Authors

Matthew Biggley
Department Head of Social Sciences
Vincent Massey Secondary School
Greater Essex County District School Board
Windsor, Ontario

John Broomfield
Teacher of History and Social Sciences
Cobourg District Collegiate Institute West
Kawartha Pine Ridge District School Board
Cobourg, Ontario

Michelle Forde
Teacher of Social Science, History, and English
L’Amoreaux Collegiate Institute
Toronto District School Board
Toronto, Ontario

Sandra Kritzer
Co-head of Social Sciences
Centre Wellington District High School
Upper Grand District School Board
Fergus, Ontario

Jaden Lairson
Teacher of Civics, History, Politics, and Economics
Woodroffe High School
Ottawa-Carleton District School Board
Ottawa, Ontario
 Civics in Action: In Your Communities,
Across Canada, and Globally
Copies of this book may be
obtained by contacting:
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Publisher: Ian Nussbaum

Project Manager: Susan Till
DeveloPMental eDitors: Ana Fulton, Susan Till, Alisa Yampolsky
Director learning solutions, ProDuction: Crystal Shortt
suPervising eDitor: Shannon Martin
coPy eDitor: Linda Jenkins
ProDuction coorDinator: Scott Morrison
Photo research anD PerMissions: Maria DeCambra
eDitorial assistant: Erin Hartley
interior anD cover Design: Mark Cruxton, type + image
art Direction: Jodie Bernard, Lightbox Visual Communications Inc.
electronic Page Make-uP: Brian Lehen, Graphic Design, Ltd.
cover iMage DescriPtions/creDits (clockwise froM toP left corner): a Canada
Day celebration on Parliament Hill in Ottawa, ON (Sergey Ivanov/Getty Images);
students in Guelph, ON, hold a rally to show support for the student vote (CP
Images/Sean Kilpatrick); First Nations Idle No More protesters dance during a
demonstration near Surrey, BC (CP Images/Darryl Dyck); an RCMP officer raises
his hand as people take the oath of citizenship at a ceremony in Vancouver, BC
(CP Images/Darryl Dyck); students pick up litter (Tim Pannell/Corbis)

ii MHR
Consultants
Samara TakingITGlobal
Kendall Anderson Jennifer Corriero
Communications and Project Manager Co-founder and Executive Director
Alison Loat Michael Furdyk
Co-founder and Executive Director Co-founder and Director of Innovation
First Nations, Métis, and Inuit Civic Engagement Sara Hassan
Rachel A. Mishenene Program Officer
Curriculum Developer
Agincourt Community Services Association
Rachel A. Mishenene Consulting
Anna Kim
Civic Engagement Project Coordinator

Advisors
Olga Badurina-Quesnelle Ellen Quejada
Teacher of Social Science Teacher of History and Civics
St. Aloysius Gonzaga Secondary School Victoria Park Collegiate Institute
Dufferin-Peel Catholic District School Board Toronto District School Board
Mississauga, Ontario Toronto, Ontario
Trish Brennan Sarah Tye
Teacher of Canadian and World Studies Teacher
Notre Dame Catholic Secondary School Cobourg District Collegiate Institute West
Dufferin-Peel District School Board Kawartha Pine Ridge District School Board
Brampton, Ontario Cobourg, Ontario
Risa Gluskin Sandi Vander Heyden
Assistant Curriculum Leader of Canadian and Teacher of History and Social Science
World Studies Garth Webb Secondary School
York Mills Collegiate Institute Halton District School Board
Toronto District School Board Oakville, Ontario
Toronto, Ontario

Accuracy Reviewers
Dr. Rand Dyck Andrew Sancton
Adjunct Professor, Department of Political Science Professor, Department of Political Science
Carleton University University of Western Ontario
Ottawa, Ontario London, Ontario
Dr. Fahimul Quadir
Associate Dean, Faculty of Graduate Studies
Professor, Department of International Development
York University
Toronto, Ontario

Catholic Reviewer Bias Reviewer

Trish Brennan Nancy Christoffer
Teacher of Canadian and World Studies Markham, Ontario
Notre Dame Catholic Secondary School
Dufferin-Peel District School Board
Brampton, Ontario

MHR iii
Reviewers
Kimberly Bartlett Aaron Leach
Curriculum Coordinator K–12 Head of Canadian and World Studies, Humanities,
Pickering College Social Sciences, and Native Studies
Newmarket, Ontario Longfields-Davidson Heights Secondary School
Ottawa-Carleton District School Board
Tracey BridgeArnold
Ottawa, Ontario
Teacher
Wallaceburg District Secondary School Dori-Anne Leafloor
Lambton Kent District School Board Department Head of Canadian World Studies, Social
Wallaceburg, Ontario Science, Business and Computer Science
Brookfield High School
Sandra Cappelletti
Ottawa-Carleton District School Board
Educational Consultant
Ottawa, Ontario
Ottawa Catholic School Board
Nepean, Ontario Kelley Mercuri, BA (Hons) Sociology, MS Ed
Lead of Civics and Career Studies
Anita DeFlece
Teacher of Social Science
Teacher of Social Science
Blessed Trinity Catholic Secondary School
Bramalea Secondary School
Niagara Catholic District School Board
Peel District School Board
Grimsby, Ontario
Brampton, Ontario
Agi Mete
Matthew Flynn
Program Chair of Social Science
Head of History
Notre Dame College School
Delta Secondary School
Niagara Catholic District School Board
Hamilton-Wentworth District School Board
Welland, Ontario
Hamilton, Ontario
Christopher Simpson
Shelley Grey
Teacher of Economics, Philosophy, Civics, and Careers
Teacher of History and Law
St. Jean de Brebeuf
Dunbarton High School
Hamilton-Wentworth Catholic District School Board
Durham District School Board
Ancaster, Ontario
Pickering, Ontario
Elizabeth Sloan
Ivan Ius
Department Head of History
Department Head of Canadian and World Studies
Unionville High School
St. James Catholic High School
York Region District School Board
Wellington Catholic District School Board
Unionville, Ontario
Guelph, Ontario

Student Reviewers
McGraw-Hill Education and the authors would like to thank the students from the following schools for their
contributions to this resource: L’Amoreaux Collegiate Institute in Toronto, Centre Wellington District High School
in Fergus, Cobourg District Collegiate Institute West in Cobourg, Holy Names Catholic High School in Windsor,
Victoria Park Collegiate Institute in Toronto, and Vincent Massey Secondary School in Windsor.

Acknowledgment
McGraw-Hill Education and the authors would like to express our appreciation to the Agincourt Community
Services Association, Samara Canada, and TakingITGlobal for partnering with us on this resource.

iv MHR
A Tour of Your Text ix

Introduction 2

UNIT 1:
Civics and Citizenship
Begin Close to Home 14
CHAPTER 1: Becoming Civically
Engaged in Your Communities 16
Spotlight On: Social Media and
Connected Communities 18
You Belong to Many Communities 20
What Is Community? 20
Why Does Community Matter? 21
Thinking Civically: Political Significance 23
Citizenship 24
Making Decisions 24
What Is Democracy? 24
Active Citizenship 26
Research & Inquiry: Formulating Questions 27
Your School Community 28
How Are Decisions Made? 28
How Can You Get Involved? 29
Everyday Political Citizens:
Pascale Halliday, Cayley Sparks,
and Tristan Sparks 30
Contributing to Your Communities 31
Civic Purpose 31
Methods of Action 32
How To: Volunteer for a Community
Organization 33
The Impact of Civic Participation 34
In Focus: Sarah Khalid 35
Chapter One Review 36

Contents • MHR v
 CHAPTER 2: Community Involvement Digital Rights and Responsibilities 68
and Municipal Government 38 Multiple Perspectives: Privacy and Safety 69
Spotlight On: Activism at City Hall 40 Taking Action 70
Your Municipal Government 42 Standing Up for Our Rights 70
Areas of Responsibility 42 Fulfilling Our Responsibilities 70
Municipal Government’s Role in Your Life 43 In Focus: Residential Schools 71
In Focus: Emergency Services 44 How To: Become Informed 72
Voting and Governing 45 An Interview With … Rights Activist
Participating in Your Municipal Government 46 Pardeep Singh Nagra 73
Accessing Your Municipal Government 46 Justice and Rights 74
More Ways to Participate 48 Laws 74
Research & Inquiry: Collecting Data 49 Thinking Civically: Objectives and Results 75
How To: Make a Deputation 50 The Courts 76
Your Municipal Government: Structure 51 Criticisms of the Judicial System 78
Different Structures 52 Social Organizations 78
Roles and Responsibilities 52 Chapter Three Review 80
On the Job: Mayor 53 Guide to Action Steps 1 & 2:
Community Rules and Regulations 54 Get Inspired and Get Informed 82
By-laws 54
Enforcement 56
Multiple Perspectives: Accessibility for All
Chapter Two Review
57
58
UNIT 2:
CHAPTER 3: Your Rights and Government and the
Responsibilities
Spotlight On: Gay-Straight Alliances
60
62
Political Process 84

