PA8.1

Indicator:

a. Trace the changes in how citizenship has occurred for Canadians over time, including current categories of citizenship.

First Nations, Métis & Inuit Education Integration Resources:

• Inquiry: Explore citizenship as set out by the Indian Act
• Inquiry: Explore Métis citizenship as set by the Métis Nation, available at http://www.mn-s.ca/
• Inquiry: FNMI peoples should be able to determine their citizenship.
• Inquiry: The effects of Canadian Citizenship on Aboriginal peoples.

Catholic Faith Permeation Resources:

Indicator:

b. Analyze the contribution of two historical events in the evolution of Canadian citizenship to the nature of citizenship in Canada today (e.g., Elections Act, 1900; "blue bird" nurses in WWI obtain the vote in the 1917 federal election; Canadian women obtain the right to sit in the House of Commons, 1919; the contribution of the Famous Five; Federal Elections Act, 1920; Saskatchewan Bill of Rights, 1947; Canadian Bill of Rights, 1960; the Charter of Rights and Freedoms in Canada, 1982).

Indicator:

c. Investigate the effects of the Canadian Charter of Rights and Freedoms on individuals and groups (e.g., language rights; right to reasonable access to justice in trials; same sex marriage; civil protections).

• The concept of the separation of church and state is often misunderstood, even by Christians, to mean the separation of religion from politics. Christians are often told to keep their religious views private and away from political issues. But God calls us to be a light in our world and to be prophets, priests and kings. How do we respond when our society tells us to keep our faith beliefs private?

God has given different responsibilities to the church and the state. He has also set up different authorities in each institution. Though they are separate institutions, God remains sovereign over everything, including the state. As a result, our faith cannot be separated from politics. Catholics must courageously hold up the Christian worldview in the public square and demonstrate how it is best for all Canadians. At the same time, we must respect the different responsibilities given to the Church and the state.

• Everyone must submit himself to the governing authorities, for there is no authority except that which God has established. The authorities that exist have been established by God. Consequently, he who rebels against the authority is rebelling against what God has instituted, and those who do so will bring judgment on themselves...Then do what is right and he will commend you. For he is God's servant to do you good. But if you do wrong, be afraid, for he does not bear the sword for nothing... for the authorities are God's servants, who give their full time to governing. Give everyone what you owe him: If you owe taxes, pay taxes; if revenue, then revenue; if respect, then respect; if honor, then honor ( Romans 13: 1-7).

• What are the teachings for same-sex marriage for Catholic people? How does this belief affect us when we are supposed to be accepting of all people?

• How do we respond? How do we promote the Catholic Worldview? Encourage the students to think of ways to present Catholic principles to someone who doesn‟t believe in God or the authority of Scriptures.

Indicator:

d. Investigate the provisions of the Indian Act, and its affects on  people of Aboriginal ancestory.

First Nations, Métis & Inuit Education Integration Resources:

• Inquiry: Explore the colonizing effects of the Indian Act as it applies to: First Nations; Métis; Inuit; Non-status.

Indicator:

e. Compare and evaluate the citizenship processes in place for a person born in Canada and a person entering the country (including the citizenship test and the oath of citizenship).

Indicator:

f. Examine the personal implications of the rights and responsibilities of Canadian citizenship.