Академический Документы
Профессиональный Документы
Культура Документы
igh
n Charter of R
ms rooted in
ia
o
d
d
a
e
n
re
a
F
C
d
e
n
th
a
ts
What is
harter of Righ
C
n
ia
d
a
n
a
C
re?
How is the
nd in the futu
a
w
o
n
,
s
t?
n
s
ia
a
d
ana
the p
rter protect C
a
h
C
e
th
s
e
o
H ow d
at a
d information evening
an
er
nn
di
a
ed
nd
te
at
e church
One Friday night, Eric
by two refugees that th
d
ste
ho
as
w
t
en
ev
e
local church. Th
p committee. The two
hi
rs
so
on
sp
r
ei
th
ith
w
had sponsored, along
Canada with a change
to
e
m
ca
er
ht
ug
and da
e
refugees a mother
thing else. Their hom
no
d
an
s
ph
ra
og
ot
ph
of clothes, a couple of
e father and boys in
Th
.
ar
w
ng
oi
-g
on
ng
in a lo
ped
country was involved
women had barely esca
o
tw
e
th
d
an
d
le
kil
the family had been
with their lives.
e
years living in a refuge
e
re
th
t
en
sp
ey
th
,
da
Before coming to Cana
dian
ed in Canada, the Cana
riv
ar
ey
th
n
he
W
p.
m
ca
ities
money for basic necess
government provided
em
e church helped get th
Th
.
en
om
w
o
tw
e
th
r
fo
hip and support. Four
ds
en
fri
g
in
id
ov
pr
,
ed
establish
the
th learned English and
bo
d
ha
ey
th
r,
te
la
s
ar
ye
r dinner, the daughter
mother had a job. Afte
nditions in her home
co
lt
cu
ffi
di
e
th
of
e
ok
sp
edoms she now had
fre
d
an
s
ht
rig
e
th
d
an
country,
nada.
in her new country, Ca
Many activities and events reflect the rights and
freedoms Canadians have. In Erics community, people
got together for a church dinner and presentation. What
rights and freedoms make events like this possible?
116
117
118
freedoms
representation
equity
justice
Chapter 5
119
nsus for
A Charter by Conse lass
Mr. Grundys C
ar,
e beginning of the ye
th
ce
in
S
.
ss
cla
s
hi
d
Mr. Grundy addresse
cy. We are
principles of democra
e
th
of
e
m
so
g
in
or
pl
oup
weve been ex
and in this collective gr
k
or
w
to
ng
ni
ar
le
ur
now going to put yo
It will be a
a democratic charter.
te
ea
cr
to
g
in
go
e
ar
nsider
our class. We
r class. Well need to co
ou
r
fo
s
om
ed
fre
d
an
written list of rights
.
press our own opinions
ex
to
le
ab
g
in
be
as
freedoms such
say
I have the freedom to
n
ea
m
at
th
s
oe
D
.
Toba shot his hand up
y smiled and said, Yes
nd
ru
G
r.
M
t?
an
w
I
never
and
whatever I want, whe
ve your own thoughts
ha
to
om
ed
fre
e
th
ve
and no, Toba. You ha
else has
em heard. Everybody
th
ve
ha
d
an
,
em
th
s
ideas, to expres
things that are false or
y
sa
u
yo
if
,
er
ev
w
Ho
those same freedoms.
d safe.
eir right to feel free an
th
ay
aw
s
ke
ta
it
,
rs
he
damaging to ot
rs.
with the rights of othe
Nobody can interfere
a
at in our class we have
th
ow
kn
e
W
d.
ue
in
Mr. Grundy cont
under the
s. We also know that
nt
de
stu
of
ity
rs
ve
di
l
wonderfu
e right to
doms, everyone has th
ee
Fr
d
an
ts
gh
Ri
of
r
eryone
Canadian Charte
if theyre opposite. Ev
en
ev
ts,
in
po
w
vie
d
inions.
hold different ideas an
press those ideas or op
ex
to
ty
ni
rtu
po
op
l
ua
ng
must have an eq
oms has greater meani
ed
fre
d
an
s
ht
rig
of
ea
You can see that the id
were seeing that there
ey
Th
.
ed
dd
no
ss
cla
The
than just a list of rules.
rights and freedoms.