Rights and Responsibilities 64 CHAPTER 4: Government Roles and

Rights 64 Structures 86
Responsibilities 66 Spotlight On: Shannen Koostachin 88
Research & Inquiry: Using Sources 67

vi MHR • Contents
What Makes Our Government the CHAPTER 5: The Political Process 116
Way It Is? 90 Spotlight On: Too Young to Vote? 118
The Many Voices of Canada 90 Getting Involved in the Political Process 120
Historic Documents 90 Political Participation 120
In Focus: Elijah Harper 94 Politicians 122
Aboriginal Peoples and the Constitution 95 What Is the Role of Politicians? 122
Aboriginal Rights Today 96 An Interview With … Member of Parliament
In Focus: Treaty Rights and Pipelines 97 The Honourable Jean Augustine 123
Federal and Provincial Governments 98 Political Parties 124
The Three Branches of Government 99 The Political Spectrum 125
Provincial vs. Territorial 100 Positions of Canada’s Main Political Parties 126
Aboriginal Governments 100 Canada’s Political Parties 127
On the Job: Member of Parliament 102 Research & Inquiry: Using Graphic Forms 129
Roles Within Government 103 Other Players in the Political Process 130
The Prime Minister and Premier 103 The Media 130
The Cabinet Ministers 103 Interest and Lobby Groups 131
MPs and MPPs 103 Elections 132
An Interview With … Member of Electing Aboriginal Governments 132
Parliament Paddy Torsney 104 The Electoral Process 132
What Is the Role of the Crown? 105 Electoral Districts 134
What Is the Senate? 105 Candidates 134
How To: Voice Your Political Opinion Online 107 Research & Inquiry: Synthesizing and
Laws and Lawmaking 108 Making Informed Judgments 135
Passing Laws 108 Election Campaigns 136
Voices in Lawmaking 110 Everyday Political Citizen: Mehma Kaur 137
Thinking Civically: Political Perspective 112 Debates 138
Research & Inquiry: Citing Sources 113 Political Advertising 138
Chapter Four Review 114 In Focus: Face Coverings 139

Contents • MHR vii

 Election Day 140 Human Rights Institutions and Organizations 166
Voting 140 Individuals Standing Up for Human Rights 168
Election Results 142 Research & Inquiry: Determining the
Multiple Perspectives: Voting Systems 143 Impact of an Issue 169
Chapter Five Review 144 Chapter Six Review 170

Guide to Action Steps 3 & 4: Get CHAPTER 7: Global Action 172

Involved and Get Connected 146 Spotlight On: The High Cost of
Cheap Goods 174
Global Justice 176

UNIT 3 The Universal Declaration of Human Rights

Identifying Human Rights Violations
176
177

Global Civics 148

What Is a Global Issue?
The Five Main Types of Global Issues
179
179
CHAPTER 6: Civics and Citizenship In Focus: Child Labour 180
in Global Communities 150 On the Job: Socially Responsible
Spotlight On: Grassroots Advocacy Business Entrepreneurship 181
for Global Changes 152 Responding to Global Challenges:
Governments Around the World 154 The Role of Government 182
Political Ideologies 154 Multiple Perspectives: Access to Clean
How To: Participate in Global Activism Drinking Water 184
on a Budget 156 The International Criminal Court 185
Democracy Around the World 157 Thinking Civically: Stability and Change 186
What Does Democracy Mean in Everyday Political Citizen: Justice Betty 187
Other Countries? 157 In Focus: Bilaal Rajan 188
In Focus: The Transition to Democracy How To: Shop Ethically 189
in Egypt 158 Connected Citizenship: Why Global
Decision-making in Other Democratic Activism Is Necessary 190
Countries 159 Celebrating Connected Citizenship 190
Non-democratic Governments 160 Research & Inquiry: Communicating
Decision-making in Non-democratic Arguments and Conclusions 191
Governments 160 Chapter Seven Review 192
Civic Action Against Non-democratic
Guide to Action Steps 5 & 6: Get
Practices 161
Moving and Have a Lasting Impact 194
Global Rights and Responsibilities 162
Quality of Life 162 Glossary 196
An Interview With … Holocaust Survivor Index 203
Eva Olsson 164
Credits 211
The Fight for Human Rights 165
The United Nations 165

viii MHR • Contents

A Tour of Your Text
Welcome to Civics in Action. The following pages provide a brief
guided tour of this resource to help you complete the Civics and
Citizenship course successfully. The Introduction gives an overview
of the questions, concepts, skills, and goals that will guide you
through the course and help you become an informed, engaged,
and active citizen. In Unit 1, you learn about your rights and
responsibilities as a Canadian citizen and how your first steps as an
engaged citizen can begin in your own community. Unit 2 focusses
on the structure and roles of government and discusses the various
participants involved in the political process—including you. Unit 3
provides an understanding of politics around the world and the
importance of taking action, in groups or as individuals, to fight for
global human rights.

Unit Opener
• A Unit Introduction guides you to start thinking about the topics
in the unit.
• The Big Ideas show the main ideas of the unit that you will be
able to apply to contexts beyond this Civics and Citizenship
course.
• Thinking Civically suggests how you can approach the unit
topics by using the Concepts of Political Thinking (Political
Significance, Political Perspective, Objectives and Results,
Stability and Change).
• The Citizenship Framework makes connections between the
content of the unit and being a responsible, active citizen.
• A photograph captures the essence of the unit. can have a
you feel
others in your

ce.
But a sense of

differen
outside world. How do

can you contribute? You

a
feel good about making
and
on in your community.

affect you
of your local government
open your eyes to the

your community? How

everyone—and you will
questioning what is going

nship Begin
Civics and Citize
into your life when you
is run? How do the policies
govern

Close to Home
FPO a legal system
community works for
that

and
a constitution, laws,
days never noticing or

t
In Canada, we have system of governmen
. We also have a
gaged”
laws

Being “civically en
that protect our rights ing you—has a say
in
Canadian—includ
with the

that ensures every You have

voice matters.

ed, being
Your
come

respe cted.
how our rights are make Canada a
better
the power to effect
change that will

means being info rm

community? Do you agree
about the way your school
can

say in making sure your

of us.
place to live for all you. Start by lookin
g

action
You can go about your
e

nt may be new to
purpos

Civic engageme school and

tak in g
involved, and
impro ve your
are some ways to
around you. What voice your conce
rns
rural area? You can
meaning and

your city, town, or teer for a comm unity

government, volun
m att er.
on issues that
to your municipal local charity. All you
need
r donations for a
group, and gathe
first step!
to do is take that
are laws meant to
• In Canada, there lly
protect our rights and
freedoms.
sible for FIGURE U1–1 Volunte
ering Thinking Civica lives of the people in your community? Citizenship
• Canadians are respon ns that affect the
Framework
nity
for a charity or commu members
and the the many Who makes the decisio can impact community
making sure our rights, event is only one of makes a decision, it
are respec ted. ways you can get involved
. When your government you and those around
you—
rights of others, civic action also affects your
to express in various ways. Taking an action can have on
• There are many ways imes in a big way. Being aware of the effect
action. somet ly engag ed.
our opinions and take is an import ant part of being civical MHR 15
local comm unity
• Knowing how our
an important
governments work is
ed and involved.
part of being engag

14 MHR

A Tour of Your Text • MHR ix

 Chapter Opener
• The Chapter Introduction starts you thinking
about the content explored in the chapter.
olvement and
Community Inv
Municipal Go
vernment • Key Terms list the words used in the chapter
Municipal gover
nment is the
and territories
system create
for managing
d by
local
Framing Que
stions
that will become part of your civics vocabulary.
the provinces elected officials

These terms are defined in the margins and the

Public servants— tant to under
stand
communities. are the careta
kers
• Why is it impor al
t employees— s, cities, how governmen
ts and politic
and governmen hips, village
ely 4000 towns have processes work?
of approximat a resident, you
s Canada. As effective ways
and towns acros with your munic
ipal • What are some

Glossary.
relatio nship my opinion about
a very important I can voice
ipation can shape
Your active partic y of local issues?
government. improve the qualit
policies, and ive
programs and some effect
unity. What are
life for your comm active citizen
in your
you can be an

• The Chapter Goals are the main objectives

ways in which
municipality?
LS Being part of your
CHAPTER GOA to FIGURE 2–1
we are learning nity can mean voicing

of the chapter that lead you along the path to

In this chapter, of power municipal commu community
understanding your opinions, building
• develop an ipal a volunteer, and
enjoying
systems in munic partnerships as
by critical municip
al
structures and the support provided know about
you
government we can
services. What do
ent?
variou s ways municipal governm
• assess the

becoming a more informed and engaged citizen.

t
Key Terms ipate in local governmen
partic and values,
nal attitudes
by-law • develop perso
deputation perspectives
and respect other
enforcement

• The Skills are the parts of the political inquiry

federal
municipal SKILLS ation from
nce and inform
council • collect evide y of
es using a variet
municipal a variety of sourc
government methods nce has

process that are highlighted in the chapter.

er enough evide
municipality • assess wheth
been collected

• The Framing Questions activate your critical-

MHR 39

38 MHR thinking skills and get you thinking about how

the material in the chapter is relevant beyond
this course.
• Photographs capture the main themes of the
chapter.

