6

Chapter Focus Questions

• What is the function of representatives?

• How do associations represent their members?

What doesrepresentativedemocracy involve?

In Chapter 3, we saw how direct democracy worked inancient Athens, where all citizens voted to makedecisions. In Chapter 4, we looked at the IroquoisConfederacy as a form of representative government,where leaders who represented the views and needs ofcitizens made decisions on behalf of citizens. In thischapter, we examine one of the many forms ofdemocracy: representative democracy. Representativedemocracy can be found throughout our society — inschools, clubs, organizations and governments. Inrepresentative democracy, decisions are made byrepresentatives who have been elected or chosen by thepeople they represent. Representatives are accountable,or held responsible for, communicating with their people,making reasonable decisions on their behalf, andworking to help them.

142

06 AB6 Ch 6.11 4/3/08 8:17 AM Page 142

What are we learning inthis chapter?Many groups and organizations in Canada governthemselves with elected representatives. This chapterexamines two of them: l’Association canadienne-françaisede l’Alberta (ACFA) and the Métis Nation of Alberta(MNA). Through these examples, we will learn howelements of representative democracy provide people with a voice for their ideas, beliefs and for exercising their rights.

Why are we learning this?Where do we find elected representatives? In classrooms?Sports teams? Associations? Governments? Electedrepresentatives play a vital role in our society, since theyspeak on behalf of other people. Representativesparticipate in decision making and often take on activeroles in other ways, to support the people or group theyrepresent. Since all elected representatives work for thepeople they represent, it is important to understand whatthey do, why they do it, and how they function. Knowinghow representation works isimportant because it is away to participate indecision making.

What experience do youhave with representatives?For example, group projectsin social studies oftenrequire one group memberto answer questions orpresent the conclusions ofthe whole group. Whatresponsibilities does thatperson have to the group?

Chapter 6 143

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Chapter 6 Inquiry Task

144

Conducting an interview aboutthe responsibilities of electedrepresentatives

Introduction

When groups need to elect representatives, they often forma “search team.” A search team looks for people whowould like to be candidates. A candidate is a person whowishes to be voted for or chosen to represent a group ofpeople.

To begin the process, search teams need to research andidentify what they believe are important generalcharacteristics for an effective elected representative.Often search teams will compile a questionnaire, based onthese identified characteristics, and will use thequestionnaire to interview people who want to becandidates.

The task

Part 1: Researching

Your first job is to choose an elected representative in agroup, organization, or government and e-mail that personasking questions about

• what responsibilities they have as representatives

• how they demonstrate they are taking care of the needsof those they represent

• the qualities of a good representative

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Research

You will findresearch skillsimportant in thistask, especiallyformulatingquestions anddrawingconclusions. Checkout the SkillsCentre for researchtips.

• formulatequestions to beansweredthrough research

• draw and supportconclusions basedon researchedinformation

SKILLSat Work

frej

06 AB6 Ch 6.11 4/3/08 8:17 AM Page 144

Part 2: Looking at responses

Critically look at response to your e-mail, and theresponses sent to your classmates, and decide what are thecommon main tasks of any elected representative.

Part 3: Creating interview questions

Imagine that you are a member of a search team. Anumber of people have expressed interest in representingyour organization. The next step is to interview thecandidates. Create interview questions that will help youknow what a candidate believes is important about his orher role as a representative and how that responsibility willbe carried out.

Part 4: Role playing

With a partner who is acting as an elected representative,role play being on a search team and asking your interviewquestions. Then, switch roles and answer your partner’sinterview questions. You can use this experience to makechanges to the questions on your interview.

You will be evaluated on your e-mail, your interviewquestions and your responses when you are beinginterviewed.

Things to think about before starting the task

• identifying an elected representative you would like tointerview

• finding an e-mail address for that representative

• formulating your own vision of what being an electedrepresentative involves

Chapter 6 145

Turn the page to seehow Alexandre wentabout this task. How canwhat he did provide amodel for you? Whatwould you do differentlythan Alexandre?

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146

Getting Started

How has Alexandre goneabout this task?Part 1: Researching

Alexandre asked his parents for examples of organizationshe could contact with elected representatives. They hadseveral suggestions, including

• the community association for their neighbourhood

• the basketball association for Alexandre’s league

• the 4-H council for their region

Alexandre has decided to contact the president of thecommunity association.

