rights, feminism and
women’s history. Some of the resources would have to be adapted for a younger age
group, however, there are also many links under ‘Kids’. There is a lot of American and
British history information on this site as well but it is a Canadian site so there is plenty
of Canadian historical content (try typing “Canada” into the sites search engine to narrow
down the search). There are also resources in regards to First Nations Enfranchisement in
Canada on this site. This is an incredibly rich resource full of information for teachers.
Example of a resource from this website:
Sherwin, A. “Votes for Indians and Women in the New Dominion: the Case of Peter E.
Jones or Kahkewaquonaby (1843-1909),” Retrieved from
http://womensuffrage.org/?p=21548
10
-This resource describes a historical figure, Dr. Jones, the child of a Caucasian mother
and Status Indian father. Dr. Jones was one of the first status Indians in Canada to obtain
a medical degree. He returned to his reserve in Ontario after completing his degree and
was elected as the Secretary of the Grand Indian Council. In an election that Dr. Jones
organized in 1885 he allowed Aboriginal women to vote, for the first time. Later when a
government commission came to Dr. Jones’ community to determine eligibility for band
membership Jones decided to give women the right to vote on the issue alongside the
men.
*Although their votes were later ignored in Ottawa by the government commission.
Historical pieces on Aboriginal peoples gaining the vote in Canada:
5.) CBC News. (2010). First Nations right to vote granted 50 years ago. Accessed Oct
10, 2014: http://www.cbc.ca/news/canada/north/first-nations-right-to-vote-granted-50years-ago-1.899354
This article discusses how in 1960 Canadian Prime Minister Diefenbaker granted
Aboriginal People in Canada the right to vote. Aboriginal people had only previously
been eligible to vote in Canada at the cost of losing their Treaty Rights and their Indian
Status. A Dene chief interviewed in this article says that he has mixed feelings about the
Prime Ministers action. He says he wants to participate in Canadian society and he
describes receiving the vote as being “made Canadians” but also points out that he was
“made a Canadian” without first being consulted, Diefenbaker simply changed the law
without any meaningful consultation with First Nations people before doing so.
11
Part II
Section 2.0: The Election Process in Canada
Information on how to run for election in Saskatchewan
6.) Legislative Assembly of Saskatchewan. (2014). Election of a Member. Saskatchewan
Government. Retrieved from http://www.legassembly.sk.ca/about/election-of-a-member/
This is a Government website that provides information on the process/steps that
must be undergone in order to run in Saskatchewan Provincial Elections. The Election
Act, 1996 states that any Canadian citizen who is 18 years or older, eligible to vote, and a
resident of Saskatchewan can become a candidate and run for election in the Legislative
Assembly of Saskatchewan.
-The candidate must file out their nomination papers and pay a deposit of $100
-The candidate must be approved and chosen by a political party in order to run for that
party in their constituency, or,
-The candidate can run as an independent candidate (not as member of a particular party),
however, these candidates often have to pay their own election expenses such as printing,
advertising, lawn signs etc.
This website also contains information on the roles of the different members of
parliament, the role of the speaker, information on how laws are made and many more
resources describing the functions of the Provincial Government. There is also a
‘Learning Opportunity’ section, which is a teacher resource
(http://www.legassembly.sk.ca/about/role-speaker/ssti/), a professional development
program that is offered by the government to practicing teachers in order for them to
better understand and teach about government.
12
This exciting professional development program provides teachers with an all
encompassing overview of the realities of democracy and its importance in our
society, thereby equipping them with valuable knowledge to successfully convey
the issues and intricacies of modern Parliament to their students. The Institute
also promotes the sharing of ideas, resources and methodologies for teaching
about parliamentary democracy with fellow participants.
(http://www.legassembly.sk.ca/about/role-speaker/ssti/)
*Teachers must apply to take part in this program and the application forms and
information is provided on this page.
Part III
When examining the concept of citizenship it is important to look at citezenship not just
from the standpoint of the dominant culture in your society. In Canada it is vital to look
at it from an Aboriginal perspective as well, look at what citizenship meant historically in
different Aboriginal cultures, look at the way Aboriginal governments were organized
historically and look at these governments today.
Aboriginal Governance
3.0 Aboriginal traditional forms of self-government
7.) Dickason, P. & Newbigging, W. (2006). A Concise History of Canada’s First
