Canada's Constitution Challenge

Canada's Constitution Challenge lesson plan

Only recently could Canadians establish their own laws. Learn more about the country’s history and the Constitution Act of 1982 by creating a board game.

  • 1.

    Students research details about the history of the Canadian government. How have Great Britain, France, and North America’s indigenous peoples influenced the country’s laws? Until 1982, any amendments or changes made to the Canadian constitution, known as the British North America Act of 1867, had to be carried out by the British Parliament. The Constitution Act of 1982 ended British legislative control of Canada, and established the country’s fundamental laws and civil rights. Queen Elizabeth II It signed it on April 18, 1982, at Parliament Hill in Ottawa.

  • 2.

    Students work in small groups to decide how they want to set up their game board. The goal is to learn facts about the history of the Canadian Constitution and its significance to that country’s people. What game strategies would add challenge and excitement to the game?

  • 3.

    Use Crayola® Colored Pencils to draw the game board on posterboard. Use Crayola Washable Markers to color important buildings such as the Parliament Building and people such as Prime Ministers and British government representatives.

  • 4.

    Press color from Crayola Washable Markers into pieces of white Crayola Model Magic to make game pieces. Knead the modeling material a little for a marble effect, or knead more until the color is evenly distributed. Sculpt maple leaves and other symbols of Canada. Air-dry game pieces at least 24 hours before playing.

  • 5.

    Create any other pieces needed for the game. For example, on construction paper, measure question cards. Cut them out with Crayola Scissors. Write a question and answer on each card. Write questions about the British North America Act of 1867, the Canadian Constitution Act of 1982, and other aspects of Canadian history and government. Have fun and learn lots while playing this game!

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LA: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SS: Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president.
  • SS: Recognize how groups and organizations encourage unity and deal with diversity to maintain order and security.
  • SS: Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

Adaptations

  • Using a Venn diagram, students compare and contrast the government of the United States to the government of Canada.
  • What is the process of amending the Canadian Constitution? Students investigate the amendment process as well as the amendments to the Constitution of Canada. Nine of the amendments have been written since 1982. What is the content of these amendments and why were they added?
  • How do the amendments to the Canadian Constitution compare to those of the US Constitution? Students prepare an electronic presentation which looks at both documents. Upload to a classroom computer for future viewing.
  • Great Britain, France, and Native Americans played major roles in Canadian history. Students choose one of these three groups and research how they influenced the Canadians. Organize research into a written summary and post to a classroom bulletin board.