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CriticalThinking

E-mail can be a goodway to contactpeople. It lets themrespond at theirconvenience, whenthey have time tothink through yourquestions. How couldyou find the e-mailaddress of an electedrepresentative?

• seek responses toinquiries fromvarious authoritiesthrough electronicmedia

SKILLSat Work

What would you addto Alexandre’s list

of questions?

To: Patricia Li, president, South Acres Community AssociationFrom: Alexandre, Grade 6 student

Dear Mrs. Li:I am doing a social studies project about the responsibilitiesof elected representatives. Could you please help me byanswering these questions?1. What are your responsibilities, as an elected

representative of the community association?2. What makes a good representative?

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Chapter 6 147

Part 2: Looking at responses

Alexandre’s group is examining the responses they got from their e-mail inquiries. What are some other ways they could share their information? What’s an effective way for you to share information with your classmates?

Part 3: Creating interview

questions

Alexandre has reviewed theresponses he and his classmatesreceived from the wide variety ofelected representatives theycontacted. With this background,Alexandre is working on questionshe would ask a person whowanted to become a representative.

Part 4: Role playing

Alexandre is asking Eric the interview questions he has formulated. Find out more about interview skills on page 165.

How do you use technology at yourschool to share information?

How does Alexandre’schange make his questionmore effective?

What steps can you take to listen carefully and respond appropriatelyduring an interview? Review these skills before you complete this partof the task.

• respond appropriately to comments and questions

• listen to others to understand their perspectives

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SKILLS at WorkSKILLS at Work

Interview Questions for People Who

Want to Become Representatives

Do you think it’s important to stay in

touch with the people who elect you?

How would you

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PausePause

How was keepingthe exact wordchoices of thestudents part ofthe democraticprocess?

What is the function ofrepresentatives?

What’s important?

Recognize that representatives express the ideas andvision of the people they represent.

The School Rules Project

Sharn attends Crawford Plains School in Edmonton. InSeptember, her school set up a student council. Each classfrom Grade 1 to Grade 6 chose a boy and a girl torepresent them on the council.

The school staff wanted students to create their own schoolrules. So, the representatives collected “rule ideas” fromtheir classmates. They brought the ideas to council, wherediscussion was intense. Finally, they agreed to a list thatused language students of all grades could understand.

Some teachers wanted to change the rule about “doingwhat I’m asked” by adding “the first time I’m asked.” Theydecided, however, to support the exact words therepresentatives had chosen. Their reason? Allowingstudents to create and abide by their own choices was partof a democratic process.

I can do my very best by

• doing what I’m asked

• taking my homework home and turning it in on time

• studying

• celebrating good readers and those who practise reading

• spending time in class wisely and productively

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Chapter 6 149

What’s important?

Recognize that representatives need to make decisionsthat consider the needs of everybody.

Choosing Special Days

Later in the school year, Sharn’s school council thought itwould be really exciting to have students choose “specialdays.” Once again, the representatives sprang into action.They collected their classmates’ red hot ideas andpresented them to the school council.

Pajama Day? Crazy Hair Day? Sometimes a representativepresented an idea in such an exciting waythat everybody agreed. Sometimes therepresentatives negotiated andcombined great ideas. They found thatthey needed to consider what would bebest for all the students, both younger andolder. Sometimes the representativessimply let an idea drop if itwouldn’t work for everybody.

After final decisions were madeabout special days, therepresentatives had to make plansand communicate what washappening. Often the olderrepresentatives helped the youngerstudents write announcements.

PausePause

1. What skills forparticipating ingroups has Sharndemonstrated asa representative?Think back to thepersonal guidelineyou created inChapter 1.

2. In what way didSharn’s studentcouncil useconsensus? Thinkback to what you

learned aboutconsensusduring your

investigationof theIroquois

Confederacy.

I wanted to have a bake sale for Valentine’s Day, but we realized that it would take a lot of time to organize and a lot of dough! So, we decided to have a candygram sale instead. I didn’t really mind dropping my bake sale idea. Perhaps we can do it another time.

