The document discusses the various ways citizens can influence societal change and the importance of understanding power dynamics, privileges, and civic responsibilities in a democracy. It highlights the difference between hard and soft power, the role of authority and privilege, and the historical context of injustice through examples like residential schools and genocide. It also outlines methods of civic engagement, such as activism and civil disobedience, emphasizing the potential of citizens to enact positive change.

2. With a partner, come up with a list of how
citizens can create change in society.
› Think of different ways they can be involved or
influence the democratic system.
What did you come up with?

3. Power is the ability to change the ability of
others and to get things done.
What are groups in society that have power
over us?
› Government, schools, peer groups, parents, etc.
Two types of power:
› Hard power – used to force people to do things
out of fear or threats of punishment.
› Soft power – change behaviours through
persuasion and influence.

4. Authority – formal position or role that comes
with specific powers and abilities (Prime
Minister, MPs, principals, police).
Reward – capacity to reward people.
Material (money/privilege) or emotional
(affection/acknowledgement/praise) can be
found in the corporate world.
Force – capacity to threaten, harm and
punish. Examples are physical (armies),
economic (financial loss), or emotional
(abuse).

5. Knowledge – specialized knowledge and
skills. (scientists, professionals)
Respect – people who are highly trusted,
respected and admired. Elders, friends and
family. Some can be religious.
Power is neither good nor bad – it is HOW
people use or abuse power that matters.
Citizens and democratic societies need to be
aware of who has power, how it is used, and
how it can be used for positive change.

6. Active Citizenship
Knowing who has
power
Identifying abuses of
power
Getting and using
power for positive
change

7. It is a special benefit or advantage that is
available only to certain people or groups.
Earned privilege – a result of effort and
achievement.
Unearned privilege – advantage people have
based on social class, gender, physical abilities,
geographical location or others.
Which is more fair??
Privilege applies to one person and rights apply
to everyone

8. What are some groups that have privilege in
Canada?
Watch the following video:
https://www.youtube.com/watch?v=-
VZxwY523Ok
What are your thoughts on what happened in
the video?

9. The gap between privileged and
underprivileged can be significant.
This gap can affect fundamental aspects of
life like:
› Health
› Education
› Basic Mobility
› Income
› Safety
› Access to Justice

10. Often people with fewer advantages have
difficulty breaking the cycle of these
conditions.
Social programs, such as financial aid for
education, are designed to help overcome
these barriers.
What are other social programs that can do
this?

11. When power and privilege reinforce each
other they can create injustice.
People who have power often try to hold
onto it.
The more they want to keep it, the more it
will be kept at the expense of others.
There are many examples of people giving
up their unearned privileges and using their
power to help others.

12. In a democracy, it is important that everyone
feels they are treated fairly.
This requires balancing a lot of competing
needs and interests.
Is it fair that students who are the first in their
families to go to college or university may be
eligible for special funding from the
government? Yes or No?
Yes – students from these families face more
barriers to continuing their education than
others.
No – not fair to other students who are in
financial difficulties but don’t qualify.

13. Have you ever been in a situation where you
could have acted to prevent an injustice but
didn’t? What were the consequences?
Not speaking up against bullying, failing to
report abuse, ignoring discrimination, or not
voting can all have a devastating impact.
Prolonged impact can affect the lives of
thousands or millions of people.

14. Residential Schools
› Starting in the 1800s, 150,000 Aboriginal children were
taken from homes and sent to government run schools
› Forbidden to speak their own language, destroyed
culture
› Saw family only a few months a year
› Many were subjected to physical, emotional and sexual
abuse
› In spite of calls to end the schools, the Government of
Canada continued to operate them for decades.
› Results were devastating and the government finally
made an apology in June 2008

15. Rwandan Genocide
› UN Peacekeeping mission to the African country
› Goal was to keep peace between the Hutu and Tutsi
tribes
› Hutu extremists slaughtered Tutsis and moderate
Hutus
› 12 peacekeepers were murdered and many nations
pulled their soldiers out of the country
› Despite pleas for more troops, the UN refused,
argued and ultimately did nothing
› After 100 days of massacre there was 800,000 dead

16. 1. Should people be punished for failing to
act? Why or why not?
› Consider witnessing: bullying, theft, murder
2. Is government inaction more significant than
individual inaction?
3. How do you decide when to get involved?
What would motivate you to act?

17. Means taking action to bring about social or
political change.
We live in a democracy so you, as citizens,
have the ability to address injustices, make your
point of view heard, and create change.
You can also try and stop a change you don’t
think should happen.
Examples are persuading governments to
change laws or joining social organizations (Me
2 We, Amnesty International).

18. What are some other ways that you can be
an activist in a democratic society?
Examples:
› Sign a petition
› Write your government (letter, e-mail)
› Charitable work or donation
› Wear a t-shirt (pink for anti-bullying)
› Social Media – posts, likes, tweets
When you make your voice heard or
advocate for what you believe, you are
taking civic action.

