The Ontario Civics Curriculum (CHV2O)
Released August 30th, 2013
A three-year effort to ensure Ontario's Civics included Canada's parliamentary democracy
Beginning with a letter sent in 2010 to The Honourable Leona Dombrowsky, Minister of Education (2010-2011), a group of concerned Ontarians began advocating for changes to the 2005 Ontario Civics' curriculum document.
The concerns raised in this letter focussed on the fact that the 2005 curriculum's only direction to teachers requiring them to address our system of government was the following Overall Expectation:
• Describe the main structures and functions of municipal, provincial, and federal governments in Canada;
There was no mention of the following terms in the entire Canadian and World Studies document (Grades Nine and Ten): constitutional monarchy, responsible government, Constitution Act 1867 (Constitution Act 1982 existed in the CHC2D curriculum in relation to French-English relations), Queen, Queen of Canada, monarch, governor general, lieutenant governor, prime minister, premier, Cabinet, minister, member of parliament, Statute of Westminster 1931 (existed in the CHC2D curriculum, but not Civics), legislature & Parliament (an incorrect definition existed in the glossary, with no mandate to teach it in the actual curriculum).
On November 28th, 2011, another letter was sent to Ontario's then Minister of Education, the Honourable Laurel Broten MPP, again advocating changes to the CHV2O (Canadian Civics) curriculum. A copy of Canada's Constitutional Monarchy was included with the letter. Subsequent letters were sent on January 18th, February 16th, March 10th & 24th, and April 24th 2012. A mass mailing was sent to all legislatures at Queen's Park detailing the situation, as well as the lack of communication on the subject by Minister Broten. The minister later responded to my letter written on November 28th, 2011, as well as the mail-out (all correspondance is included below).
On January 16th, 2013, I received a letter from Julia Munro MPP, the first member of the Ontario Legislature to respond after a mail-out to all MPPs concerning this issue in November 2012 (her very supportive letter is uploaded below along with other letters received from MPPs). On May 6th, MPP Bob Bailey submitted the following written question to The Honourable Liz Sandals:
Would the Minister of Education please answer if, since 2010, has the Minister met with Mr. Nathan Tidridge, the 2008 recipient of the Premier's Award for Teaching Excellence, regarding his concerns with the current High School Civics Curriculum changes; changes which have been covered by the Globe and Mail and TVO's the Agenda; if not, will the Minister meet with him before the curriculum is changed.
The Minister never met with me.
This effort has received good media coverage thanks to a April 15th, 2013, article in the Globe and Mail and constant support from The Agenda with Steve Paikin (a special thanks is owed to producer Hilary Clark).
Released on August 30th, 2013, the revised document is a vast improvement that I think was significantly influenced by our collective campaign over the past three years. Organized into three strands – A: Political Inquiry and Skill Development, B: Civic Awareness and C: Civic Engagement and Action – the 2013 Civic’s Curriculum’s Overall Expectation and Related Concept in Strand B is very significant:
B2. Governance in Canada: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and figures in Canadian governance
Under this overall expectation, there are a number of Specific Expectations that highlight our parliamentary democracy:
B2.2 explain, with reference to issues of civic importance, the roles and responsibilities of different levels [it should say orders, or jurisdictions] of government in Canada (e.g., federal, provincial and territorial, municipal, Aboriginal governments) and of key figures at each level (e.g., members of Parliament [MPs], senators, members of provincial Parliament [MPPs], premiers, mayors, municipal councillors, chiefs, band councillors, Metis Senators)
B2.3 describe, with reference to both the federal and provincial governments, the functions of the three branches of gvernment in Canada (i.e., executive, legislative, judicial) and the roles/responsibilities of key positions within governments (e.g., the governor general, a lieutenant governor, the prime minister, a premier, cabinet ministers, a leader of the opposition, a speaker, the chief justice of the Supreme Court of Canada), and explain how the branches help ensure political and social stability in Canada [Sovereign or Monarch was not included]