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What’s important?

Recognize that representatives are accountable forcommunicating with the people they represent.

PausePause

How is Brittany accountable to: all thestudents in the school? the patrollers?teachers? parents?

150

This year, I was chosen as a school patrol captain. That involves working out a schedule and being responsible for up to 15 patrollers. An important part of my job is to make sure that there is always somebody on the job, or to fill in myself — so I’ve often patrolled twice a day.

Patrollers have really important jobs and we must be very reliable. When somebody starts to miss a lot of shifts, I talk with them and try to encourage them. I remind them how important our job is. It’s also important to know when I can’t help and need support from a teacher.

Communication is important. I represent the patrollers, so I need to know if there is a continuing problem that needs sorting out. I get their ideas about solving the problem. When a solution is worked out, I let everybody know what has been decided — including the patrollers, students, parents and school staff. That is sometimes done through the school newsletter. I like the way a representative is responsible for making communication happen in many different ways.

This job is fun. I get to meet and know new kids and be a role model. And, I’m really looking forward to the patrollers’ picnic!

Think About the Task

Read what Brittany saysabout her job as arepresentative for patrolsat her school. Whatcommunication skillscan you identify that sheneeds as arepresentative? Whatcould you add to yourinterview questions forcandidates, based onBrittany’s experience?

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Chapter 6 151

How do associationsrepresent their members?

What’s important?

Recognize that associations have a unique role inrepresenting specific groups of people.

A Community AssociationMr. Grundy stood in front of the class with an open dictionaryin his hand. “We will be learning today about associations, —an association is a group of organizations or people unitedfor a joint purpose, who elect leaders to carry out theassociation’s aims.”Snapping the dictionary shut, he continued. “Let me tellyou about a brand new association. My wife and I live in anewly developed community that has many young families.Getting into recreation programs is a real problem. ““So,” he continued, “a community meeting was organizedyesterday to get people together to talk about ourcommunity’s needs. There seemed to be lots ofconcerns. Representatives from a tai chi club and ajudo club said they would hold community classes ifthey could find a room. A group of young motherswanted to start a play group. After a lot of discussion, itwas decided to start an association and elect representativesto look into our needs and come up with some ideas.”He smiled. “Guess who is standing in front of you now?” Theclass looked really puzzled — wasn’t he Mr. Grundy, theirteacher? “You are looking at the new Wildrose CommunityAssociation’s first-ever president, as of last night. It’s going tobe exciting.

PausePause

What factors make Mr. Grundy’s group an association? What could this new association do to help support its members?

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The ACFA OrganizationL’Association canadienne-française de l’Alberta (ACFA) hasrepresented Alberta’s Francophones since 1925. The ACFAhas a membership of more than 5000 Francophones acrossthe province. It officially speaks for Francophones inAlberta. ACFA representatives meet with governmentofficials to present the Francophone perspective and toensure that the rights of Francophones are respected. TheACFA supports the initiatives of different Francophoneorganizations, from many communities in Alberta, inseveral areas of activity.

Representing the members of an association is always achallenging job. Representatives must listen to the manyvoices coming from the group. These voices expressdifferent opinions, reflecting a variety of needs andaspirations. For ACFA representatives, these voices includea growing number of Francophone newcomers from manydifferent countries. To meet the growing challenge of itsdiverse membership, the ACFA began in 2007 to review itsaims as an organization.

Local ACFA Decision Making

The ACFA has offices or branches in 14 centres throughoutAlberta in four geographic regions. Each branch worksclosely with other local and regional Francophoneorganizations to provide a wide range of services to theFrench-speaking and non-French-speaking residents of thearea. Some branches organize local events such as lacabane à sucre (maple sugar festival), le Ciné-Club (Frenchfilm club), and la Journée volleyball (volleyballtournament).

How does l’Association canadienne-française de l’Alberta (ACFA) provide itsmembers with a voice?

An important association for Francophonesin Alberta is the ACFA.

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Chapter 6 153

The ACFA’s Board of Directors• is elected by mail-in ballots• approves an overall

action plan• chooses the Executive

Council, which puts plans into action

2representativeselected by the

NorthwestRegion

ALL ACFA MEMBERS

ALL ACFA MEMBERS

2representativeselected by the

NortheastRegion2

representativeselected by the

CentralRegion

2representativeselected by the

SouthernRegion

4representativeselected by all

members

The ACFA’s president,

elected by all members

How do ACFA members elect their representatives?