OBJECTIVES 7. Research
a current issue
da.
that people are
lobbying
Chapter Review
e taking to be
FOUR

& RESULTS about in Cana

ndin g/Thinking a) What steps
are these peopl
and Understa what they want? taking are
Knowledge heard and get

• The end-of-chapter questions help you to review

job? are
ters get their think the steps they
Cabinet minis of Cabinet b) Do you
POLITICAL 1. a) How do responsibilities effective? Why
or why not?
SIGNIFICANCE
b) What are the Dream
CHAPTER

ministers? e of Shannen’s
what has becom died.
d 8. Research
care service neede STABILITY
Koostachin

the chapter content.

that a health
r going to be
& CHANGE
since Shannen keep
2. You find out er is no longe been done to
STABILITY
& CHANGE
by a family memb to help by trying to get back
this a) What has
her dream alive? could
offered. You want other steps
service. can you b) What
shoul d you contact and how be taken? Shannen’s Dream
a) Who you do? FIGURE 4–30
contact them? say and do to try to get back c) What could supports equity
for First Nations
d you it important to get
b) What shoul children. Why is
ns like this that
the service? involved in campaig
ss support a cause?
lawmaking proce be
ways does our s of Canada to
FPO
POLITICAL 3. a) In what various voice
PERSPECTIVE allow for the
heard ? uals and
challenges individ ples. law that
CHAP TER GOALS b) What are somebeing heard? Include exam t proposes a
the governmen fish.
anding of how
• develop an underst affect our lives groups face in 9. Imagine that for individuals to hunt and
POLITICAL
makes it illegal s that this
political institutio
ns PERSPECTIVE uals or group
of the individ
and responsibilities a) Identify all
• explain the roles
of government in munication .
law might affect each individual or group
you
of different levels Thinking/Com three branches
of think
Canada tant to have the ary? b) How do you feel about the
law?
individuals and 4. Why is it impor tive, and judici identified would
• determine how
POLITICAL
executive, legisla
groups can influenc
e decisions and SIGNIFICANCE
government: t,
cial governmen
policies
you are part of the provin that on/Application
Communicati
ne You realize
• develop an underst
anding of how POLITICAL 5. Imagi ring a budget. see
made
SIGNIFICANCE and you are prepa some services. Examine issue that you
would like to the
it. Present it to
are to cut 10. Choose an
laws cial
you will have ties for the provin the STABILITY and research
the list of respo nsibili
and rank & CHANGE become a law, of a private member’s bill.
Figure 4–13), class in the form
government (see tant to least
from most impor d each one the 5 class
responsibilities invited to a grade t works.
in why you ranke just been
important. Expla POLITICAL 11. You have nmen
the federal gover ins the structure
way you did. SIGNIFICANCE to explain how expla
lesson that
er and your Prepare a short government.
the information
in this chapt of the Canadian nts’
best way for and function test the stude
OBJECTIVES 6. Using
decide on the a short quiz to
& RESULTS
own research, issues related
to Also, prepare
e involved in
students to becom Include the advantages
and knowledge.
tion.
their own educa each method.
of
disadvantages

115
Structures • MHR
ment Roles and
How can students Chapter 4 Govern
FIGURE 4–29
in their own
become involved
education?

l Process
and the Politica
2 Government
114 MHR • UNIT

GUIDE TO
ACTION

GUIDE TO
ACTION Guide to Action
GUIDE TO • These three features model the steps to
ACTION
complete a civic engagement project and
Impact
6:
STEP S 5 &

Have a Lasting
Get Moving and . Once you are ready to move
n planning
It is time to begi plan, stay positive and focu
sed. You
those
provide activities to guide you along the way.
your are difficult than

These steps can be followed at any time during

forward with
from things that
often learn more
that are easy.
ing Impact
Have a Last

the course.
n Plan get for
Create an Actio Encouraging
other youth to
Concordia Universi
ty joined staff from
Projet Montréal
project into issue you care Volunteers from ss of homelessness.
Break down your e involved in the n your Figure G3–1 n to increase awarene
to help you achiev way to sustai Homeless,” a campaig
specific areas about is a great you do “5 Days for the you
d a list of activit
ies, mber, even if What skills can
your goal. Recor efforts. Reme tations, a chart
responsibilitie
s, and
achiev e all of your expec nes 1. Complete improve?
resources, and not
d others and g deadli for your action
plan t did your
Writing it down
will timeline: Settin b) What impac
set a deadline. you likely influence 1. Have a clear keep on gs: Who or
along the way. al growth . will help you using these headin project have?
help guide you experienced person Make for each step rces,
Activities, Resou what did it affect? you
track. s: By and mes are
Action sure your 2. Partner with
other organization
sibility for your
project
Responsibilities,
Deadline.
c) What outco
most proud of?
Get Moving Evaluate Your project has spreading respon
nt groups, you
build a strong
nges do you d) Were there
any goals
a plan, it is time
to Plan across differe 2. What challe
Once you have help you impro
ve a lasting support structu
re.
and think you may
encounter that you did not
can you
implement it. Evaluation can ctions with adults project achieve? How
on your action
plan, which means t. impact: 3. Build conne
can be a vital source of as you put your
are meet them in the future?
results of your
projec mentors: They ces, and techni
cal into action? What were your
improving the what nancia l resour le solutio ns? e) What
Progress you learned, wisdom, fi some possib could
Monitor Your Reflect on what ved, and obstacles? How
along been impro expertise. ion: Put you are done your me them?
nter obstacles could have ship transit 3. Once you overco
You might encou you achieved. 4. Plan for leader ation
project, it is time
to
y the obstacles
you what outcomes ge of useful inform f) What are your
the way. Identif together a packa the evaluate it. Answe
r the for
the lessons you
are leader can keep recommendations
are facing and so that a new following questi
ons. take a
ring your projec
t others who under
learning. Monito you project alive. record s of What skills did you and projec t?
stage will help records: Keep a) simila r
5. Keep good p?
throughout each that arise. how you do things
, your your team develo
best respond
to issues
res of your contacts, tion.
set out measu and your evalua
It is helpful to sure achievements, 195 MHR
tors” to make
success or “indica
you stay on track.

194 MHR

x MHR • A Tour of Your Text

Civics in Action has a number of features that highlight the content,
make civics and citizenship relevant to you, and provide interesting
and sometimes challenging viewpoints on the topics you are
studying.

Spotlight On What do you

TOO YOUNG
TO VOTE?
Raising the
On the oppos
Voting Age

issue are those

ing side of this
who believe
adult population
are less likely
Some have pointe
and that they
to vote anyw
ay. Questions

• This feature presents a high-interest topic

think the votin that the conve
rsation shoul d out that the
issue has com g age should be about raisin d human brain
does not finish 1. Who shoul
e up for deba be? This g the voting age maturing until d be consulted
Canadian socie te several time to 21 rather than the mid-20s, about a possi
ty—sometime s in to 16. The suppo
lowering it does not make so it
sense for youth the voting age?
ble change in
and sometim s resulting in rters of this to vote until their Why?
es not. In 1970 changes argument point brains have 2. a) Prepare
, the voting age out

related to the chapter content that is based

was lowered in Canada most young peopl that since
developed more a T-chart.
from 21 to 18. e do not Mark Holland’s
fully.
Record argum
there have been Within the last work full-time, bill to lower ents for
calls to lower 10 years, the same stake
they do not have the voting age and against lower
16 years old. the age even did not becom ing the
further to in society or a law, but it did e voting age.
In 2004, Mark understand how spark a nation
Liberal Member Holland, now taxes work. debate on the al b) State your
of Parliament a former They also think issue of the opinion about

on an event, idea, issue, or individual to

that appropriate age
introduced a from Ajax–Pic not as well-inform youth are to vote.
which side of
the debate
private member’s kering, ed as the you support and
sought to lowe bill to Parliame why.
r the voting age nt that 3. For several
different
from 18 to 16. countries, find
out the

engage your interest and prepare you for

minimum voting
Lowering the age and
Voting Age the percentage
process. To suppo of eligible
To support his voters who voted
proposed rt his view, FIGURE 5–4 in recent
bill, Holland he pointed to Holland sugge Minimum voting
ages vary around elections. How
suggested that steadily declin sted that around the world the world. The vast does the
voter turnout ing reducing the have
countries with voting a minimum voting age of 18 majority of countrie minimum voting
lowering the amon voting
voters. He sugge g young years old. Howeve age seem

the chapter content.

