Individual and Collective Rights Review

Chapter 3 / 4

Note:

PLEASE USE THE LINKS PROVIDED BY YOUR CLASSMATES

TO HELP YOU REVIEW FOR CHAPTER 3 AND 4.

Reminder: The websites cover the Collective Rights of First

Nation groups, Metis, and Official Language groups.

KEY TERMS AND SECTIONS TO STUDY ARE OUTLINED BELOW.

Pay particular attention to the following sections:

What does the Charter reflect about todays society compared to

the past?
o Pg. 100
o Women and Right to Vote
o Internment of Japanese Canadians
o Extra: Chinese Head Tax

How does the Charter affect law making in Canada?

o P. 105-109
o Restrictions on Flying/ No fly list

Your
o
o
o

In what circumstances can the Charter be suspended?

o Briefly review Case Studies examined in introduction
Powerpoint.

What laws recognize the collective rights of First Nations

peoples?
o Pg. 117-119

individual rights under the Charter

Pg. 97
Fundamental Freedoms
Democratic, mobility, legal, equality

What is the Indian Act?

o Pg. 137
Read through/ review Weebly Sites made by classmates : First
Nations, Official Language Groups, Metis.

_____________________________________________________________
GENERAL OUTCOME CHAPTER 3:

assess, critically, the impact of the Canadian Charter of Rights

and Freedoms on the legislative process in Canada by
exploring and reflecting upon the following questions and
issues:

KEY QUESTIONS for Unit III:

In what ways has the Canadian Charter of Rights and Freedoms fostered recognition
of individual rights in Canada?
How does the Canadian Charter of Rights and Freedoms support individuals in
exercising their rights?
In what ways has the Canadian Charter of Rights and Freedoms affected conditions
in the workplace (i.e., issues of gender, age, race, religion)?
What is the relationship between the rights guaranteed in the Canadian Charter of
Rights and Freedoms and the responsibilities of Canadian citizens?

KEY TERMS:

Constitution
Fundamental Freedoms
Democratic Rights
Mobility Rights
Legal Rights
Equality Rights

Social Studies 9
Chapter 3 PAT Review Questions
1.
Emilie and Sarah both are Canadian citizens who live in the
province of Quebec.
Emilie is from an English speaking family. When she was a student attending
school in Quebec, she had no choice but to attend a school where the instruction
was in French unless her parents chose to send her to a private school where they
would have to pay tuition.
Sarah too is from an English speaking family. When she was a student attending
school in Quebec she had the choice of attending a school where the instruction
was done in French, or a school where the instruction was done in English, and
both schools were publicly funded so her parents did not have to pay extra to have
her educated in English if they chose to do so.
Which the following statements about Emilie and Sarah is false?
A) Emilie and Sarah attended school in Quebec during the same
years but in different school districts.
B) Emilie must have attended school in Quebec before the
creation of the Canadian Charter of Rights and Freedoms
C) Sarah must have attended school in Quebec after the creation
of the Canadian Charter of Rights and Freedoms
D) Sarah attended school in Quebec after 1982, and Emile
attended school in Quebec before 1982.
2.

Use the information in the box below to answer the question.

Pamela and Christopher both get their very first job after they are
hired by the local fast food restaurant. Excited about their job
offers, after their training day they compare details: both are
hired to work 12-15 hours per week unloading and putting away
the ingredients brought into the restaurant, but Pamela finds that
she will make $12.50/hr while Christopher will make $14.00/hr.

Pamela asks her new boss, the owner of the restaurant, why the
wages for new workers is different and the boss replies, "Well, I
always offer the girls a little less per hour because they aren't as
good at lifting and carrying the pallets of ingredients off the
delivery truck, so they don't get as much stuff done in a shift as
the boys do, so they don't deserve to earn as much."

Is Pamela's boss allowed to do this?

A) Yes, as long as he is upfront about his reasons why there is a
pay difference between Pamela and Christopher the boss has the
right to give them different amounts of pay.
B) Yes, as the owner of the restaurant the boss may assign
different rates of pay to different employees
C) No, you cannot require females to do heavy working and
lifting, so the boss should not have hired Pamela for that position
in the first place.
D) No, you cannot discriminate against a certain gender in the
workplace and pay equity is the law for people with equal
training and experience.
3. The Canadian Charter of Rights and Freedoms does not
A) require pay equity for employees with equal training and
experience.
B) require large companies to ensure they have employees of
different races, genders and religions to prevent any perception
of discrimination.
C) allow employers to hire employees regardless of race, religion
or gender.
D) make it illegal in some provinces to force workers to retire
because of their age.
4. Use the information in the box below to answer the question
Esther is a Member of Parliament of Canada. On the wall of her
office in the Parliament Building she has a copy of the Canadian
Charter of Rights and Freedoms. She says that this document is
one of her most important possessions when it comes to her
doing her job effectively and responsibly.