ith
w
g
on
al
t
en
w
at
were responsibilities th
120
SKILLaSt Work
Mr. Grundy has
suggested the class
establish a charter
by voting on the
proposal of each
group. How could
the class use
consensus to
establish a class
charter? What
procedures might
help the class arrive
at a decision?
propose and
apply new ideas,
strategies and
opitions,
supported with
facts and reasons,
to contribute
to decision
making and
problem solving
LS
CEN
TR
S KIL
Problem
Solving
Chapter 5
121
LS
CEN
TR
S KIL
Express opinions
and perspectives
as speeches
Communicate
Introduction
Creating a charter is not as easy as you might think. It took
countless hours of debates and negotiation to create the
Canadian Charter of Rights and Freedoms. Societys values
change over time. Just as classroom guidelines can be
revisited and improved, the Canadian Charter can be
challenged and changed. Making changes to the way the
Charter is interpreted needs Supreme Court rulings.
However, this is the way that the Charter will continue to
be improved.
The task
Step 1 Starting Small: Create a classroom charter in
a small group
Brainstorm ideas about what you think are essential
rights and responsibilities of students in your
classroom. For example:
We believe everyone has the right to be treated with
respect. This right needs to be balanced by the
following responsibility:
We believe everyone has the responsibility to be kind
and considerate.
122
Each person in the group will take a point and construct a 60 second
(or less) speech on that point. You must
Explain your groups reason for including the point, and the rights
and responsibilities involved.
Explain how this point is supported by the principles of
democracy.
Practise the presentations in your small group.
freedoms
representation
equity
justice
freedoms
Students have the freedom to organize student council meetings.
representation
All class members can stand for a class representative position.
equity
Students struggling with tasks will get extra support.
justice
Students who interfere with the rights of others will be
accountable.
Chapter 5
123
f
r
e
j
Whats important?
Understand that the Charter of Rights and Freedoms describes the
rights and freedoms of Canadian citizens. These are organized in the
Charter under different categories as seen here and on the following
pages. Rights are about things you are specifically allowed to do. Freedoms are
about things the government and others are not allowed to stop you from doing.
Freedoms, in a democracy, mean that people can act without interference from
others or the government. Rights, in a democracy, are things specifically allowed,
and they provide protection to the people of a country by their government.
Fundamental Freedoms
Democratic Rights
to participate in an election
Chapter 5
125
Mobility Rights
to enter, stay in, or leave Canada as you wish, if you are a Canadian
citizen or a permanent resident of Canada (these rights can be taken
away if you are convicted of a crime)
Equality Rights
Pause
Choose a right on this page. In
what way is it fair and equitable?
How does it compare to the
rights of slaves and metics in
ancient Athens?
126
Legal Rights
Official Languages of
Canada Rights
Pause
Francophones established the first permanent European settlements in what is
today Canada, and developed important relationships with First Nations peoples.
At Confederation in 1867, they helped establish Canada as a country that
recognized the two official language groups: Francophones and Anglophones.
Given that background, how do the language rights in the Charter reflect fairness
and equity?
Chapter 5
127
General Rights
Pause
1. Aboriginal peoples include First Nations, Mtis and Inuit peoples. They are the
First Peoples of what is now Canada. Their place in Canada is unique and
important. How do the rights of Aboriginal peoples in the Charter reflect equity
and fairness?
How does the Charter establish fairness and equity for other groups in Canada?
2. Most rights in the Canadas Charter of Rights and Freedoms apply to individuals
in Canada. Some rights are collective rights and apply to specific groups of
Canadian citizens. Which rights in the Charter are collective rights?
128
Enforcement Rights
f
r
e
j
Pause
Justice is fairness in doing what is right, correct and
lawful. Canadians rely on the justice system to protect
rights. Why do Canadians need a way to enforce rights?
CEN
Critical
Thinking
LS
CEN
TR
2. Take one of the rights described in the Charter and explore whether
people had a similar right in ancient Athens and in the Iroquois
Confederacy. In what ways has this right stayed the same the same
or changed over time?
use examples of events to describe cause and effect and
change over time
LS
TR
S KIL
at Work
S KIL
SKILLS
Historical
Thinking
Chapter 5
129
I ha
v
the e
to s right
lea peak
rn P an
unj d
abi
.
No
one
can
discriminate against
me because I was
i
s
born outside
F ion
t
ve n Canada.