voting age was would give young age to 16 ages that are younge r, there are some
s
needed in order sted that if
voting age should r or older. What to affect voter
to get young this trend contin people an be? do you think the turnout?
people engag opportunity to minimum
ed in the politic ued, eventually vote while still
al the vast major in high schoo
ity of Canadians l, where they
would not vote. could learn about
the political
issues at the
same time. Once
pattern of voting a
had been set,
young people
would be more
likely to contin
ue voting into
adulthood. Other
supporters
of this argum
ent have pointe
out that 16-ye d
ar-olds shoul
be able to vote d
because they
already have
a number of
adult responsibili
ties. They are
already old enoug
h to work and
pay taxes, be
tried in court
adults, drive as
a car, fly a plane
join a political ,
party, and sign
up for the Cana
dian Forces
FIGURE 5–2
“If 16-year-olds
Reserves. Some
can drive and pay FIGURE 5–3 also believe
taxes, then “Why that lowering
they should be going to make any should I vote? How is my vote the voting age
able to vote too.” difference? I have would give politic
do with my time.” other things to ians more
reason to pay
attention to
118 MHR • UNIT issues related
2 Government to education.
and the Politica
l Process

Chapter 5 The
Political Proce
ss • MHR
119

Thinking Civically Thinking Civ

ically
• Each of these investigations relates one Stability and Cha
of the Concepts of Political Thinking to a Why do societi
nge
es change or
same over tim stay the
e?
real-world issue. As time passes,
governments to
example of the
society changes,
create new policie
concept of stabili
Research
and it is then neces

& Inquiry
s. China’s one-c
sary for
Citing Source
hild policyCivic
is an s requires
s
In 1979, gover ty versus chang citizens to be
nment officials e.
issu informed abou
d that the rapidl es that are being disc
expanding size were very worrie t the
of the Chinese ussed and deba
resources. They population would To fiynd good infor
on for these disc ted.
believed that a strain the count mati
boost economic one-child policy ry’s
growth by conse would ultima andtely debates, you need ussions

Research & Inquiry

the policy cause rving resources. strong research
d a series of unexp Unfortunately, skills.
continue to disrup ected problems,
t the stability of many of which
today. Because China’s society When researching
cultural tradition and econoyou myneed to keep a topic for a presentation, report
of abortion, aband gave preference notes on the inform , article, or debate
onment, and even to male heirs,
record acts
the sources of ation you collec ,
parents despe infanticide were that information. t, and you need

• This feature models a step in the political

rate for a boy. carriedinform
out by ation. Keeping Notes allow you to
number of males This led to a signifi you need track of your source to organize your
and females in cant gap betwe more s allows
A number of intern China. the en theation. information, and it ensures you you to find them again if
inform
al and external give credit to
the source of
from the globa factor s, including press
l community, paved 1. ure
What inform
by the Chinese the way for a policy ation

inquiry process and provides activities

government. For changefor sources? do I need
female asylum-see example, Cana 3. How shoul
da accepted • the author or d I organize
kers who fled organization notes? my
human rights abuse China due to the • the title of the
s they experience gender-base work or article • start by record
was shamed by d. The governmen • dthe publisher material first,
ing the source
the negative intern t of China and/or city of and then record
undoubtedly influe ational press cover publication your notes

for you to practise the related skills.

FIGURE 7–13
How did the law nced their decis age, which• the date of •
the new policy ion to change public record your sources
restricting families , Chinese coupl the policy. Unde • if using a websi ation format in which in the
to a single child child are now es in which one r te, the they
influence parents allowed FIGURE 4–28 How to recordmember is an onlywebsite address and appear in your will
in China?
changing the policy to books have two childr sources
website en. The hopefor you accessed the date reference
will providand
e citizenss with is that •
if using a book,
it section, such
as in the
a more stable magazine, Modern Langu
FOR A BOOK:
socieorty.online book age
with pages, Assoc iation (MLA) style
the page numbe
Questions Author
Title found the inform
r where you

Blair,
Peggy J., Lament 2. What inform
ation
Questions
1. In what ways for a First Nation: ation should
does the The one-c record? I 1. In a group
traditions, or laws hildTreaties
Williams
policy breakn with
of Souther , research one
in your Ontariobelief
. s, • only information that the following: of
comm
Vancou ver: UBCunity? Press, 2008.
2. a) Brainstorm relates to your • a historic Canad
a series of schoo assignment ian
• important dates, document, such
l
school board shoul City of Publicapolici tion/ es that you believe your events, as a treaty
d chang Date of people, and places or constitutiona
policies no longe e.erBriefly expla
Publish l act
r meet students’
Publicain tionwhy these • important quotes • a law curren
tly being
concepts of stabil needs. Consider • any words or
terms you do proposed by the
ity and change how the not understand. federal or
. . . . . . .apply
provincial govern
. . . . . . . ... . . . . .
.............. Look them
b) What speci up and record Be sure to record ment
fic civic action ..............
. them in your
influence your could you take
FOR A WEBSIT the sources
school board to E: as an individual notes. of the information
you gather,
change its polici • to
headings and including source
Organization/Au es? key words so s for text,
thor you can
find additio images, and other
186 MHR • UNIT 3 Title
material and organi nal Create a short graphics.
Global Civics ze your report
Aboriginal Affairs
and Northern notes presentation about or slide
Be sure to includ your topic.
Development • point-form
Canada. Maps notes, reword e
at the end of your your sources
of Treaty Making ing
in Canada. to avoid plagia
Government of rizing report or
Canada Website • for quotes, presentation.
, accessed copy them word
September 2013. for word, use
<website address quotat 2. Why is it import
>. marks, and make ion ant
give the prope
sure you sources of inform to record
Owner/ r credit ation when
Access Date you do resear
Creator/ Address ch for any schoo
Publisher course? l

Chapter 4 Gover
nment Roles and
Structures • MHR
113

In Focus Treaty Rights

In recent year
and Pipeli nes
s, oil exploration

• This feature provides an in-depth examination of has increased

method to trans
many cases the
dramatically in
port the oil is
shortest route
and developm
Canada. The easi
by pipeline, and
ent

in
est

an issue, event, individual, or idea related to the

owned by Abo is through land
riginal peoples.
Much of this oil
is bound
for sale in the for lost land, incom
United
(through the Keyst States e, or way
of life.
Multiple Persp
content in the chapter.
one XL
pipeline) and
overseas (throu
the Northern Gatew gh
• The creation
people living
of jobs for ectives
ay pipeline). on these lands
Some Aboriginal These communities :
peoples have could
concerns about benefit from the

Privacy and Sa
these pipelines: employment
• The safety and created by the
the building of the

fety
environmental pipelines. Howe
effects ver, there is no
of pipelines: guarantee to the
Extremes in communities
climate, such that the comp
as severe anies involvedConcerned Can

Multiple Perspectives
cold or frost, could
pipelines, leadin
damage
will hire or train
Additionally, once
local workers. adians
g to oil spills a pipeliIncrea
ne singly, Canadians live in a societ
and other enviro has been comp easier due to the y where monitoring
nmental leted, these Internet, impro
damage. FIGURE 3–11 construction jobs vements in techno people is
Society has compet are no in government policies. logy, and chang
• Being prope longer neede
goals on the issue ing Because of safety es

• A current, and sometimes controversial, topic is

rly consulted of privacy. Wed. bullying to terrori concerns rangin
about activities stop violations of want to sm, authorities g from
taking want our privacy, and we also choos e being cautious sometimes think
it is necessary
FIGURE 4–12
First Nations
protestors demons
place on their
on a legal decis
lands: Based Questions
to stop threats to
our safety. where do our privac over maintaining
y rights conflict
individual privac to
y. When and
trate against the ion made with our safety
Northern Gatewa in 2004, the gover conce rns?
y pipeline. 1. a) What enviro
nment nmental Privacy

presented from multiple perspectives.

has a legal “duty concerns do First Some
with and accom
to consult Nations Canadians are concerned that
have about pipeli given too much privac
Some Aboriginal peopl
modate”
es whenever through their
nes built up in the name of safety. Due
and
land? What security, the government
to concerns about
y has been

Aboriginal government activit has been terrorism

economic conce that
have an impac
ies may rns do allow more surveillance of online introducing new policies
they have? raised concerns
peoples have t on Aboriginal activities. Canad
or treaty rights about these online ians have
. 2. a) What respo people oppose surveillance policie
• The sharing nsibilities lugga the fact that airpor s. Also, some
t passe
concerns the resources
of revenue from
and from the Questions the governmen
to Aboriginal peopl
does
t havescans. Some
ge searches, metal
people believe
detectors, and
ngers can be subjec
millim etre-w
ted to
ave full body
about how pipelines them
oil sands and
selves: The
1.
the transport Although most
regarding buildi
people ng
esthey generate a
detailed image
these scans violate
of the passenger’s
privacy becau
se
body.
pipelines of the oil have agree that we pipeli nes
the potential need to on their land? Safety
to generate billion balance privacb) How can Some
affect their in revenue. The
pipelines throug
s of dollars
building of
safety, peoplbalan
about how torespo
y and the governmen Canadians are
e disagrce eethese
t
so they can be kept safe.
willing to give
up a certain degre
Many agree with e of privacy
nsibilities with online surveillance
lands. or land claimed
Canadians mean
h treaty land
and
by Aboriginal about which
more important.
do this,
intereright
the
sts ofisothers? monitoring cyber-
so the governmen
bullies and terrori
the policies that
t can keep Canad allow
ians safe by
s Aboriginal 3. What action Which believe that the st communicat
peoples expec right s can Aboriginal millimetre-wave ions. Also, some
t compensation do you peopl think
es istakemore not an invasion
of privacy becau
full body scann
ers at airports
important? Why? to preserve the passenger se one security are
their rights and and does not see official stays with
2. Research conce ensure theiranalyses the image the image and
the issue rns of are addressed? and never sees a different official
millimetre-wave the passenger.
full body A Balance
Chapter 4 Goverscans in airpor
nment Roles and ts. Write
an opinion parag Struct ures • MHR Canad a has laws and
raph betwe97 organizations
that explains your en privacy and that attempt to
view, safety. The Privac find a balance
using at least our privacy, and y Act was create
two sources all governmen d to protect
Act. Companies t agenc
to support your
opinion. also have to follow ies must abide by the Privac
Make sure you of personal inform laws that gover y
explain ation they can n what types
how your opinio are also organization collec t, keep, and share.
n connects s whose purpo There
to your values of authorities, se is to monitor
. such as the Offi the actions
Canada, which ce of the Privac
investigates privac y Commission
y complaints. er of