The Canadian Charter of Rights and Freedoms is important to Esther in her role as
a Member of Parliament because it:
A) constitutionally protects certain rights and freedoms for
Canadian citizens.
B) limits the power of the government.
C) gives Canadian elected representatives special rights and
freedoms so they can perform their role.
D) outlines the individual rights and freedoms that all Canadian
laws and policies must respect.
5. Use the information in the box below to answer the question.
Section 23 of the Canadian Charter of Rights and Freedoms
provides for a publically funded education for official language
minorities in Canada.
Consider the following situations:
Situation Pierre attends Ecole La Petit Roche in Alberta where he
#1:
is educated in his first language, French.
Situation Charles attends Morningside Elementary in Quebec
#2:
where he is taught in English which he also speaks
with his family at home.
Situation Monique attends Ecole du Bois in British Columbia
#3:
where she is learning and being educated in French as
part of the schools 'French as a Second Language'
program.
Situation Hans attends the German Language School in Alberta
#4:
where he is taught in German. This is important to
Hans because although he is an English speaking,
Canadian born boy, his grandmother was originally
from Germany.

Which of the situations described above was made possible by Section 23 of the
Canadian Charter of Rights and Freedoms?
A) Situations 1 and 2.
B) Situations 3 and 4.
C) Situations 1 and 3.
D) Situations 1 and 4.

6.The Canadian Charter of Rights and Freedoms:

A) outlines individual rights and freedoms as well as giving people the
power to go to court to challenge laws that they feel restricts their
rights.
B) only applies to laws and policies created by the federal government
because it is part of the Constitution which deals only with federal
government matters.
C) gives people certain freedoms but limits them so the government
remains the supreme power in Canada and makes the final decisions
on matters of law and rights.
D) is only a guideline for levels of government about how the citizens
of Canada should be treated. Each level of government retains the
rights to make the laws they see fit for the area they govern.
7.The Canadian Charter of Rights and Freedoms :
A) is a guideline for levels of government in Canada about how to treat
their citizens.
B) contains individual rights that apply to all laws created in Canada
and all levels of government in Canada.
C) gives people the right to disregard any laws or policies that they do
not feel meets their needs or goes against their beliefs.
D) gives all the power to the citizens and none to the government by
making citizens the ones who are allowed to create laws and
government policy.

8.Use the information in the box below to answer the question.

Paula: Worked part time in the cosmetic department of a major

department store for the past 5 years to supplement her
pension since she retired from an office job. She was
recently asked to resign or be fired because Paula was
told that the store had a policy against employing people
over the age of 70 and they were 'trying to present a
more youthful image' and that she didn't fit the image,
given her age, now 71.
John:

Although deaf, John worked as a night baker at a bakery

for 12 years. Sales have dropped and the bakery does not

need as many bakers on the night shift any longer and

John's position has been cut and John is out of work.
Salina: Was hired on as a temporary administrative assistant for
a 6 month term when she came to Canada from Mexico.
She never learned to use the software the company
wanted her to use because she was absent for many of
the training days. Her temporary contract was not
renewed and without current employment her work visa
will also expire.
Tomas Worked for a high end furniture retailer and won
.
'Employee of the Year and 'Top Salesman Medal' for the
past 7 years running. His company faced with decreased
sales and increasing business costs, filed for bankruptcy
and the entire staff was laid off.

Which of the people from above who lost their job had their Charter rights
infringed upon and are within their rights to ask for their job back or some sort of
compensation for being wrongly dismissed?
A) Paula
B) John
C) Salina
D) Tomas

GENERAL OUTCOME CHAPTER 4:

assess, critically, how the increased demand for recognition of

collective rights has impacted the legislative process in
Canada by exploring and reflecting upon the following
questions and issues:

KEY QUESTIONS for Unit IV:

In what ways has the Canadian Charter of Rights and Freedoms fostered recognition
of collective rights in Canada?
In what ways does the Canadian Charter of Rights and Freedoms meet the needs of

Francophones in minority settings?

To what extent does the Canadian Charter of Rights and Freedoms meet the needs
of Francophones in Qubec?
To what extent should federal and provincial governments support and promote the
rights of official language minorities in Canada?
How does the Indian Act recognize the status and identity of Aboriginal peoples?
How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the status
and identity of Aboriginal peoples?
How do governments recognize Mtis cultures and rights through legislation (i.e.
treaties, governance, land claims, Mtis Settlements in Alberta)?