Na
ha ir ow
s
le e
op to th ents.
e
p ht m
rig vern
e
h
t
go
I
the hav
ch rig e
o
h
rel ose t to
igi my
on
.
I
h
the ave
spe
r
ak t ight to
I wa o anyo
nt t
n
o. e
Whats important?
The Canadian Charter of Rights and Freedoms
is rooted in many laws stretching back across
time. Achieving fairness and equity for all the
people of Canada developed over a long time
and is still a work in progress.
ve
I ha
the
t
righ nch or
e
e Fr sh in
s
u
li
to
Eng nada.
Ca
e an p
p
o
r
Eu
nd
etween First Nations a
b
s
e
i
t
a
Tre
al
r
t
a
i
x
P
d
n
e
e
Mo
1701 La Grand
130
at
ies
a r ta
agna C
M
5
121
s
eople
on
ti
63
7
f1
A
m
l
re
r
c
T
ve
ro
red
187119
P
a
e
l
l
b
S
a
m
4
21 The Nu
Roy
183
n
io
il t
bo
Ac
re
1T
7
18
es 1
ati
&2
te e
N o e in a a u s
on rim ec k.
sc b o
d i e lo
n tm I
c a in s h o w
a f
ag o
I
ve ve
ha t to li nt.
a
h
rig er I w
e
th rev
e
wh
ve
I ha
the
t
righ nk
i
to th want.
tI
wha
to
ght a.
i
r
the Chin
e
v
I ha vel to
tra
If
s
were omeone
arre
would sted, they
ha
fair tr ve a
ial.
No
te e
a
e
on rimin aus
c
isc be .
n d e ce
ca nst m y ra
m
ai
ag of
to
I e
v t d.
ha righ cte
e
e
th resp
be
Ca
n
ad
i
a
n
C
s
harte
r of Rights and Freedom
I
have
the
right to tell my
opinions to the
government.
I
have
the righ
t
believe to
in
my God
.
Pause
e
th
1947 Repe
al
of
1916
Suf
fra
ge
Bi
lls
Ch
1960 Can
ada
Ele
cti
on
sA
ct
in
es
e
Ex
c
lusi
o
Chapter 5
n Act
131
ontral
La Grande Paix de M reat Peace
ut
Abos Story
thi
This story is based
on historical
evidence and
primary sources in
The Great Peace of
Montral of 1701:
French-Native
Diplomacy in the
Seventeenth
Century by Gilles
Harvard, translated
by Phyllis Aronoff
and Howard Scott:
McGill-Queens
University Press,
2001.
132
he
ars old, Antoine knew
ye
d
re
nd
hu
a
be
to
Even if he lived
of great
e days to come days
th
r
be
em
m
re
s
ay
w
al
would
wn of Montral!
importance for the to
ked, hauling branches
or
w
he
as
sy
bu
as
w
Antoines mind
The
surrounding the town.
e
ad
lis
pa
n
de
oo
w
e
outside th
delegates
shelters for the many
ild
bu
to
e
er
w
es
ch
an
br
from the
ence, to protect them
er
nf
co
e
ac
pe
e
th
at
expected
was
his last load, Antoine
n
w
do
t
pu
he
As
.
er
sun and weath
s father had told him.
thinking about what hi
veral
t, skilled in speaking se
an
ch
er
m
a
as
w
er
th
Antoines fa
had been
For that reason, Papa
.
es
ag
gu
lan
ns
io
at
N
First
re, to
Louis-Hector de Calli
lf,
se
m
hi
r
no
er
ov
G
e
d
asked by th
between the French an
,
ce
en
er
nf
co
e
th
at
r
act as a translato
ur, it
ough this was an hono
th
Al
s.
te
ga
le
de
ns
io
at
the First N
aman would have to
M
.
ily
m
fa
e
th
r
fo
ip
sh
would be a hard
r of
, which sold all manne
take care of their shop
would not be able to
e
in
to
An
s.
od
go
al
et
m
ould be busy with
help her because he w
carpenter in the
Monsieur Tremblay, a
he was eleven,
town. Last year, when
an apprentice to
Antoine had become
hy Antoine was
M. Tremblay. Thats w
branches by
hauling these loads of
the great St.
handcart to the site by
Lawrence River.