Chapter 3 Your
Rights and Respo
nsibilities • MHR
69

A Tour of Your Text • MHR xi

 onsible
Socially Resptrepreneurship
Business En businessCanadian
a 33-year-old nce
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managed to fi
On the Job owner who has growth and labour ethics.
between finan cial

company,
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• This feature highlights

Tal Dehtiar’s shoe strict evaluation
the distinction
of rté is fair-trade
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litical Opinion
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firm that creat ar must contr
being the only certified, Dehti
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post, see how
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and fair worki other posters
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skills related to civics.

In Addis Abab are open to
Questions
g your whether they
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has an fair-tr
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impact: Dehtiar

How To
an approach to interna es e a list of the Do not use your
full
trade with the goal
of yment opportuniti Oliberté, creat
nsation to secure emplo critered: ia for ethical as your scree
n name.
offering fair compe e. Indeed, when topBe fiveinform that youwill
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and environmental employees spend ard of requir e befor
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sustainability the community, ade certifi cation. you
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• These guides provide practical,

s rises. fair-trpoints
living for all citizen
Questions
impressive refer topairs, specicond uctor
fic bills

Consumers
Perhaps most 2. Working in ade
has become rch on the Fairtr
resealaws.
of all, Oliberté ways are discu
ssing
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step-by-step instructions for

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back against
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understand advantages
a group of le tol comm b) What are the
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allow you to
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companies companies in

carrying out specific forms of

ring s and
itted to honou ree, disagree online discussion
that are comm • If you disag
who use like or dislike
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practices. To
, a
with the idea
and not the forums?
online forums
and

comments.
ership person.
qualify for memb
cheap labour.
2. Aside from other
s, in what
discussion
Before
civic action.
l Action • MHR
181 these skills
Chapter4. Be careful:
7 Globa situations might
that there is be useful?
disliking a
• Look to see
nsible for skills outlined
in
someone respo 3. Using the
co mm ent, moderating the
This will filter
comments.
out posts
a response
this section, write an issue
ent on
t to or a comm
remember thas that contain abusi ive
ve important. Be
that you find
language and
offens the guidelines
everyone ha
sure to follow
content. ed.
and steps provid

the right to an
opinion. and Structures
• MHR 107
nment Roles
Chapter 4 Gover

With...
An Interview

tivis t
RightsNAGAc
An Interview With … RA
PARDEEP SING
H
d from comp
eting as a boxer
Nagra was banne

• Provided in question-
a beard is an
Pardeep Singh beard. Having
d to shave his argued his case
in
because he refuse Sikhs. Nagra ut
us practice for to compete witho
n
litical Citize
important religio he be allowed st, speaker,
court ruled that
Everyday Po
court, and the Now Nagra is a rights activi
his beard . ity.
equity and divers

and-answer format, these

having to shave specializing in
consu ltant
teacher, and activist?
to become an

Justice Betty
you decid ed
the moment when because I’ve
been
Q: What was
moment for me
t really one single young. As I grew
since I was very

interviews feature someone

A: There wasn’ l,
unity activities as well as in schoo
involved in comm be active in the community, of which
older, I contin
ued to volunteering—all
unity, and eventually onTa rio
each led to
sports, my faith
comm Toro
comm nTo,
unity pride, and
a sense of belonging and prime
gave me t. t of becoming

who has contributed to civic

of engagemen demoecracy Betty has dream age, Justice has
Pardeep Singh Nagra a higher level in a Justic
n-yeastr-old
an activi old. From a young
FIGURE 3–14 Sixtee
role of ittees
and now he is a
rights
n, what is the she was five years advisory comm
used to be a boxer you think you might Q: In your opinio minister since h chairing youth gh she
do ed througnge office. Althou
activist. What jobs like Canada? been civica.
lly involv
Activi sts also challelocal MPP’s constituency from being
have in your life? others teering at to provide
lives of and her that stop her
to improve the volun
sm is funda mentahl to vote, she has not let create a
A: I think it’s inspired her to

engagement.
cracy, activi old enoug groun d
a demoJustice
quo. Inmotivat is nott.yetIt’s a way from theunity. In fact, it has er.
the status 7–14 What ces on es
the governmen ed with her comm tried to unica te with one anoth
FIGURE s and balan engagement engag h they politicians to comm will
check ge civic that even thoug youthout and way it was network that
Betty to encourathe government know forum forwork the rk (PYN) is a social ca to foster political
level to let didn’t al Youth Netwo
among youth?
, maybe the policy The Politic across North
Ameri
make things better and politicians decision-making
connect youth of youth into the
Questions rightsthe voices ss
intended. ies
emenshoul
t andd ainfuse like-m inded youth to discu
qualit
, whatengag rm for of
your experience network is a platfo and to give them a direct line
e an Q: Based on was runner-up process. The tant issues , rooted in the
1. Who can becom Justic e Betty ss?
activist posse and learn about imporstand ing ls. The PYN is
might category of the a broad under elected officia s—with
activist? Why in the youth activi d be able to have unication with their effective18 to get involved with politic
st shoulal Citizen m socomm how to get

Everyday Political Citizen

e they know to be
someone becom A: A rights
Every day Politic syste that you do not have ective s excitin g.
sm? 2013
the issue and
the
project of idea other people’s
persp accessible and s about
involved in activi of both st, which is aneed to understand s will become g with her friend
conte
e. You also n that the PYN, politic youth and talkin that there is a
think are changra, an organizatio with them. Through meeting other , Justice saw
2. What do you Sama
knowCana to work
howdians to get ty? e politically active al apathy
some challenges
and so yourages Canadian to sociebecom problems: politic
encou
students do to improvetheir desire
s. This soluti on to age-old ions
benefits of activi
sm? involv
Q: Whated with can politic stream
for aelves and lined
know they ement in decis

• These profiles highlight youth

rates individ uals r thanneed thems not enoug
the h youth involv of Justice’s
or projec t celeb to think bigge g youth , and about a culmi nation
talent, skill, A: Students need e policies amonnts can learn venture represents youth to
3. What is one have that who workothers to chang where ver they are. Studeaffect them.age Thegroup can
her desire to encourage
you ry. that it. Every and
interest that can help a better count and act on experiencesrces, thus andfar
ht they could
.
to improve and build on their own political skill set, resou
you could use cause of an issue about their nce they never thoug make decisions that
good? nce by thinking influe politics in ways politicians
the common make a differe simple. First, youth under 18

in Canada who have worked

way you to give. “For me, it’s quite And the fact that
Suggest one time they have a daily basis. from being able
affect youth on yet shoul dn’t stop them
could apply it. h to •vote 73 m of low voter
old enoug
aren’tRespo nsibilit ies MHRssion. Second, the proble ssed
Rights and
to be involved
in the discu needs to be addre ing
Chapter 3 Your voting cohort
g the youngest politics and foster
Questions turnout amon e involved in

to change political policies and

g young peopl inable connection
holistically. Gettin lishes a susta gives us
turn 18 estab
1. Why do you
think it is an intere st before they cratic proce ss. Starting early ly
politicians to and the demo And that’s exact
important for between youth a daunting issue.
to the voices e at solving such
have access the best chanc
where youth

build a better country.

of youth? s to do.”
and opinions what PYN intend will be the place
e an exam ple.
Justic e hopes that the PYN that affect them, and where
Provid issues
onate about the ns of youth.
the Political become passi voices and opinio
2. Research turn to hear the
What politicians will
Youth Network.
available to
resources are
address
the PYN to help 187
? • MHR
global issues Chapt er 7 Global Action

Before You Read

Examine the following list of
Political Parties
possible Canadian political Politicians at the provincial and federal levels of government usually
parties. Which ones do you
believe are real?
belong to organizations called political parties. At the municipal
• Pirate Party of Canada level, political parties are rare. At the provincial and federal levels,
• Green Party of Canada competing political parties are central to our political system.
• Work Less Party The primary goal of every major political party is to win an
• Liberal Party of Canada
• Marijuana Party Before You Read
election so that they can form a government and lead the province
• Communist Party of Canada or country. If they cannot win power, a party works to ensure the
• Rhinoceros Party • These boxes prompt you to start thinking about the next topic to
ruling party does its job properly.
• Conservative Party Any citizen or permanent resident can join a political party—
• Republican Party help you gain a stronger understanding of the content.
even individuals as young as 14 years old. Parties usually charge a
• New Democratic Party
small membership fee.
People who join political
political party:
parties share similar Key Terms
opinions about significant
an organization of people
with similar values and issues and the way the
• Each key term appears in boldface in the chapter and is defined
beliefs who seek to influence
or control the government by
government should in the margin nearby and in the Glossary at the back of the
be run, and they work
winning elections together to get their party resource.
elected.
party platform:
a set of ideas and promises FIGURE 5–9 Some political
created during an election parties allow youth as young as
campaign to explain a 14 years old to become members.
political party’s position on Why do you think political parties
important issues encourage young members to join?