KEY TERMS TO KNOW:

Collective Rights
Collective Identity
Indian
First Nations
Sovereignty
Reserve
Numbered Treaties law policy
Entrenching
Assimilate
Ethnocentrism
Indian Act
inherit rights
autonomy
Metis
Metis Betterment Act
Section 25
harvesting rights
Anglophone
Francophone
official language community
official language minority
publicily funded

BNA act
Francophone-Anglophone Alliance
Minority

Major questions to consider:

In what way did the Numbered Treaties acknowledge the past?

In what way did they respond to events of their time?
How does official bilingualism and official multiculturalism help
create a society in which all Canadians belong?
How do collective rights affect the quality of life for everyone in
Canada?
To what extent should the Canadian government affirm collective
rights?

Chapter #4 To what extent has Canada affirmed COLLECTIVE

RIGHTS
PRACTICE QUESTIONS
1.
Canadian Census Data 2006
Langua
ge

Number of
Speakers

% of
Population

English

18,055,685

57.8%

French

6,892,230

22.1%

Other

6,293,110

20.1%

The table above shows the proportion of the population of

Canada that speaks French, English or another language as their
first language.
Given this information, why does the Francophone population have its rights,
language and culture protected?
A) They are the second largest part of the population and can use that power to
support legislation that protects their language, identity and culture.
B) The French were the colonial rulers of Canada at the time of Confederation
and made the rules regarding the Canadian Constitution.
C) The rules protecting the French language and culture are very outdated but
they are retained because they are tradition
D) Their rights are protected under the Canadian Charter of Rights and Freedoms
in recognition of the role the Francophones played in the history and development of
Canada.

2. The Mtis people of Canada felt that they were entitled to

collective rights like the other aboriginal people of Canada under
the Canadian Charter of Rights and Freedoms because the Mtis:
A) are owed these rights 'inherently' or because they too are Aboriginal
people of Canada.
B) culture has existed in Canada even longer than the First Nation cultures
have, and the First Nations should be awarded collective rights based on their role
in Canada's history.
C) had treaties with the Canadian government which recognized them as a
group deserving of special rights and status in Canada.
D) are the only true Canadians a mixture of the founding cultures of
Canada: First Nation, French and English.

3.

When Kira calls the Canadian federal government information line

for some information about federal programs, when her call is
answered, she is greeted in both English and French and asked to
select which of the two languages she would like to conduct her
call in.

Which of the following most accurately explains why Kira can choose to deal with
the federal government in either English or French?
A) Many people who work for the federal government in Ottawa are
Francophones which gives callers the option of speaking to someone who speaks
fluent French or English.
B) The Canadian Charter of Rights and Freedoms guarantees Kira the right to
communicate with the federal government in either English or French.
C) It is only polite to give her this option since the call center does not know if
she is calling from an English speaking province or Quebec.
D) Many translators on hand so all people, regardless of the language that they
speak can effectively communicate with the federal government.

4. The rights and status of the Mtis population of Canada today

is:
A) based on the agreements and historical treaties between the Canadian
government and the Mtis Nation.
B) so assimilated and its population so small that they are no longer a
cohesive group requiring or wanting their own land settlements.
C) collective rights under the Canadian Charter of Rights and Freedoms as
well as land settlements granted by the Province of Alberta where they are selfgoverning.
D) nonexistent because the government does not consider them to be
Aboriginal people but the Canadian government has provided them with reserves
on their traditional hunting grounds as recognition of the role the Mtis people
played in Canada's his

5. The Indian Act of 1876 can best be described as federal

legislation:
A) that deals with the rights and status of First Nation groups in Canada.
B) which allows the First Nation people of Canada to be independent and
self-governing.
C) to provide certain services to the First Nations people in exchange for the
First Nations people giving the use of some of their traditional lands to the
government.
D) which ensures that the First Nation people of Canada are treated as equals
to other Canadians.

6.

Quebec can nominate the percentage of immigrants

granted entry to Canada that corresponds to its population
in Canada.

Quebec can require immigrants settling in Quebec to

send their children to French language schools.

Quebec preferentially seeks French speaking

immigrants.

The factors shown above show that Quebec structures its immigration policies
with the goal to:
A) accept only the most educated and skilled immigrants.
B) discourage immigrants from settling in Quebec.
C) accept as many immigrants as possible to increase the population of
Quebec and therefore increase Quebec's representation in Parliament.
D) strengthen the French language and culture in Quebec.
7.
Requests to the Canadian Government from the Assembly of
First Nations:
o
o

Improved housing.
Improved access to education and training.

Improved health care resources and programs.

Increased job opportunities.

The requests listed above outline the services the First Nations would like
addressed, committed to and delivered before the Assembly of First Nations:
A) officially join Canada and surrender their independence to become citizens
of Canada.
B) releases land to Canadian cities to accommodate the rapid growth and
development.
C) agrees drop their request for collective rights for aboriginal communities
in Canada.
D) reverses their demand for a freeze to be implemented on immigration