Papa had explained that the peace conference would mark the end
of nearly a century of
war between the French and their First Nations allies on one side,
and the Iroquois
Confederacy on the other. In the days ahead, a treaty would be
drawn up and signed by
First Nations delegates and the French. Then there would be a great
celebration and feast.
Papa believed that the peace was necessary for the success of New
France, the colony
France had established in North America in 1604. Montral was
the colonys western
fur-trade centre, and had experienced firsthand the devastation of
the war. Papa said
peace would be a blessing for everyone: for First Nations peop
les and French colonists,
from Acadia in the east to the Great Lakes in the west. It would allow
peaceful fur trading
and provide a firm basis for the development of New France.
SKILLS at Work
R
St. AN
La
C
wr E
en
ce
R.
Hudson
Bay
Acadia
Montral
s
sis
i
s i pp
Atlantic
Ocean
W
o
Ohi
e
Riv
NE
River
CEN
Gulf of Mexico
500 km
LS
TR
S KIL
Mi
Geographic
Thinking
Chapter 5
133
MIKMAQ
INNU
W
S
AREA OF MAP
Qubec
ABENAKI
ce
St.
SUS
rie
eE
k
La
MIAMI
Atlantic
Ocean
OUIATENON
ILLINOIS
134
QU
EH
AN
NO
Lake Michigan
POTTAWA
TOM
I
E
N
SE
ron
MASCOUTEN
O
PO
KA
C
I
K
Hu
WINNEBAGO
Montral
ren
M
A
MO HIC
A
HA
W
o
ON
i
K
r
ta
E
O
e On
CA NO IDA
Lak
N
YU
DA
GA
CA GA
ke
La
SIOUX
NIPISSING
La
MISSISSAUGA
AMIKWA
ODAWA
OUENDAT
MENOMINEE
SAUK
FOXE
TIMISKAMING
KICKESIPRINI
ANISHINABE
Superior
ke
La
R.
Trois-Rivires
CREE
250 km
Pause
La Grande Paix de Montral was the first
treaty between Aboriginal and nonAboriginal peoples. Why is this important?
135
the floor,
Nations speakers took
st
Fir
e,
ok
sp
or
rn
ve
e
After the Go
cularly fascinated by th
rti
pa
as
w
e
in
to
An
r.
one after the othe
speakers.
address for one of the
he
a
ed
rm
fo
ch
hi
w
,
bison head
show courtesy to the
to
ig
w
ch
en
Fr
a
e
or
w
Another speaker
culture.
customs of the French
ng the
ritten document outlini
w
e
th
,
ity
gn
di
t
ea
gr
At last, with
Antoine was too far
d.
te
en
es
pr
as
w
al
tr
Great Peace of Mon
nearby
. Papa, however, was
xt
ne
ed
en
pp
ha
t
ha
w
t
away to see
the 39 First Nations pu
of
s
te
ga
le
de
e
th
w
and later told of ho
e
t. They signed with th
en
m
cu
do
e
th
on
s
re
their signatu
signed on
ally, Governor Callire
Fin
.
ns
cla
r
ei
th
of
ls
symbo
e only
ce. His signature was th
an
Fr
of
ng
Ki
V,
XI
s
ui
behalf of Lo
on the document.
at Work European signature
ning. Three oxen had
sig
e
th
e
at
br
le
ce
to
A great feast was held
uted
The treaty is a
d the meat was distrib
an
on
dr
ul
ca
ge
lar
a
primary source: a
been boiled in
toine had helped M.
An
y,
da
e
th
in
er
rli
Ea
piece of
to all the delegates.
information about
Tremblay assemble a
the past that comes
great bonfire. This was
directly from the
lly
now lit, and periodica
past. How do the
the sounds of musket
different styles of
signatures on the
and artillery fire would
t
treaty reflect
ring through the nigh
respect among the
air. These sounds,
peoples who
however, did not
negotiated the
disturb Antoine, who
peace?
was flopped over in
use primary
the muddy grass
sources to
fast asleep.
interpret historical
events and issues
LS
CEN
TR
S KIL
SKILLS
Historical
Thinking
First Nations delegates signed the Treaty of La
Grande Paix de Montral with symbols of their clans.
The French governor signed with his name and rank.
136
F. Girard/ Vidanthrop
SKILLS
at Work
Franois Girard, who created the painting on this page, is an artist from Montral.
M. Girard specializes in images that recreate the lives and history of First Nations
peoples in what is today Qubec.