FIGURE 5–10 Political parties are the central organizing bodies in the political process.

xii MHR • A Tour of Your Text

 events and issues in Cana
Holocaust is commemorat
Remembrance Day, and re
War Museum and Canadia
also plans to dedicate a na

Celebrating Co
Voices VOICES
As a youth, your participat
• These brief quotations provide thought-provoking perspectives “You must be the change you want to
see in the world.”—Mahatma Gandhi
is particularly important. Yo
organizations and local ad
on the surrounding content in the chapter. your values and make you
social bonds in your comm
life for all global citizens, y
process.
What are your values? W
identifying a mentor or role
character and preparing fo
to those who inspire you, a
Reflect and Respond which to guide your develo

• These questions encourage you to think critically about the

material you have read and provide an opportunity for self- Reflect & Respond
Methods of Action
Two of the keys to taking action are acces
assessment and teacher assessment. POLITICAL
SIGNIFICANCE
1. What are the serious
global activism?
long-term consequences w
information and matching your goal to the
How is about
democracy threatened
Information civic issues can be foub
or from your elected representatives or ot
POLITICAL 2. Holocaust Remembrance
knowledgeableDay is the
about oneissue.
wayOnce
we ens
you
SIGNIFICANCE you need to decide what actions
global activism. Research to find out someyou thin
other
For example, one issue in Ontario sch
rights. How dotothese events influence how we vi
extra-curricular activities, such as spor
social clubs. Students who participate in
190 more engaged in their school communitie
MHR • UNIT 3 Global Civics
to practise many skills, such as leadershi
charge activity fees for extra-curricular ac
barrier to students from lower socio-econ
If you wanted to take action on this is

Pause and Think OBJECTIVES & RESULTS

How can you decide what
access relevant information, decide wha
choose a method of action. In this case,

• These margin questions prompt you to reflect on what you have type of civic action to take
on an issue?
letters or a petition to your school board
concerned citizens to organize a meetin

just read and provide the opportunity for a quick self-assessment. people. Review Figure 1–14 for a list of

20 Ways Canadians Participate

• send information th
• discuss political an

Skills Focus SKILLS FOCUS

Survey your classmates about
ONLINE
DISCUSSIONS
or instant messagin
• blog about politica

• These questions reinforce and provide opportunities to further

• participate in an on
their civic activities. Ask secondary
questions to obtain more information.
• have a face-to-face

develop the political inquiry skills learned previously in the course. OFFLINE
• write a letter to the
on a civic issue
DISCUSSIONS • make a public spee
• organize a public m

• sign a petition
ACTIVISM • boycott/“buycott” a
• participate in a pro

MORE TO KNOW... • work with other com

While 55% of Canadians volunteer COMMUNITY • participate in a gro

More to Know their time, only 10% volunteer in an

election. Why might that be?
INVOLVEMENT • donate to a cause
• volunteer time and

• These boxes provide interesting facts related to the chapter • contact an elected
POLITICAL • attend a political m
content. FIGURE 1–14 Do you see any actions INVOLVEMENT • volunteer in an elec
• donate money to a
you have already done or are considering • become a member
doing in the future?

32 MHR • UNIT 1 Civics and Citizenship Begin Close to Home

Voter Turnout GLOBAL CONNECTIONS

One of the main indicators of political participation in a country is Over 30 countries around the world
Global Connections voter turnout. In Ontario and Canada, participation by voters has
declined over the years. This trend is expected to continue because
make voting a mandatory part of
citizenship.

• These boxes make connections between issues around the world

fewer and fewer people consider voting to be a duty. Some factors
that can improve voter turnout are
and issues closer to home. • a greater belief that politics is relevant to the voter
• a greater sense of duty among young people that voting is
important
• increased political knowledge so that voters are more interested
and invested OPEN FOR DEBATE
• a better understanding of what the parties represent Do you think it would be a good idea
Open for Debate • encouragement to vote from friends, family, and other trusted
people
to make voting mandatory in Canada?
Why or why not?
• These questions prompt thought-provoking discussions about
issues that are often controversial.
2 | Ballot 3 | Selection
4 | Place Ballot
Voters are provided with a Voters may select only one
Identification paper ballot and a private candidate. They do so by
must present their identification area in order to mark their marking beside their preferred in Box
y their identity to ensure that vote. candidate’s name on the ballot.
Ballots are then folded and
not vote more than once, placed in a sealed box.
ensure they are voting in the
riding.

A Tour of Your Text • MHR xiii

 What? ... So What? ... Now What?

INTRODUCTION Are there issues that you care about but you do not know how
you can make a difference? Have you ever wondered what rights
and responsibilities you have? What does citizenship mean? Who
makes decisions on our behalf? How would our lives be different if
different decisions were made?
These difficult questions are at the core of civics. In civics, we
ask questions to better understand what is important to us—
as family members, friends, students, residents, citizens, and
members of global communities. We look at the issues in the
world around us and ask, What? ...So what? ... Now what? By
finding the answers, we can learn how to have our say and take
part in the decisions that make a difference in all of our lives.

Introduction Goals
• develop an understanding of how to influence change in
your communities
• describe beliefs and values associated with democratic
citizenship in Canada
• assess ways in which people express their perspectives on
issues of civic importance

Key Terms
citizen
citizenship
common good
democracy
human rights
responsibilities
rights

• People living in Canada have rights and freedoms based in law.

At the same time, they have responsibilities associated with
citizenship.
• Individuals and groups of people can make a difference in the
world.
• People, including students, have various ways to voice their points
of view in the many communities to which they belong.

2 MHR
FIGURE I–1 What issues are important to you, and how do you think you can make a difference?

Framing Questions
• How can I make my voice heard in the political process?
• Why should I care about issues in my community?
• What contributions can I make to my community?
• What can I do to make a difference in the world?

MHR 3
Before You Read
Discuss with a partner
What Is Civics?
what you think civics is and
record your thoughts. If you ask 10 people what civics is, you might get 10
different answers. But is there a common thread?

In Figure I–2, students who have taken the course and teachers
who teach it answer the question “What is civics?”

Students Teachers

Betsy: To me, civics is the study of citizenship and the Aaron: Civics is a course to help
responsibilities of citizens in a community. It is a course that junior students understand how to
helps students realize their roles in society as citizens. Civics is become active and engaged citizens.
also a study of the system of government. By learning about the different roles
of government, the purpose of NGOs,
and the impacts individual citizens
Mithuna: Civics revolves around the concept of citizenship have on a community, students can
including the rights and responsibilities of citizens. It involves the hopefully be more than passive
study of civil law and government functions as well as ethics and observers: they can feel educated
social justice. The main focus of civics is to educate the citizens. and empowered to make a difference.

Erica: I think civics is about learning how to be a productive and Tracy: Civics is learning about
informed citizen to enable you to bring about positive change in citizenship, and responsibilities
your country. and privileges of being a citizen.

FIGURE I–2 Which of these definitions of civics most closely matches yours?

