Athabasca University
POLI 309 Canadian Government and Politics
Detailed Syllabus
Welcome to Political Science 309: Canadian Government and Politics. The
course is designed to provide a general introduction to the subject of
Canadian government and politics. It includes concepts that are relevant to
the study of political science and a general overview of the key institutions,
issues, processes, and people that demand and produce decisions on behalf
of the Canadian state. As you work through the course, you will acquire
critical, analytical, and practical skills that will serve you well in this and
other courses.
Course Objectives
After completing POLI 309, you should be able to
 Discuss how conflict is generated in Canadian society, and describe
the role of the political system in alleviating this conflict.
 Describe how Canadians differ from Americans and from one
another in their basic political values and beliefs.
 Describe how the Canadian political system is organized to make
decisions, and specify the key players in the process.
 Discuss various ways in which Canadians may participate in the
political process.
Course Outline
Part 1 Introduction
Unit 1 Studying Canadian Government and Politics
Learning Objectives – After completing Unit 1 you should be able to:
1. Discuss the role of politics and government in modern societies.
2. Describe what is meant by the Canadian political system.
3. Define the concept of the nation state.
4. Describe what is meant by the Canadian political system.
5. List the different approaches to the study of Canadian politics.
6. Describe the fundamental features of the Canadian constitution, and
how they differ from those of Great Britain and the United States.
7. Describe the Westminster model of parliamentary government.
Readings:
1.1
1.2
Unit 1 Commentary
Chapter 1: “Approaching the Study of Politics,” in Canadian Politics:
Critical Approaches, 5th ed., by Rand Dyck, pp. 3–25.
1.3
in
Chapter 2: “Institutional Foundations and the Evolution of the State,”
Canadian Politics: Critical Approaches, 5th ed., by Rand Dyck, pp.27-
43
Unit 2 Studying Canadian Government and Politics
Learning Objectives – After completing Unit 2 you should be able to:
1. Identify and discuss the reasons why Canada enjoys a close relationship
with the United States.
2. Identify the economic and cultural conflicts that have arisen out of
Canada–US trade relations and the policies promoted by Canada in these
fields.
3. Identify the international organizations to which Canada belongs, and
assess their influence on Canada.
4. Assess the argument that the Canadian nation–state is in a state of
decline.
5. Articulate what you think to be the significance of “globalization” for
Canada.
6. Assess the extent to which Canada’s institutions are able to meet the
needs of its citizens in this era of global governance.
Readings:
2.1
Unit 2 Commentary
2.2
Chapter 10: “Canada’s External Environment: The United States and the
World,” in Canadian Politics: Critical Approaches, 5th ed., by Rand Dyck,
pp. 207-236.
2.3
Chapter 8: “Class,” in Canadian Politics: Critical Approaches, 5th ed., by
Rand Dyck, pp. 161–189.
Part 2 The Societal Context
Unit 3 Political Culture, Political Socialization, and Canadian
Political Identity
Learning Objectives – After completing Unit 3 you should be able to:
1. Define political culture, and identify how it differs from political
ideology.
2. Identify those values that distinguish Canadian political culture from
American political culture.
3. Identify and discuss the significance of the Hartz–Horowitz thesis.
4. Assess the extent to which Canadian political culture is in danger of
becoming Americanized.
5. Define political socialization, and identify the main agents of political
socialization in Canadian society.
6. Identify the main political sub-cultures within Canada, and the
different processes of political socialization that help to shape and
sustain them.
7. Define the “conservative nationalism” associated with John
Diefenbaker and the Conservative Party prior to 1965, and discuss
what factors limit the viability of such nationalism today.
Readings:
3.1 Unit 3 Commentary
3.2 Chapter 11: ”The Canadian Political Culture,” in Canadian Politics:
Critical
Approaches, (2008) 5th ed., by Rand Dyck, pp. 239–268
3.3 Introduction by Andrew Potter to Lament for a Nation, by George
Grant,
40th anniversary edition (2005), pp. ix-xxvii.
3.4 Chapter 12: “Political Socialization, the Mass Media, and Public
Opinion Polls,” in Canadian Politics: Critical Approaches, 5th ed., by
Rand Dyck, pp. 269–297.
Unit 4 Regional, Economic and Class Cleavages
Learning Objectives – After completing Unit 4 you should be able to:
1. Identify the ways in which Canada’s geography and population
distribution have affected the structure and operation of its central
institutions.
