Francophone Rights Timeline

– 1608 Samuel de Champlain founds the city of Quebec, establishing New France

– 1774 Britain passes the Quebec Act
– recognizes the rights of Francophones to their language and identity

– 1867 Confederation makes Canada a bilingual and multicultural country
– The Francophone-Anglophone alliance is established

– 1890 Manitoba Schools Act is passed
– Abolished public funding for Catholic Schools
– Made Manitoba an officially English province

– 1892 Haultain Resolution and North-West Territories Ordinance Number 22
– Proceeding of assembly be in English only
– English becomes language of instruction in schools
– Only in North-West Territories

– 1969 The Official Languages Act is established
– Reasserts the equality of French and English as official languages in Canada

– 1982 The Charter of Rights and Freedoms confirms official bilingualism
– Creates official language minority rights

– 1990 Supreme Court Confirms Francophone right to school boards

– 2005 Across Canada, Francophones outside Québec have established more than 25 school boards
– Including 5 in Alberta
– Alberta has 26 publicly funded Francophone Schools

Source: http://officialanguagerightscanada.weebly.com/francophone-timeline.html

Students should read and prepare key notes and answers to critical questions in chapter 4 with a partner. Groups will share their notes and a summary presentation to the class Tues-Wed (as prepared).

Chapter 4 is up

Lina, Nikhil 118-122

Vik, Shafir 123-127

Cade, Aidan 127-135

Cameron, Justin 136-140

Colin, Evan Lemke 141-144

Thomas, Patrick, Amanda 145-151

Madison, Matheson, Juan 152-158

Hailey, Nicholas 159-161

Quiz Questions – Groups should include any relevant notes on the following curriculum questions:

Short Answer

1. In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of collective rights in Canada?
2. In what ways does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in minority settings?
3. How does the Indian Act recognize the status and identity of Aboriginal peoples?
4. How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the status and identity of Aboriginal peoples?
5. How do governments recognize Métis cultures and rights through legislation (i.e., treaties, governance, land claims, Métis Settlements in Alberta)?

ESSAY Qs

1. To what extent does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in Québec?
2. To what extent should federal and provincial governments support and promote the rights of official language minorities in Canada?

My plan currently is to have an open-book, open-note quiz on the questions above. (MCQ or matching style may be considered).

Alternative essay questions relevant to collective rights as part of the idea of Canadian identity are welcome for consideration.

Great news. I have read and marked most outstanding assignments for gr. 8 and 9 from report card last to date.

Quite a few people are missing submissions. Rather than put zero, I have neither counted missing assignments against, nor for, any accumulation, unless it is a major assignment. I will give an overview of which ones are the major assignments Monday.

Why did it take so long?

Originally, in December I was told I needed a) a new rubric specifically tailored to every assignment b) to decide upon and take only the last assignment produced by students close to the next report cards. Formative feedback was relied upon largely instead.

Since this time, I have been allowed to change strategy and use a writing for SS and LA rubric for most assignments, cutting down my creation of rubric time immensely. Last assignments in the term will instead be weighted more than those at the beginning. You can find all the rubrics here.

Because of these January adjustments, I am confident I will be able to continue to give you timely feedback for the remainder of the year.

Please note: I will only  be able to provide feedback on Google docs, in-person and on paper only until email suspension is lifted.

Most people have shown a delightful improvement, however, students missing submissions will see a significant drop because the assignments are worth more (being more labour-intensive)  and there are fewer of them this term, so far.  I will be making a round to individuals who are missing items and clarify questions so you may make up past work confidently.

Thanks for your patience!

Gr 7s – I expect to be done marks by Wed (perhaps earlier).

P