Social Studies Political Empowerment SCO 3.2: analyse how the struggle for responsible government was an issue of political empowerment and disempowerment (i.e. Which people in BNA had political power an influence and which people did not?) SCO 3.3: identify, interpret, and analyse the internal and external factors that led to Confederation. (i.e. What factors were driving forces for Confederation?) SCO 3.4: explore the political structure of Canada as a result of Confederation (What levels of Government do we have today, what are their responsibilities, and what political parties developed?)
Transcript
Grade 7Social Studies
Political Empowerment
Grade 7Social Studies
Political Empowerment
SCO 3.2: analyse how the struggle for responsible government was an issue of political empowerment and disempowerment (i.e. Which people in BNA had political power an influence and which people did not?)
SCO 3.3: identify, interpret, and analyse the internal and external factors that led to Confederation. (i.e. What factors were driving forces for Confederation?)
SCO 3.4: explore the political structure of Canada as a result of Confederation (What levels of Government do we have today, what are their responsibilities, and what political parties developed?)
Chapter 6 – Listening to the People
and
Chapter 7 - Confederation
Social Studies 4 3 2 1SCO 3.2: analyse how the struggle for responsible government was an issue of political empowerment and disempowerment (i.e. Which people in BNA had political power an influence and which people did not?)
SCO 3.3: identify, interpret, and analyse the internal and external factors that led to Confederation. (i.e. What factors were driving forces for Confederation?)
SCO 3.4: explore the political structure of Canada as a result of Confederation (i.e. What levels of Government do we have today, what are their responsibilities, and what political parties developed?)
EnglishSCO 3.1 demonstrate active speaking and listening skills such as making eye contact, rephrasing, clarifying, summarizing, etc (i.e. Present information to the class)SCO 8.3 understand that note-making is purposeful and takes many forms (Extracting information from the text)SCO 9.1 produce a range of writing forms, for example, reports, letters, journals, POSTER, advertisements, etc. (Prime Minister POSTER)
Assessment
Part 1 – Historical Tour of Government in Canada
6 GROUPS (3 or 4 per group)
Your group will be responsible for one of the following tasks:
Groups will present in
order to provide a
sequential timeline of
events leading to
Confederation. *Each group will be designing a
PowerPoint presentation!
All group members will
share workload and
participate in
presentation.
Task # 1 Government in the Colonies and a Push for Change (pages 100 – 106)
- How and why did some people in BNA work to change the form of government?
- 3 main ways people tried to change the government- Who were the voters of North America?- Responsible government…- Role of Church and Newspapers- Define what makes up Lower Canada and Upper Canada
Task # 2 Rebellion in the Canadas (pages 108 – 111)
- Issues in Lower Canada and Issues in upper Canada- The ‘trigger’ (The inciting incident)- Rebellions in Lower Canada and Rebellions in Upper
Canada- After the Rebellions (The Durham Report)
Task # 3 Achieving Responsible Colonial Government
(pages 112 – 116)- Changes in British attitude (Trade preferences, Free Trade)- Political Parties- When? In each of the colonies?
Task # 4 Making Plans (pages 120 – 122)
- Thinking about the future… - What happened at Charlottetown?- What happened at Quebec?
- The 72 Resolutions (Main points)
Task # 5 Debating Confederation (pages 123 - 129)
- 4 main reasons for Confederation- Where did each province stand?
Task # 6 The British North America Act (pages 132 - 133)
- The British North America Act- Key Points of the BNA act
- Expanding Confederation (Who joined and when)
Part 2 – The Structure of Government Evolves
Each group must complete Part 2!
Copy the chart showing the structure of the Government of Canada on page 100 (Representative Colonial Government, Mid – 1830s) and the chart showing the structure of Canada’s government on page 116 (Responsible Colonial Government)
Make a statement about the difference between the two.
Copy the chart showing the structure of Canada’s government today on page 134 (Parliament today).
Part 3 - Government Today
Each individual must complete Part 3!
What are the 3 levels of government in Canada? (List)
Use a Venn Diagram (p 136) to show the responsibilities of each level of government.
Research other sources to find out what political parties we have in Canada today. Name them.
Who is the current Prime Minister of Canada and what party does he represent?
Who is the current Premier of Nova Scotia and what party does he represent?
Who is the current mayor of the Halifax Regional Municipality?
Part 4 – Prime Minister’s of Canada
Each individual must complete Part 4!
What are the names of Canada’s twenty-two Prime Ministers since Confederation and when did they govern?
Each student will select one Prime Minister of Canada and do a mini-biography of his/her life. (Guiding questions will be provided.)(We will each do a different individual.)
You will display your information in a POSTER format. This will allow you to include an image/portrait of your Prime Minister, facts/information about their life, significant dates, etc. and allow you to layout this information on one page.
Due: Thursday, 28th February
Booklet style… As discussed.(group work on top followed by individual group member’s work.)
PresentationsPresentations… the following week (in order of group task)