2. Identify the main regional divisions in Canada.
3. Identify the key economic factors that distinguish regions.
4. Evaluate the significance of Canada’s historical development on the
politics of regionalism.
5. Identify the main arguments that express the central grievances of the
different regions in Canada.
6. Discuss the impact of regionalism on the operation and function of
Canada’s political system.
7. Discuss the relationship between regionalism and federalism.
Readings:
4.1
4.2
4.3
Unit 4 Commentary
Chapter 3: “The Societal Context: Cleavages and Identities,” in
Canadian Politics: Critical Approaches, 5th ed., by Rand Dyck, pp.
45–73.
Chapter 18: “The Provinces and the Federal System,” in Canadian
Politics: Critical Approaches, 5th ed., by Rand Dyck, pp. 437-–470.
Unit 5 Aboriginal Peoples
Learning Objectives – After completing Unit 5 you should be able to:
1. Define “Aboriginal” with respect to the Canadian context.
2. Trace the evolution of Aboriginal–Canadian relations.
3. Discuss the effects of development on Canada’s Aboriginal peoples.
4. Identify the major policies that have been instituted or initiated by the
federal government concerning Canada’s Aboriginal peoples, and
discuss their effects on these groups.
5. Discuss the meaning and significance of the Calder case and of
Aboriginal title.
6. Identify the different types of land claims.
7. Identify the significance of the inherent right to self-government.
8. Compare the views of Roger Townshend and Thomas Flanagan in
Issue 2 of Charlton & Barker’s Crosscurrents. Do they share any
premises? How do they differ?
Readings:
5.1 Unit 5 Commentary
5.2 Chapter 4: “Canada’s Aboriginal Peoples,” in Canadian Politics:
Critical
Approaches, 5th ed., by Rand Dyck, pp. 75– 98.
5.3 Issue 2: “Can Native Sovereignty Coexist with Canadian
Sovereignty?” in Crosscurrents: Contemporary Political Issues, 6th
ed., edited by Mark Charlton and Paul Barker, pp. 34-53.
Unit 6 French Canada and the Quebec Question
Learning Objectives – After completing Unit 6 you should be able to:
1. Discuss the historical evolution of French–English relations and its
effect on the development of Canada’s central institutions.
2. Identify and describe the major points of crisis in the history of
French–English relations.
3. Discuss what is meant by the term “Quiet Revolution.”
4. Compare and contrast the values and attitudes of Quebec before and
following the Quiet Revolution.
5. Identify the reasons for Quebec’s dissent from the 1982 amendment to
the Canadian constitution, and discuss the related components of the
Meech Lake Accord and the Charlottetown Accord.
6. Discuss the significance of the Clarity Act.
7. Account for the appeal, or lack thereof, of secession to Quebeckers.
Readings:
6.1
6.2
in
Unit 6 Commentary
Chapter 5: “The French–English Cleavage and the Quebec Question,”
Canadian Politics: Critical Approaches, 5th ed., by Rand Dyck, pp.
99– 121.
6.3
Issue 6: ”Is the Recognition of Quebec as a Distinct Nation a Positive
Step for Canada?” in Crosscurrents: Contemporary Political Issues,
6th ed., edited by Mark Charlton and Paul Barker, pp.135-157.
Unit 7 Gender, Multiculturalism and Representation
Learning Objectives – After completing Unit 7 you should be able to:
1. Identify the historical obstacles to women’s participation in politics.
2. Identify the milestones in women’s political participation.
3. Discuss the emergence of the women’s movement, its goals, and its
accomplishments.
4. Distinguish between pre-1970 and post-1970 immigration policy.
5. Discuss the extent to which Canada’s pluralism is reflected in its
institutions.
6. Articulate the current needs and concerns of women and minority
ethnic groups.
Readings:
7.1
Chapter 7: “Gender and Politics,” in Canadian Politics: Critical
Approaches, 5th ed., by Rand Dyck, pp. 141–159.
7.2
Chapter 6: “Other Ethnic Groups and Multiculturalism,” in Canadian
Politics: Critical Approaches, 5th ed., by Rand Dyck, pp. 123–139.
7.3
Issue 14: “Should Representation in Parliament Mirror Canada’s
Social Diversity?” in Crosscurrents: Contemporary Political Issues,
6th ed., edited by Mark Charlton and Paul Barker, pp.337-367.