Sample questions: “Who delivers the speech from the throne in federal and/or provincial parliaments? Why? What issues were highlighted in the latest throne speech in Ontario?” “What responsibilities do cabinet ministers have?” “Why is it important that the judicial branch operate independently of the other two branches?” “What roles do the three branches play in the law-making process in Canada? What are some ways in which you could participate in that process?” “Based on your inquiry, what similarities and differences do you see in the branches of government in Canada and Britain?” [this is a strange question to have teachers explore]
B2.5 Identify Canada’s form of government [Teachers have never been asked to do this before] and demonstrate an understanding of the process of electing governments in Canada (e.g., the first- past-the-post electoral system, riding distribution, voters’ lists, how elections are called, campaigning, candidates’ and party leaders’ debates, advance polls, election day procedures)
Sample questions: “What is the significance of the queen in Canada’s constitutional monarchy?” [This is the first time that the Queen has been mentioned in Ontario’s curriculum in at least 10 years] “What is the process by which someone becomes premier or prime minister?” [This process was advocated to be included in the new document – wonderful to see it here] “Why does the popular vote not always give a clear indication of the number of seats won by the parties?” “What role does Elections Canada play in the election process?” “What impact can technology have on electoral processes?” “How and why might a majority government govern differently than a minority government?” “Given its geographic size and population, do you think your region’s ridings are fairly distributed?” “Do you think that polls published in the media can have an impact on election results? Why or why not?”
B3.1 demonstrate an understanding that Canada’s constitution includes different elements, and analyse key rights of citizenship in the constitution, with particular reference to the Canadian Charter of Rights and Freedoms (e.g., voting rights, mobility rights, language rights, equality rights, right to privacy, rights of Aboriginal people)
Sample questions: “Besides the Charter of Rights and Freedoms, what other documents are part of the Canadian constitution?” [While not listing them, this does allow for teachers to be led to important documents such as the 1931 Statute of Westminster, the Constitution Acts, 1763 Royal Proclamation] “What section of the Charter do you value the most? Why?” “What is the difference between a freedom, a right, and a responsibility?” “What are some challenges to Canadians’ right to privacy presented by new technological developments?” “What rights of citizenship are represented by a passport? Should the government be able to rescind a passport?” [While it is addressed in the glossary, this specific expectation does not highlight Canada’s unwritten constitution]
Improved Glossary
The 2013 glossary is an improvement over the 2005 document. Most notably (and sadly this was not done in the 2013 elementary document) the definition of Parliament has been corrected. For the first time, many terms related to our parliamentary democracy have been included (every term we lobbied for – with the glaring exception of “Canadian Crown” – was included in the new document). Interestingly, most terms we were requesting had an asterisk beside them with this note at the beginning of the glossary:
The definitions of terms marked with an asterisk (*) are reproduced with the permission of the Minister of Public Works and Government Services Canada, 2012. Courtesy of the Department of Canadian Heritage.
A comparison of terms related to our parliamentary democracy found in the Grade 9 and 10 Canadian and Word Studies Curriculum Document:
The concerns raised in this letter focussed on the fact that the 2005 curriculum's only direction to teachers requiring them to address our system of government was the following Overall Expectation:
• Describe the main structures and functions of municipal, provincial, and federal governments in Canada;
There was no mention of the following terms in the entire Canadian and World Studies document (Grades Nine and Ten): constitutional monarchy, responsible government, Constitution Act 1867 (Constitution Act 1982 existed in the CHC2D curriculum in relation to French-English relations), Queen, Queen of Canada, monarch, governor general, lieutenant governor, prime minister, premier, Cabinet, minister, member of parliament, Statute of Westminster 1931 (existed in the CHC2D curriculum, but not Civics), legislature & Parliament (an incorrect definition existed in the glossary, with no mandate to teach it in the actual curriculum).