Nations. Toronto: Oxford University Press.
This is the assigned textbook for Indigenous Studies 100 at the University of
Regina. It is unique in the sense that unlike the vast majority of History textbooks it
begins at the beginning 75,00-15,000 BP, instead of when Canada was colonized. This
textbook provides a comprehensive overview of Aboriginal history, traditional
13
Aboriginal communities, traditional Aboriginal governance and ways of life,
colonization, treaties, residential schools, repression and the eventual road to Aboriginal
self-governance and Aboriginal rights.
This book describes examples of certain Aboriginal groups traditional forms of
government. The Iroquios for example had five nations, each with their own village and
its own council (p. 40). The councils would then meet to make decisions. The council
leaders called sachems were chosen by the women of the villages and the women also
reserved the right to order their removal. Within the confederacy each tribe had a vote (p.
40).
3.1 Aboriginal fight for self-government in Canada
8.) Government of Canada. (2014). Aboriginal Self Government. Government of Canada.
Retrieved from http://www.aadnc-aandc.gc.ca/eng/1100100016293/1100100016294
This is a Government of Canada web page that gives an overview and some
statistics relating to the Aboriginal self-government agreements with the Canadian
Government and where they each are at with each of these agreements. There are
currently 21 signed self-government agreements and 90 others in negotiation with the
Canadian Government.
9.) Canadian Senate. (2010). First Nations Elections: The choice is inherently theirs:
Report of the Standing Senate Committee on Aboriginal Peoples. Government of
Canada. Retrieved from
http://www.parl.gc.ca/Content/SEN/Committee/403/abor/rep/rep03may10-e.pdf
This article looks at Aboriginal self-government, the issues and challenges
associated with achieving it and the way that it was outlined in the Indian Act. The
14
electoral system, the appeals process, the history of the Indian Act and custom elections,
as well as testimony of Aboriginal community members about these issues are all
included in this study. The Indian Act outlined the electoral system for Aboriginal
peoples, undermining their traditional practices and enforcing European structures of
government on Aboriginal communities under what was deemed “self governance”. The
electoral process for choosing community leaders was redesigned in accordance with
European customs and the system that exists today is removed from traditional cultural
practices of the bands. Although section 74 of the Indian Act allows for custom changes
to be made to specific communities systems theses changes still operate within the
European framework set out in the Indian Act, and thusly are still removed from cultural
and traditional forms of governance.
In section 35(1) of the Constitution Act, 1982, the government acknowledges that
“Aboriginal rights are pre-existing rights, not dependent on Canadian laws or the
Constitution for their existence… leadership selection is an inherent right of selfgovernment and therefore a constitutionally protected right” (p. 38).
*The Supreme Court of Canada has not yet explicitly ruled on this matter though.
Part IV
Citizenship and what it means to be a Citizen
10.) http://growing-together.uregina.wikispaces.net/
This resource provides information on how place based learning and communal
gardening can teach students to be active citizens in their communities. Using communal
gardening as place, you can effectively teach many themes inherent in social justice
15
education. Being a Citizen doesn’t end with knowing your rights, it extends beyond this to
understanding the rights of others and the social implications of what happens to the
individual and to society as a whole when people’s rights are taken away. Community
gardens promote students’ active engagement on topics such as Treaty Education, Poverty,
and Relationships, and can be interwoven into all subject areas. One quote from this resource
that inspires active citizenship is “I know our students are walking away from the seventh
grade experience having a deep appreciation for their own environment and the intrinsic
value of the public lands for all. They understand our responsibility to be stewards of our
land and not just users of it.” (Place-Based Education, 2010, p.5)
11.) Citizenship Foundation. (2012). What is Citizenship Education? Citizenship Foundation.
Retrieved from: http://www.citizenshipfoundation.org.uk/main/page.php?286
This website discusses what citizenship education is. Citizenship is about developing
student’s abilities to make their own decisions and take responsibility for the choices that
they make. The act of citizenship ties into personal choices and the individual rights that all
people have in a democracy. Citizenship education is not about teaching people how to be a
“good” citizen, it is about teaching people that their rights as individuals matter and that their
choices can help create better communities and better countries. The Citizenship Foundation
states that “Democracies depend upon citizens who, among other things, are:

Aware of their rights and responsibilities as citizens;

Informed about the social and political world;

Concerned about the welfare of others;

Articulate in their opinions and arguments;

Capable of having an influence on the world;
16

Active in their communities;

Responsible in how they act as citizens.”
The core to all things democratic is the ability to view oneself as a citizen with a voice.
Citizenship education does not have to be viewed as a large all encompassing concept, it
can be considered on an individual basis and be student focused. Teaching your students
about responsibility, to use moral reasoning, and engaging your students in current events
will all aid in the process of helping them learn to become active citizens. Citizenship
education benefits students by:

It helps them to develop self-confidence and successfully deal with significant
life changes and challenges such as bullying and discrimination;

It gives them a voice: in the life of their schools, in their communities and in
society at large;

It enables them to make a positive contribution by developing the expertise and
experience needed to claim their rights and understand their responsibilities and
preparing them for the challenges and opportunities of adult and working life.
12.) Van Otterdijk, R. Principles of Citizen Education. Istepec. Retrieved from:
http://python.espe-bretagne.fr/istepec/article.php3?id_article=84
This article states that Citizenship is based on three basic principles:
Social and moral responsibility: learning from an early age to behave with selfconfidence and in a socially and morally responsible way within and beyond the
classroom, both to those in authority and towards each other. People have rights and
duties
17
Community involvement: learning about becoming involved in the life and concerns of
communities, including learning through community involvement and service to the
community. This can not only be the responsibility of education at school, but should be
in line with education at home.
Political literacy: learning about, and how to take part in and influence, public life
through knowledge, skills and values. Public life on a national and local level.
Government of Canada. (2012). The Rights and Responsibilities of Citizenship. Government
of Canada. Retrieved from:
http://www.cic.gc.ca/english/resources/publications/discover/section-04.asp
This is a Government of Canada website that provides a comprehensive break down of the parts
of the Charter of Rights and Freedoms that discuss citizenship and the rights and responsibilities
associated with citizenship in Canada.
Government of Canada. (2014).Constitution Act, 1982. Government of Canada. Retrieved
from http://laws-lois.justice.gc.ca/eng/const/page-15.html
This link is an actual charter in the Canadian Constitution Act (1982). It outlines each citizen’s
rights and freedoms, democratic rights, mobility rights, legal rights, equality rights, the two
official languages of Canada (French and English), education rights and the charters application
and enforcement.
The UN Convention on the Rights of a Child
Following, is a link to access the child friendly format of The UN Convention on the Rights of
a Child and the included rights:
UNICEF. UN Convention on the rights of the child: In child friendly language. UNICEF.
Retrieved from: http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf
18
“The United Nation Convention on the Rights of a Child is a human rights treaty which sets
out civil, political, economic, social, health, and cultural rights of a child” (2014). The
convention was created to ensure certain rights to all children ages 18 and under. This
document was created as a worldwide initiative in the hopes that all the nations in the world
would sign on, giving the children of their respective countries equal rights as citizens who
cannot always make decisions for themselves. This would potentially be a document that
gave the children equality around the world. Unfortunately, not all nations agreed but there
were enough that it was ratified by the required number of nations and made official on
September 2nd 1990. The nations that did agree to the UN Convention on the Rights of a
Child were bound to it by international law. It was not a document that suggested the children
had these rights, or that they could have some rights but others were dismissed. All children,
of every country that signed on had all the rights listed in the convention. Canada ratified the
convention in 1991.
Not only is it is important for the parents or guardians of children and teachers to know these
rights and abide by them, but for children to know the rights that they are entitled to. Here is a
link to access a colouring book with child friendly pictures and descriptions of each right. In a
classroom I would not hand out a colouring book to each child as it has many pages, rather
one page within the book to each student. After they have coloured the pages and completed
the book, you, as a teacher, can sit down and read the book describing each right. This is a
collaborative colouring book and could be put in the classroom bookshelf for students to
access at any time. On the last page, they have an open space to list, which the student’s
favourite right is. This opens up lots of classroom discussion as students can say what they
feel they are receiving, what rights they aren’t sure are being met etc.
http://teachunicef.org/sites/default/files/sites/default/files/documents/color_it_rights_coloring_bo
ok.pdf
19
20
Canadian Charter of Rights and Freedoms:
Canadian Heritage. (2002). The Canadian Charter of Rights and Freedoms. Government of
Canada. Retrieved from: http://publications.gc.ca/collections/Collection/CH37-4-32002E.pdf
The Canadian Charter of Rights and Freedoms was put in place to protect each citizens’
individual fundamental freedoms, democratic rights, mobility rights, legal rights and equality
rights. It also covers the rights of Aboriginal peoples of Canada. The Canadian Charter of
Rights and Freedoms is a document meant to enforce positive changes, ensure equality and to
uphold our societies values.
Kellogg, Steven. (1998). Johnny Appleseed. New York: Morrow Junior.
Outline of an in class Activity:
Read the book Johnny Appleseed and then do an activity with the class about what Johnny
Appleseed did to help the community.
Johnny Appleseed:

Loved his neighbours

Helped the community

Was a friend to animals

Cared for nature

Made things better wherever he went

Planted apple seeds to feed people for years

Was kind to all

Gave people trees

Was thankful

Treated everyone fairly
21

Loved the land

Showed a giving heart

Was respectful to all

Didn’t waste

Benet, Rosemary and Stephen Vincent. Johnny Appleseed. New York:
Margaret K, McElderry Books, 2001. Print.

Kellogg, Steven. Johnny Appleseed. New York: Morrow Junior, 1988. Print.

Stoutenburg, Adrien. "Johnny Appleseed." American Tall Tales. New York:
Puffin, 1966. Print.
Moral and Social Responsibility:
o Moral responsibility implies a knowledge and understanding of ‘right’ and ‘wrong’
and the ability and willingness to behave morally.
o Social responsibility suggests that an individual has responsibility to the community
or society in terms of choices about behaviours.
o Moral and Social Responsibility respect the rights of others and the relationship
between the individual and the community.
o As teachers we can teach moral and social responsibility with active learning by
having students participate in a variety of social situations. Students can participate
in social situations that include meaningful activities that promote learning through
experience and reflection.
Social and Moral Definitions Taken from: Kay, J. (2009) Social and Moral
Responsibility. In McManus, M and Taylor, G (ed.), Active Learning and Active
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Citizenship: Theoretical Contexts. Birmingham: HEA, pp. 114-131
Although this book does cover themes that are congruent with “good” citizenship there is
also the underlying stereotype that a citizen, in North America, is a white, pioneering
male. There are illustrations in this book that depict Native Americans perched in a tree
as if they are animals. This acts to other the Native Americans and forms the idea in the
readers mind that the definition of citizen does not include them.
This illustration, however, allows for the opportunity to bring up the theme of
stereotyping, racism, othering and which citizens have more authority and power than
others within our society. This is a great opening for a class discussion on these topics.
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