Part 3 Governing
Unit 8 The Constitutional Context
Learning Objectives – After completing Unit 8 you should be able to:
1. Identify the importance of a constitution and its function in the
political system.
2. Discuss the historical events that led to Confederation.
3. Identify and discuss the three principles or “pillars” upon which the
Canadian constitution is based.
4. Identify the main reasons why the four original provinces agreed to
Confederation.
5. Identify the main principles of the Canadian Constitution, 1867.
6. Identify the main provisions of the Constitution Act, 1982.
7. Differentiate between the Canadian Bill of Rights and the Canadian
Charter of Rights and Freedoms.
8. Discuss the political context of the Meech Lake Accord, the
Charlottetown Accord, and the Calgary Declaration.
9. Discuss how the Secession Reference and the Delgamuukw decision
have affected Canada’s constitutional context.
10. Evaluate the arguments in support of and in opposition to future
constitutional renewal.
Readings:
8.1
Unit 8 Commentary
8.2
Chapter 2: “Institutional Foundations and the Evolution of the State,”
in
Canadian Politics: Critical Approaches, 5th ed., by Rand
Dyck, pp. 27–43.
8.3
Chapter 17: “The Canadian Constitution and Constitutional Change,”
in Canadian Politics: Critical Approaches, 5th ed., by Rand Dyck, pp.
409-436.
Unit 9 The Parliamentary System
Learning Objectives – After completing Unit 9 you should be able to:
1. Discuss parliamentary supremacy in Canada.
2. Identify what is meant by the “Westminster model” of government.
3. Compare the parliament–centred and cabinet–centred (Westminster
model) view of Parliament.
4. Identify and discuss the functions of the House of Commons.
5. Identify the different stages and types of legislation.
6. Differentiate between majority government and minority government.
7. Contrast the intended functions of the Senate with those functions it
actually performs.
8. Outline the composition of, and the process for appointment to, the
Senate.
9. Identify and discuss proposals for parliamentary reform (e.g., Triple–
E Senate).
10. Differentiate between arguments in support of and against party
discipline in the Canadian political system.
Readings:
9.1
Unit 9 Commentary
9.2
Chapter 23: “Parliament,” in Canadian Politics: Critical Approaches,
5th ed., by Rand Dyck, pp. 599–638
9.3
Issue 9: “Should Party Discipline be Relaxed?” in Crosscurrents:
Contemporary Political Issues, 6th ed., edited by Mark Charlton and
Paul Barker, pp.217-231.
Unit 10 The Executive
Learning Objectives – After completing Unit 10 you should be able to:
1. Identify the ways in which the monarchy is entrenched in the
Canadian political system.
2. List the powers and functions of the Crown.
3. Distinguish between the formal executive and the political executive.
4. Identify and discuss the powers (their sources and limitations) for the
prime minister and the cabinet.
5. Debate the merits of ‘the Cabinet government’ versus ‘prime
ministerial government’.
6. Identify and discuss the functions of the four main central agencies.
7. Identify the factors that influence the composition of Cabinet.
8. Discuss how the views of Mellon and Barker shape your perception of
the role of the prime minister.
9. Identify ethical problems associated with the Chrétien and Harper
governments.
Readings:
10.1
Unit 10 Commentary.
10.2 Chapter21: “The Executive: Crown, Prime Minister and
Cabinet,” in Canadian Politics: Critical Approaches, 5th ed., by
Rand Dyck, pp. 523–562.
10.3 Issue 7: “Is the Prime Minister Too Powerful?” in Crosscurrents:
Contemporary Political Issues, 6th ed., edited by Mark Charlton
and Paul Barker, pp. 160-192.
Unit 11 The Parliamentary System
Learning Objectives – After completing Unit 11 you should be able to:
1. Discuss the functions of the bureaucracy in the policy-making
process.
2. Identify the structure of a government department, distinguishing
between the roles of the minister and the deputy minister.
3. Assess the effectiveness of the bureaucracy in managing public
interests.
4. Provide a critical appraisal of the relationship between the
bureaucracy and the political executive.
5. Identify the ways in which bureaucratic power is, or can be,
controlled.
Readings:
11.1
Unit 11 Commentary.