Civics can be described as the exploration of

common good:
the well-being of people in
a community or society in
terms of justice, fairness,
prosperity, and respect
for human rights and the
environment
citizen:
a person who lives in a city,
town, or country, and who is
legally allowed to have the
rights and freedoms of the
place in which he or she lives
citizenship:
understanding the rights
of citizens in various
communities and the roles,
responsibilities, and actions
that go along with these
rights
4 MHR • Introduction
• the rights and responsibilities of citizens
• how decisions are made and who makes them
• ways that we can act for the common good in our communities
at the local, national, and global level
It is also much more than that, as you will explore.
As you read on page 2, in civics we ask questions about our
communities and about the world. This is the first step along the
path of “thinking civically.” When we think civically, we think in terms
of What? ...So what? ... Now what?
• What do I need to know? (e.g., What is the recycling policy at my school?)
• So what does this all mean to me? (e.g., So what is my opinion on this
policy?)
• Now what can I do about it? (e.g., Now what can I do to improve the policy?)
The goal of learning about civics is to become an informed,
engaged, and active citizen. The steps you take are as important
as the facts that you learn. It is not a process that you will do
alone—the citizenship process is one that we are all a part of.
Rights and Responsibilities
We all have rights and responsibilities associated with being a
Canadian citizen or resident. Often, rights and responsibilities are
thought of as one and the same, but there is a difference.
Rights are shared privileges spelled out in the Canadian Charter
of Rights and Freedoms, such as

• freedom of conscience and religion

rights:
• freedom of thought, belief, opinion, and expression, including freedom of privileges recognized and
speech and of the press protected by law
• Aboriginal peoples’ rights
• official language rights and minority language educational rights responsibilities:
tasks or duties that an
individual is required or
By being granted these and many other rights, Canadian citizens
expected to carry out
are expected to accept certain responsibilities, including
democracy:
• obeying all laws • voting a form of government in
• serving on a jury • protecting the environment which laws are made either
by a direct vote of the
citizens or by a vote of the
Together, these rights and responsibilities form the core of
elected representatives of
citizenship. Understanding them is a part of what civics is. the citizens

Decision-making
In a democracy such as Canada’s, decisions are made by people
who are elected by its citizens. Whether at the local, provincial,
territorial, or federal level, these representatives debate issues
that affect all citizens and make decisions that are in the citizens’ OPEN FOR DEBATE
interests and for the common good of society. What role, then, do Are all rights and responsibilities
the citizens have in the decision-making process? What about the shared equally among citizens? How
citizens who are not yet voting age—what role do they have? important is it that they are?
As citizens, we are given the right to have our voices heard and
to participate in the decision-making process. We can

• vote for the representatives we think will make the best decisions for us
• ask our elected officials to make decisions about issues we care about
• protest decisions that have been, or are yet to be, made
• run for elected office

It may seem that all of the decisions that are made about
important issues are made by people who we do not know in town
halls, city halls, or legislatures across the country. However, we have
the tools available to give us a role in the decision-making process
FIGURE I–3 In what ways are these
and to participate freely in our democratic society.
people being civically minded?
All individuals who live in Canada—both its elected officials and
the people who elect them—have a role in acting for the common
good. An important part of civics, and of being “civically minded,” is
exploring ways in which we can act for the benefit of all Canadians.
Introduction • MHR 5
 Hold a Democracy
Talks Discussion
Samara, a Canadian organization that encourages
greater participation in politics, created
Democracy Talks.

These discussions give you to you. Discuss who you would

FIGURE I–4 What ideas about the
democratic process would you share
in a group discussion?
the opportunity to talk about
issues you care about and
to make suggestions for
improving politics and the
democratic process. The goals
of Democracy Talks are to
• create a space for you to
discuss the political and civic
process
• come up with ideas to
improve democratic
engagement
• discuss how your ideas can
be applied to the real world
Democracy Talks are held in
groups of 8 to 10 students.
Each group needs a facilitator—
either a teacher or a student—
to keep the discussion on track,
keep track of time, and take
notes. Your teacher will provide
more detailed instructions and
the materials you will need,
but here is a short overview of
Democracy Talks.
Part 1: Introduction
(10 minutes)
Outline the goals of the
discussion and establish ground
rules (such as only one person
talks at once, and everyone
should be encouraged to
participate).
Part 2: Identifying Important
Issues (20–30 minutes)
Identify an issue that is important
get to help address the issue
and who might not support the
changes you would like.
Part 3: In an Ideal World …
(15–20 minutes)
Brainstorm your ideas on what
an ideal democracy and political
system looks like. Discuss what
aspects of Canadian democracy
could make it easier for you to
take action on your issue.
Part 4: Making Your Move
(30–40 minutes)
In small groups of three to five,
work through a civic or political
problem and figure out how to
approach it.
Part 5: Wrap-Up
(10–15 minutes)
Share your discussion from
Part 4 with the larger group.
Questions
After your Democracy Talks
activity, complete the following
questions.
1. What was the most
interesting part of the
discussion?
2. In what ways is a good
group discussion like an
effective democracy?
3. What else would you like to
learn in order to address the
issues you discussed?

6 MHR • Introduction
Civics in a Global Context
It is important to understand what citizenship means to us and what
we can do to act for the common good in our communities and
in our country. However, an important aspect of civics is looking
beyond our borders and being aware of what is going on in the rest
of the world.

Democracies and Other Types of Governments

A democracy is only one type of government. Around the
world, there are many types of governments, each with its own
characteristics.
Not every type of government grants the same rights to its FIGURE I–5 Why is it important that we,
citizens. To us, as Canadians, the citizens in some countries as Canadians, care about the human rights
may seem to have fewer rights, or more rights. Additionally, the of people around the world?
responsibilities expected of citizens may vary among countries.
For us to understand what democracy really means and what
role we play in a democratic country, it is important to be aware
of what other forms of governments there are and what roles the
citizens of those countries play in decision-making.
OPEN FOR DEBATE
Human Rights Are there human rights violations
While rights are privileges that are granted to citizens of a country in Canada, or do they only happen
in other countries? Discuss with a
by their government, human rights are considered to be universal
partner.
and apply equally to everyone around the world. In some countries,
the rights of citizens may be denied by their government due to their
ethnicity, religion, gender, or sexual orientation. Many Canadians
may often take for granted our rights to be who we are, practise human rights:
rights that protect the
the religion of our choice, live where we want to live, or vote for any dignity and value of every
candidate we want to, but these freedoms are not always possible individual, and give equal
for people in some other countries. status and opportunities,
Organizations such as the United Nations, of which Canada is regardless of race, ancestry,
a member, try to ensure that the human rights of all of the world’s place of origin, colour, ethnic
population are upheld. The Universal Declaration of Human Rights origin, citizenship, creed,
sex, sexual orientation, age,
and the United Nations Convention on the Rights of the Child are marital status, family status,
just two of the ways in which the international community works to disability, and other similar
fight for the human rights of all people. factors

Reflect & Respond

OBJECTIVES 1. What can you do to participate in the democratic process?
& RESULTS

POLITICAL 2. Why are your responsibilities as a citizen of Canada just as important as your rights?
SIGNIFICANCE

POLITICAL 3. What is the difference between the rights of citizens of Canada and the human rights of
PERSPECTIVE
everyone around the world?

Introduction • MHR 7
 So What Does Civics Mean
to Me?
You might be asking yourself, “All of this sounds great, but so what?
What does this all mean to me?” To find out, you need to explore

Concepts of Political Thinking

There are four political thinking concepts that form the “backbone” of civics investigations. They guide your learning
and help develop your understanding of important issues and ideas. Each issue you investigate and each question that
you are asked (and that you ask) can be looked at through the “lens” of one or more of these concepts.

Political Significance Stability and Change

What is it? It is the measure of the impact a policy,
issue, or event has on communities and the impact
those communities have on policies, issues, and events.
So what? What if you want to figure out how important
a policy, such as an anti-bullying law, is, or the impact
civic action has had on a policy?
How does it work? During an investigation, ask:
• What is the most important reason for
engaging in civic action?
• Why are anti-cyber bullying laws
important? To whom?
What is it? It is a way of looking at how and why
political institutions and government policies change
(or do not change) over time and what effect this
has on communities.
So what? You can figure out when change is or is not
necessary, and how to contribute to change or to
maintain stability. You can also see how political
structures and decisions contribute to stability
and change.
How does it work? During an
investigation, ask:
• Who should I contact about an
issue I care about, like pollution?
• What contributions can I
make in my community?

Objectives and Results Political Perspective

What is it? It is an exploration What is it? It is an analysis of
O

of the factors that lead to how the beliefs and values of

FP

important civic/political events, groups of people—politicians,

policies, and decisions and the
effect these decisions have on
various groups of people.
So what? It is important to know if an event,
policy, or decision has its intended effect, and if
it doesn’t, why not?
How does it work? Comparing the initial goals of a policy
or decision and its effect lets you know the difference
between intended and unintended results. During an
investigation, ask:
• What was the objective of the Universal Declaration of
Human Rights? Do all people enjoy the rights set out in
that document?
• How do you know if your plan is achieving its objective?
members of the public, the
media—can affect our response to
important issues.
So what? Understanding that perspectives
may influence someone’s behaviour will help you gain
a better understanding of their actions.
How does it work? During an investigation, ask:
• How can you figure out if your student council
represents all students in the school? Who has the
most influence and why?
• How important is the media in swaying public
opinion?

8 MHR • Introduction
why all of this is important, what you can do, and how you can do it.
Whether you want to complete an assignment, perform well in an
activity, or become an informed, engaged, and active citizen, having
clear goals is important. Knowing what your goals are and how to
achieve them will help you complete any task successfully.

Big Ideas are ones that will stick with you for a
long time. They should help you answer “Why
am I learning this?” or “So what?”
Framing Questions
Questions—both asking and responding to them—are an
important part of civics. Framing questions are related to
the Big Ideas and are intended to spark your curiosity and
to help you develop critical-thinking skills.

In a democratic society, people have
different beliefs, which influence their
position and actions with respect to
issues of civic importance.
An understanding of how various levels of
government function and make decisions
enables people to effectively engage in the
political process.
What is the relationship between people’s beliefs
and values and their positions on civic issues?
Why is it important to understand how political
structures and processes work?
What are some ways in which I can make my
voice heard within the political process?