Examine the painting carefully.
CEN
3. How does the painting show that the Treaty of La Grande Paix de
Montral was an important event?
LS
TR
S KIL
1. What evidence can you find that the Treaty of La Grande Paix de Montral
involved diverse peoples?
Historical
Thinking
Chapter 5
137
Conference Ends
August 9, 1701: The
war to
e release of prisoners of
th
t
ou
ab
s
ue
iss
ll
sti
e
There wer
opted people taken as
ad
d
ha
ns
io
at
N
st
Fir
be settled. Some
So,
them family members.
ed
er
id
ns
co
w
no
d
an
prisoners,
Callire continued until
d
an
s
te
ga
le
de
e
th
g
discussions amon
legates.
the departure of the de
d
e of the conference, an
stl
bu
e
th
d
ye
jo
en
d
ha
Antoine
ch day. The streets
ea
n
w
to
e
th
h
ug
ro
th
inching his way
e
Collective identity is
m morning to night: th
fro
le
op
pe
of
ll
fu
ed
had seem
the feeling of
00 delegates. Now,
13
e
th
d
an
al
tr
on
M
belonging to a
3800 people of
just as
ement and the noise,
cit
ex
e
th
iss
m
particular group.
ld
ou
w
Antoine
d business.
the extra customers an
The Treaty of La
iss
m
ld
ou
w
ily
m
fa
s
hi
Grande Paix de
lling out
put Antoine to work pu
d
ha
ay
bl
em
Tr
.
M
y,
Toda
Montral showed
e bent
dismantled. As Antoin
as
w
a
en
ar
e
th
as
e
us
mutual respect for
nails for re
discussion.
out last nights family
ab
t
gh
ou
the collective
th
he
,
sk
ta
s
to hi
the
utual respect shown by
m
t
ea
gr
identities of 40
e
th
d
te
no
d
His father ha
ally pulled
different nations.
ions. When Antoine fin
at
N
st
Fir
e
th
d
an
ch
Fren
ix de
How did this
how long La Grande Pa
d
re
de
on
w
he
il,
na
t
out the las
become one of the
or even four hundred
d
re
nd
hu
e
re
th
t
Montral would las
ld
roots of our Charter
these twenty days shou
re
su
lt
fe
he
,
ng
lo
er
ev
of Rights and
years? How
r!
Freedoms? What
be remembered foreve
parts of the Charter
demonstrate
respect for different
collective identities?
Pause
Chapter 5
139
ords can be
van and I think that w
I
.
nd
ha
r
he
up
t
pu
Sharn
any
words to be added or
r
he
ot
g
in
w
lo
al
t
no
protected by
re about
right. But we arent su
py
co
a
e
Lik
d.
te
le
de
words
t for safekeeping.
where the Charter is pu
ing sure
quite right about mak
re
ou
Y
d,
ie
pl
re
y
nd
Mr. Gru
very
ally, the Charter is in a
tu
Ac
d.
te
ec
ot
pr
e
ar
that the words
titution.
of the Canadian Cons
rt
pa
st
fir
e
th
in
s
It
e.
safe plac
n is
anging the Constitutio
ch
d
an
82
19
ce
sin
e
Its been ther
very difficult.
as he spoke. Did you
ed
cit
ex
e
or
m
ng
tti
ge
Mr. Grundy was
goes
akes a law and the law
m
t
en
m
rn
ve
go
a
if
at
know th
w
can refuse to let the la
t
ur
co
a
s,
ht
rig
r
te
ar
against your Ch
ajority of
proval from a large m
ap
ith
w
,
te
vo
a
y
nl
O
stand?
ion or Charter. Im glad
ut
tit
ns
Co
e
th
ge
an
ch
Canadians, can
ns that your rights
ea
m
at
Th
d.
te
ec
ot
pr
the Charter is carefully
Pause
Governments cant change even one word of the
Charter of Rights and Freedoms without careful
consideration. Why is that important? Why is it also
important that the Charter can still change and evolve?
What might the Charter include in the future that it
doesnt include today?
140
Review! Review!
1. What is the Canadian Charter of Rights and
Freedoms?
What does the Charter mean to you personally?
Write a personal response that describes how the
Charter affects your life. This could take the form of a
letter, poem or song.
freedoms
representation
equity
justice
Chapter 5
141