11.2 Chapter 22: “The Bureaucracy,” in Canadian Politics: Critical
Approaches, 5th ed., by Rand Dyck, pp. 563–598.
.
Unit 12 The Judiciary
Learning Objectives – After completing Unit 12 you should be able to:
1. Identify and discuss the function of adjudication and how the courts
operate.
2. Discuss what is meant by judicial review.
3. Outline the judicial structure.
4. Discuss the appointment process.
5. Discuss the ways in which the entrenchment of the Charter of Rights
has affected the function of the judiciary in the policy-making
process.
6. Define “judicial independence.”
Readings:
12.1
Unit 12 Commentary.
12.2 Chapter 24: “The Judiciary,” in Canadian Politics: Critical
Approaches, 5th ed., by Rand Dyck, pp. 639–663.
12.3 Chapter 19: “The Charter of Rights and Freedoms,” in Canadian
Politics: Critical Approaches, 5th ed., by Rand Dyck, pp. 471–501.
12.4 Issue 4: “Is the Canadian Charter of Rights and Freedoms
Antidemocratic?” in Crosscurrents: Contemporary Political Issues, 6th
ed., edited by Mark Charlton and Paul Barker, pp. 90-103.
Part 4 Linking People to Government
Unit 13 Civil Society: Interest Groups, Social Movements, and
the Voluntary Sector
Learning Objectives – After completing Unit 13 you should be able to:
1. Identify the different categories and types of interest groups.
2. Define lobbying, and discuss its impact on policy making.
3. Identify how interest groups have led to the decline of political
parties.
4. Evaluate the extent to which parties and interest and advocacy groups
enhance the practice of Canadian government.
5. Understand what “New Social Movements” are, why they have come
into being, and what impacts they are understood as having on
Canadian democracy.
Readings:
13.1
Unit 13 Commentary.
13.2 Chapter 16: “Advocacy Groups and Lobbying,” in Canadian Politics:
Critical Approaches, 5th ed., by Rand Dyck, pp. 377–406.
13.3 “Interest Groups, Social Movements, and the Voluntary Sector: En
Route to Reducing the Democratic Deficit,” by Susan D. Phillips in
Canadian Politics, 4th ed. (2004), edited by James Bickerton and
Alain-G. Gagnon. Peterborough, ON: Broadview Press. pp. 323-347.
Unit 14 Political Parties
Learning Objectives – After completing Unit 14 you should be able to:
1. Describe the functions and roles that political parties play, and discuss
the extent to which they organize political life.
2. Distinguish among one-party, two-party, and multi-party systems, and
discuss their differences.
3. Compare and contrast the political parties in terms of membership,
leadership selection, and ideologies.
4. Characterize Canada’s current party system.
5. What are the current methods of leadership selection for the main
political parties, and what are the principal arguments for and against
them?
6. What do critics and commentators see as the weaknesses of
contemporary Canadian political parties?
7. Assess the leadership, structure, ideology and organization of the new
Conservative Party of Canada and how they differ from both the
Progressive Conservative and Reform/Alliance parties that preceded
it.
Readings:
14.1
Unit 14 Commentary.
14.2 “Political Parties and the Party System,” in Canadian Politics: Critical
Approaches, 5th ed., by Rand Dyck, pp. 323–354.
14.3 Introduction by Andrew Potter in Lament for a Nation, 40th
Anniversary
Edition, by George Grant, pp.ix-xxxviii.
14.4 Chapter 4 of Lament for a Nation, 40th Anniversary Edition, by
George
Grant, pp.37-51.
Unit 15 Elections and the Electoral System
Learning Objectives – After completing Unit 15 you should be able to:
15.1 Compare and contrast the utility of a First Past the Post (FPP) system
versus a proportional representation (PR) system.
15.2 Assess how and why elections are important to Canadian democracy.
15.3 Discuss whether Canada should pursue electoral reform.
Readings:
15.1
Unit 15 Commentary.
15.2 Chapter 13: “Elections and the Electoral System,” in Canadian
Politics:
Critical Approaches, 5th ed., by Rand Dyck, pp. 299–322.
15.3 Critical Approaches, 5th ed., by Rand Dyck, pp. 299–322.
15.4 Issue 10: “Is a Mixed-Member Proportional electoral system in
Canada’s interest?” in Crosscurrents: Contemporary Political Issues,
6th ed., edited by Mark Charlton and Paul Barker, pp. 232-262.