In what ways does the Canadian Charter of Rights

People living in Canada have rights and
and Freedoms protect me? What responsibilities
freedoms based in law. At the same time,
come with these rights?
they have responsibilities associated with
citizenship.
Why should I care about issues in my
community?
Individuals and groups of people can
make a difference in the world.
What contributions can I make to my community?

People have various ways to voice

their points of view within the many What is the most effective way to voice my
communities to which they belong. position on a civic issue?

Through the critical analysis of issues and What can I do to make a difference in the world?
the creation of plans of action, students can How will I know whether my actions have been
contribute to the common good. effective?

FIGURE I–6 Look through the Concepts of Political Thinking, Big Ideas, and Framing
Questions. How can you use them to set goals for yourself for civics?
Introduction • MHR 9
 VOICES
“I think every single one of us has
the power in our own hands to make
the community better. … Certainly
politicians have power over policy,
but the rest of us have the power
to actually make our community
better.”—Naheed Nenshi, mayor
of Calgary
Being an Informed, Engaged, and
Active Citizen
In this introduction to civics, you have read about what civics is and
what students and teachers say civics means to them. You have
also read about why learning about civics is important, and about
some of the goals of civics. But what is the ultimate goal? What is
expected of you? What do you expect of yourself?
Ultimately, the goal is for you to understand, and use, the power
you have to make change. It is to be engaged and participate in
your communities, to care about something, and then to act on it.
The classroom is not the only place where civic engagement
can begin. It can begin at home, in community centres, and even
at a bus stop, as you will read on page 11. As you read about how
Ali Chatur became civically engaged, put yourself in his shoes and
think about the things you can become involved in and the changes
you can make.

FIGURE I–7 The Samara project studies

why people are, or are not, involved in
politics and civic action. Samara asked
a number of Canadians to use a word to
describe politics. This word cloud shows
the words people used. The larger and
darker words are the words that were
used the most. Do any words surprise
you? Make a word cloud for democracy.
How is your word cloud different from the
one for politics?

Reflect & Respond

POLITICAL 1. Describe one of the concepts of political thinking from page 8 to a partner and provide
SIGNIFICANCE
examples of how the concept might be used. Why is it important to use the concept?

POLITICAL 2. Review the Big Ideas and Framing Questions on page 9. Make a list of additional Big
PERSPECTIVE
Ideas and explain why you think they might be important to add. For each Big Idea that
you think of, write one Framing Question to accompany it.

STABILITY 3. Conduct research on the Internet about ways you can become involved in your
& CHANGE
community. What different types of involvement can you find? Which types interest you
the most? Why?

10 MHR • Introduction

Civics_FM Intro.indd 22 14-07-22 12:26 PM


FIGURE I–8 What factors have made
you the person you are?
Ali Chatur was the winner
in the youth category of the
2013 Everyday Political Citizen
contest. This is a project
of Samara that celebrates
individuals in Canada who work
to change policies and build a
better country.
Questions
1. Ali was inspired by
Jack Layton. Identify an
individual who inspires
you. It may be someone
you know personally or
someone you have learned
about in the media. What
inspires you about that
person?
2. How do Ali’s beliefs and
values influence the ways
in which he is civically
engaged?
Everyday Political Citizen
Ali Chatur
TORONTO, ONTARIO
Ali Chatur’s inspiration to become involved in his community and
school came when he was nine years old. While standing at a bus
stop with his aunt, a man approached and started talking to her.
After shaking her hand, the man knelt down and said to Ali, “Well,
hello there. Tell me, what do you want to be when you grow up?” At
the time, Ali wanted to go into culinary arts, so he said he wanted to
be a chef. The man responded with a smile, “You can do anything
you like. As long as you work hard, and never give up.” The man
then said goodbye to Ali’s aunt and walked away. When boarding
the bus, Ali asked his aunt who the man was. She said he was Jack
Layton who, at the time, was the leader of the New Democratic
Party (NDP) of Canada. Since then, Ali has been inspired by Layton
to be involved with his community, never forgetting the words of
wisdom Layton told him.
Ali started volunteering in his community at a young age, and
volunteering is integral to his ethics and values. Currently, he is
the Co-president of the Gay-Straight Alliance at his high school,
which promotes equality for all students and the creation of safe
and positive spaces. Furthermore, he is involved politically with the
NDP, having volunteered on numerous campaigns. He acts as an
executive member of the Ontario New Democratic Youth (ONDY)
and the Federal Youth Representative for his riding association.
Outside of partisan politics, Ali serves as the City Youth
Councillor for Ward 29 (Toronto-Danforth) on the City Youth Council
of Toronto (CYCTO). The CYCTO is an organization that involves
impassioned youth in the workings of municipal government,
providing a channel for youth to influence public policy and take
ownership of community development. This role has allowed Ali to
get more involved in his community, as well as be part of a group
that tries to make Toronto a better city.
Ali says that his community involvement has profoundly
influenced him. His community of East York, his school community,
and his family have all shaped who he is today. Values that are
cherished in his communities—ones of compassion, empathy,
advocacy, and more—have affected how he sees himself: as a
person helping create positive change in this world.
Introduction • MHR 11
 Now What Can I Do?
As discussed, it is important to contribute to the common good
because it is our responsibility as citizens to participate in improving
our local, national, and global communities. But where do you begin?

You Can Make a Difference

You can start with the basics. Think about your own beliefs
and values. What is important to you? What are your ideas and
perspectives on issues of civic importance? Identify one issue that
is of particular importance to you.
Now look into the issue to find out more about it. You can look
close to home or you can think more globally. Find out the who, what,
when, where, and why of the issue, and about the perspectives of
those involved in the matter. Doing research will help you make an
informed and balanced decision about how you can best get involved.

Ways to Get Involved

FIGURE I–9 What is an issue that really

• Express an informed opinion on a matter that is important to you by,
matters to you? for example, contacting your local elected representatives, starting a
political blog, or writing a letter to a newspaper editor.

• Take on a leadership role in your community in order to support others

in taking action on an important issue.

• Participate in your community such as by volunteering or working for a

cause that matters to you and the other people in your community.

• Investigate a controversial issue to find out where problems may exist

and what changes may need to be made.

• Listen to the perspectives of diverse individuals and groups to build

positive relationships and ensure all voices—in your local community,
in Canada, and around the globe—are heard.

Once you become involved in an issue, you may come to see an

FIGURE I–10 How can you lead the
way toward improving local, national, and
global communities?
aspect of it that requires improvement, action, or change. Nothing is
going to change if no one does anything about it. You can take steps
to make a change happen. Find out all the possible ways that you can
take action and decide which approach would be most effective. It
is very important to think about what effect your action plan will have
and who it will affect before you move forward with it.
Finally, the last step before making your move is to make a list
of criteria that you can use to assess whether the action you take is
effective. In that way, once you complete your action plan, you will
know if you succeeded in meeting your goal.

12 MHR • Introduction
Guide to Action
TakingItGlobal is a network of young people learning about,
engaging with, and working toward tackling global challenges.
The following is an overview of their Guide to Action, which they
created to help youth like you make the changes you want to see in
the world. These steps are provided in greater detail in this resource. FIGURE I–11 Why do you think it is
The steps can be completed at any time during the course. important to take civic action?

GET INSPIRED GET INFORMED

Think about the changes you would like to see happen,
whether they are in yourself, your school, your
community, your country, or even the world. Who or
what inspires you to take action? Seeking out sources
of inspiration can give you great ideas and help you to
find the strength to turn your vision into a reality.
What issues are you most passionate
about? Learn more by gathering
information about the things that
interest you. By informing yourself, you
will be more prepared to tackle the
challenges that lie ahead.

HAVE A LASTING IMPACT

Monitoring and evaluation are
important parts of project
management. During and at the
end of your project, you’ll want
to identify the obstacles you
face and the lessons you are
learning. Encouraging other
youth to get involved in the
issue you care about is a great
way to sustain your efforts.
Remember, even if you don’t
achieve all of your expectations,
you likely influenced others and
1 2
6 3
5 4
GET INVOLVED
Being a good leader is about
building on the skills you have
and knowing how to use the
strengths of others. Write down
the skills that you and your
team members have and see
how each member of your team
can use their strengths to lead
in different ways. Remember
that good leadership includes
good teamwork!

experienced personal growth!

GET MOVING GET CONNECTED

Now that you are equipped to take action, it’s time to begin Connecting with a range of other
planning. Start with identifying the issue you are most people can give you ideas, access to
interested in taking action on and one goal you can work knowledge and experience, and help
toward. When you have your plan, stay positive and focused. in gaining support for your project.
Encountering obstacles is normal. You often learn more from Create a map of your networks and
things that are difficult than those that are easy! track your contacts.

The students, teachers, and community organizations who

contributed to this resource wish you good luck as you begin your
path in civics and start down the road of becoming an informed,
engaged, and active citizen. We hope the tools you are provided
with help you better understand your communities and our society,
and encourage you to make a lasting contribution to them.

Introduction • MHR 13