19. Complete the ‘Options for Action’ sheet

20. Donate money, clothing, food
Donate your time/volunteer
Fundraise
Buy Ethical Goods
Positive – Builds on what others have
accomplished
Negative – Leaves decision-making to others

21. Educate yourself or others
Stage a media event
Lead or organized group events
Positive – Great foundation for future change
Negative – Takes time

22. Speak your mind
Wear a T-shirt
Raise Awareness online (social media, blog)
Create posters, flyers, art, music, or an ad
campaign
Vote
Positive – Directly influences others
Negative – Must be willing to accept criticism
from others and respond

23. Sign a petition
Join a march, rally or protest
Boycott or support a business
Organize a protest
Positive – Gets a lot of attention
Negative – Can only convey a simple
message

24. Are people aware? Is the story hidden, ignored,
not affecting people?
Do people understand? Is the story
overwhelming, not well known or only seen by
one perspective?
Are people committed? Story conflicts with
beliefs/values or isn’t significant, not concerned
with results of inaction, think someone else will
fix it.
Are people taking action? They don’t know what
to do or who can fix it, feel powerless, no clear
objectives or plans.

25. Key Questions
› Why aren’t people
more aware?
› Who needs to be
more aware and
where are they?
› What activities will
best raise
awareness?
Possible Actions
› Tweet
› March
› Email
› Protest Share
› Photograph
› Record Video
› Advertise

26. Key Questions
› What facts are people
missing?
› What evidence will be
most compelling?
› What different
perspectives should
be considered?
Possible Actions
› Write
› Blog
› Publish
› Report
› Post
› Visit

27. Key Questions
› Do people believe it’s
politically significant?
› Are the ethical
considerations
obvious?
› Are the
consequences of
inaction clear?
Possible Actions
› Collect
› Join
› Petition
› Rally
› Organize
› Lobby

28. Key Questions
› What do you want
other people to do?
› Are the objectives
state and
understood?
› Is everyone clear on
the intended results?
Possible Actions
› Plan
› Share
› Anticipate
› Communicate
› Measure

29. David Suzuki – environmental activist
Tommy Douglas – universal health care
Terry Fox – cancer research
Nellie McClung – women’s rights
Stephen Lewis – AIDS activist
Craig Kielberger – children’s rights
› https://www.youtube.com/watch?v=afClM91uQF
U

30. Would you, or have you, ever choose to
break a rule or law?
Under what circumstances do you think it is
acceptable to break the law?
If someone broke a law to fight an injustice
they cared about but you strongly disagreed,
how would you react?

31. If a citizen has tried to make change legally and
it does not happen, what should they do next?
Civil Disobedience is a from of protest that
involves peacefully and purposely breaking the
law and accepting the consequences.
The goal of civil disobedience is to raise
awareness of an injustice, or to directly
challenge an unfair law, policy, or situation.
Can you think of any examples where this has
happened in history?

32. Occupation – Rosa Parks refusing to give up
her seat to a white man.
Blockade – Mohawk First Nation barricaded a
road near Oka, Quebec to protest a golf course
being built on sacred land.
Public Disturbance – Greenpeace dumped
tonnes of tuna heads in front of the Ministry of
Agriculture in France to draw attention to the
devastation of illegal fishing.
Illegal Protest – Student protests in Quebec in
2012 were banned but the government which
resulted in citizens of all ages taking to the
streets.

33. Where civil disobedience is non-violent, not
everyone agrees in this tactic.
Societies where the right of assembly and a
free press are not respected might foster
violence to bring about change.
Violent resistance is sometimes used to fight
injustice.
It can be aimed at oneself, disrupting a
system, destroying/defacing property or
instilling fear.

34. Self-harm – A street vendor in Tunisia was frustrated
with the local police so he set himself on fire and
started the Arab Spring.
Sabotage – Anonymous is a group that is anti-surveillance
and anti-censorship. They attacked many
US gov’t sites after a file sharing site was shut down.
Vandalism – Protestors at the G20 summit in Toronto
resorted to vandalism to protest inequality in the
world.
Terrorism – The FLQ Terrorist group used terrorism to
further their goal of Quebec separation.

35. “When a man is denied the right to live the life he
believes in, he has no choice but to become an
outlaw” Nelson Mandela
“Non-violence is the greatest force at the disposal
of mankind. It is mightier than the mightiest
weapon of destruction devised by the ingenuity of
man.” Mahatma Gandhi
It is criminal to teach a man not to defend himself
when he is the constant victim of brutal attacks.”
Malcolm X

36. You have the ability to create change.
You can create change locally, provincially,
federally or globally.
All it takes is a passion and commitment to a
cause.
Do not sell yourself short and do not be
afraid to stand up for what you believe in.
Don’t be afraid to stand up for those in
society who cannot stand up for themselves
either.

37. Civics and Citizenship by Canadian
Investigations