Provincial ACFA Decision Making

The ACFA’s Annual General Meeting provides an opportunity for members toreview the previous year’s activities and discuss issues. The members of the ACFAare the electorate of the ACFA: the people who elect the association’srepresentatives.

ACFA members elect a Board of Directors, with 13 representatives: 2 from theirregion, a president, and 4 members at large. Members at large are representativesfrom anywhere in the province. At one time, elections were held during theAnnual General Meeting, but this meant only those who attended the meetingcould vote. Now, each member has a mail-in ballot. How does this newprocedure reflect fairness and equity?

The ACFA’s Board of Directors approves an overall action plan and chooses themembers of the Executive Council. The Executive Council makes sure the plansare put into action.

PausePause

Think back toAthens in Chapter3. Where do yousee evidence ofdirect democracyin the ACFA?Think back to theIroquoisConfederacy inChapter 4. Whatevidence do youalso see ofrepresentativedemocracy?

frej

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What’s important?

Understand why the ACFA has regional officesthroughout Alberta.

GRANDEPRAIRIE

PLAMONDON/LAC LA BICHE

WOOD BUFFALO

CENTRALTA

CANMORE

BONNYVILLE/COLD LAKE

ROCKY MOUNTAIN HOUSE

RIVIÈRE-LA-PAIX

SAINT- PAUL

CALGARY

EDMONTON

RED DEER

JASPER

LETHBRIDGE100 km0

N

S

W E

Legend

Central Region

Northeast Region

Northwest Region

Southern Region

The regional organization of ACFA and its Board of Directorsprovide easy access for ACFA members, and help ensure thatregional concerns are heard and dealt with.

ACFA Centres, 2008SKILLS

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GeographicThinking

How does this mapreflect the systemfor electing ACFArepresentatives?

• interpret mapsto broadenunderstandingof issues

SKILLSat Work

PausePause

Which fundamental freedom in Canada’s Charter of Rights and Freedomsguarantees that associations such as the ACFA can exist? Review the rights andfreedoms in the Charter on pages 124 to 129.

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What’s important?

Understand how the ACFA helps Francophones exercisetheir historical and constitutional rights.

A Monument to AlbertaFrancophone HistoryIn 2007, a monument was put up on the grounds of theProvincial Legislature in Edmonton on behalf of allFrancophone Albertans. It is a sculpture called“L’Empreinte francophone,” or “The Francophone Imprint.”This monument is an example of how the democraticdecision-making process works in the ACFA.

Issuing the Proposal

While the ACFA usually initiates its own projects, itconsidered a proposal from the Honourable Ken Kowalski,the speaker or chairperson of Alberta’s LegislativeAssembly in 2007. Wishing to recognize the AlbertaFrancophone community, he proposed that the ACFAcreate a monument to commemorate the contributions ofAlberta Francophones to the building of the province.

The Decision-Making Process

These are members of theACFA’s Board of Directorsin 2007. Because theyrepresent Francophonesfrom across Alberta, these people provide away for Francophones to make decisions,organize events, andspeak as a group.

Process

When a project is taken on by an organization that represents people, it requires a detailed process and the involvement and support of the membership.

First, the members of ACFA’s elected Board of Directors discussed the project.They decided it would fit their aim of promoting the Francophone community, andsecuring recognition for its historic and current presence in Alberta. Next, themembers of the Executive Council got to work. They organized a specialcommittee for the project that included historians, community members, and anartist, Monsieur Herman Poulin from St. Paul.

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Following the Flow

M. Poulin worked on several drawings, incorporating or using theideas of the special committee. These were submitted to thecommittee for approval. In the meantime, the Executive Councilsponsored a province-wide Francophone school competition toname the monument. The special committee chose their top threesculpture designs and submitted their recommendations to theExecutive Council. The Executive Council made the final choice: aunion of the fleur-de-lis representing Francophone heritage and awild rose representing Alberta.

