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Unit 2: Lesson #1. Law, Order, and Good Governance. Activate: Daily Activities. Record your daily activities in the course of a normal day and indicate how government is involved, directly or indirectly, in each activity. For example:

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Unit 2 lesson 1

Unit 2: Lesson #1

Law, Order, and Good Governance

Activate daily activities
Activate: Daily Activities

  • Record your daily activities in the course of a normal day and indicate how government is involved, directly or indirectly, in each activity. For example:

    • The alarm clock goes off: Daylight Savings Time, hydro facilities

    • Listen to the radio: CRTC

    • The drive to school: road maintenance, schools – Department of Education

    • Purchase – sales tax, etc

  • Once finished, as a class we will discuss how government affects our daily lives

  • How do you feel about the statement “government has nothing to do with me”?

Acquire sort and predict
Acquire: Sort and Predict

  • In groups, sort the provided set of responsibilities and powers into various levels of government.

  • These levels are:

    • Federal: national government

    • Provincial: government for each province

    • Municipal: Local governments

    • First Nations: governments of aboriginal nations and usually for reserves

  • Many of the powers and responsibilities are shared between two or more levels of government (e.g., environmental protection and legislation).

  • This is the principle of federalism as laid out in the Constitution: powers and responsibilities are distributed between a central federal government and local provincial governments.

  • First Nations powers and responsibilities are in negotiation based on Article 25 of the Canadian Charter of Rights and Freedoms, which recognizes that:

    • The guarantee in this Charter of certain rights and freedoms shall not be construed so as to abrogate or derogate from any aboriginal, treaty or other rights or freedoms that pertain to the aboriginal peoples of Canada including

    • a) any rights or freedoms that have been recognized by the Royal Proclamation of October 7, 1763; and

    • b) any rights or freedoms that now exist by way of land claims agreements or may be so acquired.

Applying daily life situations
Applying: Daily Life Situations

  • Work in pairs to complete the worksheet with questions about daily-life situations and the division of powers and responsibilities in Canada.

  • Once finished, start formulating additional questions of your own using daily-life situations, and exchange questions with another pair.

  • Once finished, we will check your answers as a class in a discussion

Activating 2 levels of government chart
Activating #2: Levels of Government Chart

  • Using the provided definitions, complete the chart on the different levels of government.

  • Legislative: has the power to MAKE laws

  • Executive: puts decisions or laws into effect

  • Judicial: administer and enforce the laws

Acquiring 2 concepts chart
Acquiring #2: Concepts & Chart

  • In pairs, you will choose 1 feature of Canadian Government

  • Read the provided information on that feature

  • Then, using the chart provided, fill it in as best you can

  • When each pair has finished the assignment, we will share our notes with the class

  • When sharing, the pairs that did not do that feature, will fill in a separate chart on that feature

  • In total you should have 6 charts on 6 different features

  • As a class, we will use these charts to help us understand the provided chart of the government and how it is made up

Assignment 1 government brochure
Assignment #1: Government Brochure

  • You will be creating a tourism brochure on the Government of Canada

  • The goal of this assignment is that you will be able to hand your finished brochure over to an immigrant of Canada and they would be able to understand how our government is structured and what each branch does.

  • There is an assignment description and rubric in your booklet so you know what concepts you need to explain and what it should look like