On November 28th, 2011, another letter was sent to Ontario's then Minister of Education, the Honourable Laurel Broten MPP, again advocating changes to the CHV2O (Canadian Civics) curriculum. A copy of Canada's Constitutional Monarchy was included with the letter. Subsequent letters were sent on January 18th, February 16th, March 10th & 24th, and April 24th 2012. A mass mailing was sent to all legislatures at Queen's Park detailing the situation, as well as the lack of communication on the subject by Minister Broten. The minister later responded to my letter written on November 28th, 2011, as well as the mail-out (all correspondance is included below).
On January 16th, 2013, I received a letter from Julia Munro MPP, the first member of the Ontario Legislature to respond after a mail-out to all MPPs concerning this issue in November 2012 (her very supportive letter is uploaded below along with other letters received from MPPs). On May 6th, MPP Bob Bailey submitted the following written question to The Honourable Liz Sandals:
Would the Minister of Education please answer if, since 2010, has the Minister met with Mr. Nathan Tidridge, the 2008 recipient of the Premier's Award for Teaching Excellence, regarding his concerns with the current High School Civics Curriculum changes; changes which have been covered by the Globe and Mail and TVO's the Agenda; if not, will the Minister meet with him before the curriculum is changed.
The Minister never met with me.
This effort has received good media coverage thanks to a April 15th, 2013, article in the Globe and Mail and constant support from The Agenda with Steve Paikin (a special thanks is owed to producer Hilary Clark).
Released on August 30th, 2013, the revised document is a vast improvement that I think was significantly influenced by our collective campaign over the past three years. Organized into three strands – A: Political Inquiry and Skill Development, B: Civic Awareness and C: Civic Engagement and Action – the 2013 Civic’s Curriculum’s Overall Expectation and Related Concept in Strand B is very significant:
B2. Governance in Canada: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and figures in Canadian governance
Under this overall expectation, there are a number of Specific Expectations that highlight our parliamentary democracy:
B2.2 explain, with reference to issues of civic importance, the roles and responsibilities of different levels [it should say orders, or jurisdictions] of government in Canada (e.g., federal, provincial and territorial, municipal, Aboriginal governments) and of key figures at each level (e.g., members of Parliament [MPs], senators, members of provincial Parliament [MPPs], premiers, mayors, municipal councillors, chiefs, band councillors, Metis Senators)
B2.3 describe, with reference to both the federal and provincial governments, the functions of the three branches of gvernment in Canada (i.e., executive, legislative, judicial) and the roles/responsibilities of key positions within governments (e.g., the governor general, a lieutenant governor, the prime minister, a premier, cabinet ministers, a leader of the opposition, a speaker, the chief justice of the Supreme Court of Canada), and explain how the branches help ensure political and social stability in Canada [Sovereign or Monarch was not included]
Sample questions: “Who delivers the speech from the throne in federal and/or provincial parliaments? Why? What issues were highlighted in the latest throne speech in Ontario?” “What responsibilities do cabinet ministers have?” “Why is it important that the judicial branch operate independently of the other two branches?” “What roles do the three branches play in the law-making process in Canada? What are some ways in which you could participate in that process?” “Based on your inquiry, what similarities and differences do you see in the branches of government in Canada and Britain?” [this is a strange question to have teachers explore]
B2.5 Identify Canada’s form of government [Teachers have never been asked to do this before] and demonstrate an understanding of the process of electing governments in Canada (e.g., the first- past-the-post electoral system, riding distribution, voters’ lists, how elections are called, campaigning, candidates’ and party leaders’ debates, advance polls, election day procedures)
Sample questions: “What is the significance of the queen in Canada’s constitutional monarchy?” [This is the first time that the Queen has been mentioned in Ontario’s curriculum in at least 10 years] “What is the process by which someone becomes premier or prime minister?” [This process was advocated to be included in the new document – wonderful to see it here] “Why does the popular vote not always give a clear indication of the number of seats won by the parties?” “What role does Elections Canada play in the election process?” “What impact can technology have on electoral processes?” “How and why might a majority government govern differently than a minority government?” “Given its geographic size and population, do you think your region’s ridings are fairly distributed?” “Do you think that polls published in the media can have an impact on election results? Why or why not?”