Next, the Executive Committee organized a fund-raising campaignto pay for the monument. This included getting it cast in bronze inthe United States.

The Monument Takes Shape

As M. Poulin worked on the monument, he noticed flakes of clayfalling to the ground. These gave him an idea. These flakes weresent to Francophone communities throughout Alberta and manyFrancophones put their thumbprints into the clay. The monumentbecame known as “L’Empreinte francophone,” or “TheFrancophone Imprint.” The monument was then cast and proudlyplaced on the Legislature grounds. In talking about the monument,Jean Johnson, the ACFA’s president, expressed the hope that peoplevisiting the monument would touch it and connect with the handsand the imprints of the many Francophones of Alberta who helpedshape our province.

This is “L’Empreintefrancophone.” How doesthis monument representFrancophone history and

identity in Alberta? As partof your answer, think aboutthe role of the ACFA in themonument’s development,

and how the ACFA providesits members with a voice.

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Chapter 6 157

La Cité francophoneThe ACFA helped the Francophone community in Edmonton establish “La Citéfrancophone,” a central location for services in French such as a theatre, bookstore,daycare, restaurant, employment centre and school board offices.

These Francophone studentsattended the ceremony wherethe monument was unveiled.

How did the ACFA providethem with a voice in decisions

about the monument?

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158

• to advance and broaden the vision of Alberta’sentire Francophone community

• to bring together, plan, mobilize, support andinspire the vital forces of Alberta’s Francophonecommunity

• to defend the official language rights of theFrancophone citizens of Alberta

• to provide a voice on issues that concern theFrancophone community of Alberta as a whole

• Members discuss issues and activities at an AnnualGeneral Meeting.

• Members who are 16 years of age and older canattend the Annual General Meeting and vote.

• The vote of every member is equally important.

• Members elect representatives to the Board ofDirectors. These include representatives for eachregion, members at large, and a provincialpresident.

• regular regional and annual meetings

• the ACFA website

• the weekly newspaper Le Franco

• centres in each region

• personal contact — e.g., attendance at ACFAevents

• regular information bulletins mailed to members

• regular e-mail updates to members regardingcoming events across Alberta

What is the purpose ofl’Associationcanadienne-française del’Alberta?

How does the ACFAmake decisions?

How do ACFArepresentatives keepconnected with theirmembers?

ACFA: A Voice for Francophones in Alberta

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Chapter 6 159

• organizes events and supports initiatives that fosterand promote Francophone identity

• provides services in the French language, such asvolunteer workshops for Francophoneorganizations and workers

• supports Francophone businesses and job-seekers

• supports Francophone education, a constitutionalright

• coordinates the design and implementation of anoverall development plan for the Francophonecommunity in Alberta

• initiates projects in areas judged by the communityto be priorities – e.g. health care, historicalprojects — and negotiates on its members’ behalfwith various levels of government to make theirprojects come about.

What are other waysthat the ACFA supportsthe Francophonecommunity?

The ACFA publishes LeFranco, a French-languagenewspaper in Alberta.How does a newspaperprovide opportunities formembers of the ACFA toinfluence theassociation’s electedrepresentatives?

Think About the Task

What importance might personal attendance at eventshave for representatives? What importance mightnewspapers and other media have? Formulate questionsbased on your conclusions for your candidate interview.

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The ACFA in Action!

ACFA’s Board of Directors meets withmany kinds of decision makers,including business people andgovernment officials. This shows ameeting between the ACFA andAlberta’s premier in 2007. ACFApresident Jean Johnson has on a bluestriped tie. Premier Ed Stelmach isstanding to the left of M. Johnson.

This is a poster for Accès Emploi(Access Employment), anorganization that promotestraining and job opportunitiesfor Francophones in Alberta.The ACFA supports manyorganizations such as this one.

Use the images on this page and the next to identify ways the ACFAprovides a voice for Francophones in Alberta. How do the activitiesrepresented here provide opportunities for ACFA members to fostertheir identity? To contact their representatives? To communicatewith all Albertans?

• critically evaluate ideas, information and positions

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SKILLS at WorkSKILLS at Work

f reedoms

representat ion

equity

just ice

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Chapter 6 161

In this photo, ACFA members enjoy a cabane àsucre, which celebrates the making of maple syrupin the spring. A ribbon of maple syrup is poured onsnow, where it becomes thick. It is then rolled upon a spoon or a stick – et voilà, a delicioustraditional treat!

Centre de Santé Communautaire Saint-Thomas (Saint Thomas CommunityHealth Centre) in Edmonton is anexample of how the ACFA exercises theconstitutional rights of Francophones asone of Canada's official language groups.The centre — the first of its kind inAlberta — offers bilingual health services.The idea for the centre came from theACFA's members, who voiced a need forhealth services in the French language.The ACFA represented its members’ needsto the City of Edmonton, Alberta'sgovernment and Canada's government.The centre opened in 2006.

Each year, the ACFA sponsors LaFête franco-albertaine, an eventwhere people gather to enjoyFrancophone performers. It isheld in a different region ofAlberta each year, and everyoneis welcome. This photo showsLa Fête in Jasper.

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How does the Métis Nation ofAlberta (MNA) represent itspeople?

What’s important?

Know how the MNA represents Métis people in Alberta.You will see both of the terms Métis Nation of AlbertaAssociation (MNAA) and Métis Nation of Alberta (MNA).

The Organization of the MétisNation of AlbertaThe Métis Nation of Alberta (MNA) has an organizationthat allows its members to take part in decision making. Itspeaks for the Métis people officially. It presents the Métisperspective and works to protect Métis rights in Alberta.

Local MNA Decision Making

Everybody who belongs to the MNA comes from one of sixregions. The members of each region elect a president anda vice-president as representatives for their region. Theseelected officials form a provincial council, which canmake decisions on a provincial level.

Audrey Poitras wasfirst elected president

of the Métis Nationof Alberta in 1996.

PausePause

Read what Audrey Poitras says on this page. She is anelected representative of the Métis Nation of Alberta.Choose a word that summarizes one important qualityabout her as a representative. Why is it important to haveeffective representatives in a representative democracy?

I see my role as president as an opportunity to give back to my community. My responsibility is to represent the Métis people of Alberta to the best of my abilities. I need to be knowledgeable about concerns from all across the province, and to watch for opportunities that might better the lives of Métis Albertans.

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Chapter 6 163

Provincial MNA Decision Making

The Annual General Assembly of the MNA includes all MNA members. Itmeets once a year. At these meetings, members discuss and vote on MNAprovincial aims and programs. This is an exciting time for members toexchange ideas and maintain contact with others. In this respect, the MNA is adirect democracy. The MNA is also a representative democracy.

Every three years, the Métis of Alberta elect a provincial president and vice-president, who head the MNA’s Provincial Council. The Provincial Councilalso includes the president and vice-president from each region. The ProvincialCouncil works hard to gather input from each region, carry out the directionsof the General Assembly, and advise MNA members.

How do MNA members elect their representatives?

Region 6Peace River President +

Vice-President

ProvincialPresident +

Vice-Presidentelected by all

members

Provincial Council• acts on behalf of all

MNA members• follows the direction

of the membership

Region 1Lac La Biche President +

Vice-President

Region 2BonnyvillePresident +

Vice-President

Region 3Calgary

President + Vice-President

Region 4EdmontonPresident +

Vice-President

Region 5Slave Lake President +

Vice-President

ALL MNA MEMBERS

ALL MNA MEMBERS

frej

PausePause

How does the MNAfunction as both a directand representativedemocracy?

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164

What’s important?

Understand that the Métis Nation of Alberta electsrepresentatives from across Alberta.

Métis Electoral Zones, 2007

Calgary

Edmonton

ELIZABETH

KIKINO

FISHINGLAKE

EASTPRAIRIE

BUFFALO LAKE

PADDLEPRAIRIE

PEAVINE

GIFTLAKE

ZONE 1

ZONE 2

ZONE 3

ZONE 4

ZONE 5

ZONE 6

100 km0

N

S

W E

Métis settlement

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GeographicThinking

The members of theMétis Nation ofAlberta electrepresentativesaccording to regionsin the province.

How do the regionsreflect fairness andequity?

In what way is theidea of regionssimilar to thestructure of theIroquoisConfederacy?