B3.1 demonstrate an understanding that Canada’s constitution includes different elements, and analyse key rights of citizenship in the constitution, with particular reference to the Canadian Charter of Rights and Freedoms (e.g., voting rights, mobility rights, language rights, equality rights, right to privacy, rights of Aboriginal people)
Sample questions: “Besides the Charter of Rights and Freedoms, what other documents are part of the Canadian constitution?” [While not listing them, this does allow for teachers to be led to important documents such as the 1931 Statute of Westminster, the Constitution Acts, 1763 Royal Proclamation] “What section of the Charter do you value the most? Why?” “What is the difference between a freedom, a right, and a responsibility?” “What are some challenges to Canadians’ right to privacy presented by new technological developments?” “What rights of citizenship are represented by a passport? Should the government be able to rescind a passport?” [While it is addressed in the glossary, this specific expectation does not highlight Canada’s unwritten constitution]
Improved Glossary
The 2013 glossary is an improvement over the 2005 document. Most notably (and sadly this was not done in the 2013 elementary document) the definition of Parliament has been corrected. For the first time, many terms related to our parliamentary democracy have been included (every term we lobbied for – with the glaring exception of “Canadian Crown” – was included in the new document). Interestingly, most terms we were requesting had an asterisk beside them with this note at the beginning of the glossary:
The definitions of terms marked with an asterisk (*) are reproduced with the permission of the Minister of Public Works and Government Services Canada, 2012. Courtesy of the Department of Canadian Heritage.
A comparison of terms related to our parliamentary democracy found in the Grade 9 and 10 Canadian and Word Studies Curriculum Document:
2013 Document
Constitution.* A set of rules that define the political principles, the institutions, the powers, and the responsibilities of a state. The Canadian Constitution is made up of three elements: written constitution, legislation, and unwritten constitution (rules of common law and conventions). See also Canadian Charter of Rights and Freedoms; constitutional convention. Constitutional Convention.* Well-established customs or practices that have evolved over time and are integral aspects of the Canadian system of government even though they are not specifically mentioned in the Constitution. See also constitution. Constitutional Monarchy.* A form of government in which executive (Crown) powers are exercised by or on behalf of the sovereign and on the basis of ministerial advice. Canada is a constitutional monarchy. Executive Branch.* The branch of government that carries out the law; the cabinet and ruling government that sit in the elected chamber (House of Commons/Legislature). Also referred to as “the Queen in Council”. See also branches of government; judicial branch; legislative branch. Governor General.* The personal [should say “official”] representative of the Queen, who acts on her behalf in performing certain duties and responsibilities in the federal jurisdiction. Judicial Branch.* The branch of government that interprets the law – in other words, the courts. Also referred to as “the Queen in Banco” or “the Queen on the Bench”. See also branches of government; executive branch; legislative branch. Legislative Branch.* The branch of government that makes the laws – the Parliament of Canada and provincial and territorial legislatures. Also referred to as “the Queen in Parliament”. See also branches of government; executive branch; judicial branch. Parliament of Canada.* The supreme legislature of Canada, consisting of the Queen (represented by the Governor General), the Senate, and the House of Commons. Parliamentary Democracy.* A British system of government in which the executive (prime minister/premier and cabinet) sit in the elected chamber (House of Commons/Legislature) and are accountable to the elected representatives of the people. Canada is a parliamentary democracy. [strange definition] Premier. The head of a provincial or territorial government in Canada. Prime Minister. The head of the government in a parliamentary democracy, including Canada. The prime minister is the leader of the party that is in power and that normally has the largest number of the seats in the House of Commons. [confidence convention not mentioned] Responsible Government.* A government that is responsible to the people, based on the principle that governments must be responsible to the representatives of the people. [No mention of the Crown] Treaty. A formal agreement between two or more parties. In Canada, treaties are often formal historical agreements between the Crown and Aboriginal peoples; these treaties are often interpreted differently by federal, provincial, and Aboriginal governments. [Wonderful to see a lot of First Nations terms and issues included in the new document] |