• interpret maps tobroadenunderstanding oftopics beingstudied

• identifygeographicproblems andissues and posegeographicquestions.

SKILLSat Work

06 AB6 Ch 6.11 4/3/08 8:19 AM Page 164

What’s important?

Investigate how to conduct an interview.

Amethyst’s Interview aboutthe MNAAmyethyst wanted to learn about the MNA and how itachieves its goals. She decided to interview people togather information.

Here are some steps for organizing interviews. How didAmethyst go about these steps?

Step 1: What questions should you ask?

• Know why you are asking a question. Decide what youwant to achieve.

Amethyst needed to know ways that MNA helpsrepresent Métis people, and she wanted information onspecial MNA projects.

• Generate a maximum of five good questions that needmore than just “yes” or “no” for an answer.

Amethyst asked: “Using an example of a project, howdoes the MNA make decisions?” She asked this insteadof: “Does MNA undertake projects?” Her question gaveher much more information.

Step 2: How can you find out who to ask?

• Sometimes personal contacts can help direct you.

Amethyst knew that her grandfather was a member ofthe MNA. She asked his advice about people tointerview. He suggested she talk to Trevor Gladue, thevice-president of the MNA.

• Organizations and associations are listed in thetelephone directory or can be found using a searchengine. The organization will tell you who to speak to.

Chapter 6 165

Think About the Task

How could the steps on this page help you identify a representative to interview foryour chapter task? How could it help you prepare questions to ask the representative?

To find lists ofassociations in your area,check “associations” inthe yellow pages. Canyou find the MétisNation of Alberta? Whatother associations canyou find?

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Step 3: How should an interview be conducted?

• Write out your questions and record your answers, orprint out e-mail responses.

Amethyst wrote down her questions on a sheet ofpaper. She left spaces between her questions, so shehad room to make notes about the answers. She tookthe paper with her when she met Trevor Gladue.

• At the end, review your information to make sure it iscorrect and you have the answers you need.

Check out what Amethyst learned about the MNA onthe next page.

• Be polite, and thank the person for helping you.

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Communicate

Communication isoften aboutlistening instead oftalking. Listening isan importantinterview skill.What have youlearned aboutlistening skills so farin social studies?What listening skillshave you includedand practised inyour guideline forparticipating ingroups?

• listen to others tounderstand theirperspectives

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Amethyst is standing in the centre of this photo. MNA vice-president Trevor Gladue is standing on the left. Dr. HerbBelcourt, wearing the white shirt, is standing on the right.Amethyst interviewed Trevor Gladue on the advice of Dr.Belcourt, who is her grandfather.

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What’s important?

Understand the steps taken when the MNA proposes aproject enlisting government support.

What did Amethyst find out about Métis Crossing?

Métis Crossing is an example of how the MNA provides itsmembers with a voice. It is also the story of how dreamscan become reality. A number of Métis people wanted tohave a place that would acknowledge Métis culture,history, language and accomplishments. This idea wasbrought to the MNA Provincial Council.

After much discussion and consultation, the ProvincialCouncil approved the development of a site at MétisCrossing where visitors could experience Métis culture.The MNA also decided to appeal to the provincialgovernment for financial help. Lobbying means trying toinfluence government decisions. The MNA lobbying wassuccessful and the government provided the associationwith a grant.

Métis Crossing is locatednear the town of SmokyLake, Alberta. Smoky Lake is about 100kilometres northeast ofEdmonton. Use thisinformation to locateMétis Crossing on a map.

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What process led tothe completion ofMétis Crossing?What role did theMNA play in theprocess? Use theinformation on thispage to construct adecision-makingflow chart.

• use charts tointerpretinformation

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• to improve the education, health, social andeconomic conditions of Alberta’s Métis people

• to speak on behalf of the Métis to governments,industry and communities

• to provide Métis people opportunities toparticipate in government policy and decisions

• to promote Métis rights

• to apply for government grants, and carry outgovernment programs and services

• All members have equal decision-making powers.

• A General Assembly each year discusses policiesand activities.

• All members elect a provincial president and vice-president.

• Each of the 6 regions has a regional council withan elected regional president and vice-presidentand Métis representatives.