2005 Document
Constitution: A set of rules and practices by which a country is governed. The rules and practices may be in a written constitution or may be unwritten. In Canada, the Constitution defines the relationship between the provincial and federal governments. Not included Not included Not included Not included Not included Not included Parliament. An elected assembly responsible for passing legislation and granting the right to levy taxes. In Canada, the federal legislature consists of the sovereign’s representative, the Senate, and the House of Commons. Not included Not included Not included Not included Not included |
Notable omissions: Sovereign (the phrase “Canadian Crown” or “Queen of Canada”), lieutenant governor [Specific Expectation B2.3 does ask that students understand the role of the lieutenant governor], territorial commissioner, Royal Proclamation, Government House, Confidence Convention, speaker, Her Majesty’s Loyal Opposition, Member of Parliament
Overall, I think – in terms of the Ontario Civics Course (CHV2O) – this document is a significant improvement over the 2005 curriculum. There are some disappointing gaps (the process leading up to Confederation is notable), but doors have been opened for our teachers to improve their students’ understanding of their parliamentary democracy. Now the focus needs to be moved to ensuring that the proper resources are provided for Ontario educators (particularly when it comes to textbook publishers).
The Ministry of Education has done a betterjob of balancing active citizenship and informed citizenship, providing students with a solid – inquiry-based – Civics course. It is important to point out that the group of Ontario educators that advocated for man of these improvements were never invited to meet with the curriculum team responsible for this document.
Overall, I think – in terms of the Ontario Civics Course (CHV2O) – this document is a significant improvement over the 2005 curriculum. There are some disappointing gaps (the process leading up to Confederation is notable), but doors have been opened for our teachers to improve their students’ understanding of their parliamentary democracy. Now the focus needs to be moved to ensuring that the proper resources are provided for Ontario educators (particularly when it comes to textbook publishers).
The Ministry of Education has done a betterjob of balancing active citizenship and informed citizenship, providing students with a solid – inquiry-based – Civics course. It is important to point out that the group of Ontario educators that advocated for man of these improvements were never invited to meet with the curriculum team responsible for this document.
Correspondence:
Letter received from the Minister of Education, and my response, March 2012:
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Letter sent to Premier McGuinty and the Minister of Education after reading John Fraser's The Secret of the Crown - March 24th, 2012: |
Letter sent after the Government's Budget was passed April 24th, 2012:
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Report: Ontario Civics Textbooks and their errors concerning the Canadian Crown
This address and report were presented and distributed at the Johnson-Shoyama Graduate School of Public Policy (University of Regina) conference The Crown in Canada: A Diamond Jubilee Assessment.
October 28th, 2012 Government House, Regina
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Letter sent to all Ontario MPPs challenging them to support the explicit inclusion of our parliamentary traditions in the Civics (CHV2O ) Curriculum (posted November 9th, 2012):
MPP Curriculum Letter November 9th 2012.pdf |
Responses received from Ontario's Members of Provincial Parliament:
Julia Munro MPP Response.pdf |
Monte McNaughton MPP Response.pdf |
Response to mail-out by Hon. Laurel Broten, Minister of Education (January 30th, 2013)
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Letter to Minister Broten (February 7th, 2013)
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Letter sent to The Hon. Liz Sandals, Minister of Education, on the of the release of the new Civics' Curriculum:
Media Coverage of efforts to Fix the Civics Curriculum:
Political Scientist Peter Russell challenges the Ontario Ministry of Education using "Canada's Constitutional Monarchy" (Ontario News Watch Top Story of October 30th, 2012):
Peter Russell's "Teaching Tomorrow's Leaders Today" - Problems with the Ontario Curriculum
Ontario News Watch - April 22nd, 2013
Teaching Tomorrow's Leaders Today, Ontario News Watch.pdf |
Incorrect textbooks being used to teach civics in Ontario
Caroline Alphonso, Globe and Mail
April 15th, 2013
Globe and Mail Article, April 15th, 2013.pdf |