• The Provincial Council of the MNA includes theprovincial president and vice-president, and thepresidents and vice-presidents from each region. Ithas 14 members.

• regular regional and annual meetings

• the MNA website

• the MNA magazine Otipemisiwak

• offices in each region

• personal contact, such as attending Métis culturalevents and participating in special initiatives

What is the purpose ofthe Métis Nation ofAlberta?

How does MNA makedecisions?

How do MNArepresentatives keepconnected with theirmembers?

MNA: A Voice for the Métis in Alberta

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• programs in the areas of health, education,families, housing and justice

• MNA-supported programs and events

• support of Métis businesses and employment

What are other waysthat the MNA supportsMétis people?

The MNA publishes this magazine, called Otipemisiwak. Otipemisiwakmeans “the free, independent people” in the Métis language Michif.The magazine provides news of the activities of the MNA — forexample preservation of heritage and education for Métis students —and encourages MNA members to send in articles and photos. Howdo you think this magazine might help the MNA provide a voice offor Métis in Alberta?

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Regional representatives bring their regions’concerns and issues to the provincial council. Thisphotos shows a meeting in Lethbridge of members

of the MNA’s region 3. Why is it important forrepresentatives, including young people like the

woman in this photo, to go to meetings? Howmuch time do you think this takes?

Use the images on this page and the next to identify ways the MNAprovides a voice for the Métis in Alberta. What objectives of theMNA do they show? What responsibilities and procedures? Howcould this information help you think of questions for your candidateinterview?

• critically evaluate ideas, information and positions

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The MNA Makes a Difference

This photo showsMNA provincialpresident AudreyPoitrasparticipating inthe Métis Trans-Canada Relay in2005. During theevent, Métispeople travelledthe trails theirancestors usedduring the furtrade in westernCanada.

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This photo shows MNApresident Audrey Poitras

meeting with the premiersof the Northwest

Territories and Canada’swestern provinces. At

meetings such as these, she speaks on behalf of

her electorate: the members of the MNA.

The MNA supports Métisperformers. This photoshows the Little Wheelersfrom Edmonton. Why doyou think it might beimportant for associationsto involve young people?

MNA president AudreyPoitras, on the right,

negotiated an agreementwith Alberta’s governmentabout hunting and fishing.The agreement recognized

the rights of the Métis underCanada’s constitution, as an

Aboriginal people of Canada.

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What are your responsibilities to your representatives?

In this chapter, we have looked at the responsibilities of representatives to stay intouch with the people they represent.

What about the responsibilities of people – including Grade 6 students – to maketheir concerns known to representatives?

The next chapter will look at ways for you, and everyone, to take action on issuesthat concern you.

Becoming an active citizen is a way to take part in our democracy.

How can writing a letter or an e-mail, or makinga phone call, be effective ways to influence thedecisions of representatives and others?

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Review! Review!1. What is the difference between representative democracy

and direct democracy?

General Charles Mitchell Elementary School has 175 students in eight classes. Some students have suggested that the school shouldsponsor Jump Rope for Heart, which is an educational fundraisingcampaign. It involves students doing skipping activities while raisingmoney to support lifesaving heart and stroke research. Undertaking this commitment will need the majority of students to agree to supportthe campaign.

The school can either use direct voting or use student representatives inthe eight classes to make the decision. Use a T-Chart to show thedifferences between direct and representative democracy using theschool as an example.

2. What is the function of representatives in a representative democracy?

Use a graphic organizer (mind mapping/webbing, flow charting or outlining) to construct a model to show how representatives are responsible to the people that elect them.

3. How does l’Association canadienne-française de l’Alberta (ACFA) provide its members with a voice in exercising historical and constitutional rights?

Imagine you have new neighbours who are Francophone. They are looking for jobs in French, a health clinic offering care in French, and a Francophone school for their two children. Usespecific examples from this chapter to explain what services areavailable and how the ACFA helped make them available.

4. How does the Métis Nation of Alberta Association represent its people?

Métis Crossing was a project that was started by the MNA because of a desire by members to have a place that would tell the Métis story and allow visitors to experience Métis culture. Getting the project going, however, took cooperative effort and representation.

Retell the story of the beginnings of Métis Crossing including ways that representation was necessary to help advance the project.

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