Course Profile Canadian and World Politics (CPW4U), Grade 12, University Preparation, Public
Unit 2: Canadian International Relations:
What role should Canada play in the world?
Time: 23 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6
Unit Description
Students need to
evaluate Canada’s role in the world community. World events affect Canada’s
foreign policy. To better understand actions that the Canadian government takes
on international issues, students analyse the factors and goals that influence
foreign policy decision making. Students investigate these factors and goals as
they apply in a general sense to all countries, and then in a specific sense to
Canada, historically and currently. Case studies from Canadian history, e.g.,
Canada’s United Nations Peacekeeping activities, allow students to speculate on
how the government responds to current international issues and what foreign
policy tools that it can use to influence the current international situation.
To show an understanding of the factors, goals, and tools of foreign policy
decision making, students create issue organizers that can be used with Grade
10 Civics students.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
2.5 hours |
ICV.01, ICV.03,
POV.03, IC2.03, PI1.01, PI1.04, PO3.01, PO3.02, PO3.03, PO3.04 |
Knowledge/
Understanding Thinking/Inquiry |
Making The
Connection: Domestic and Foreign Policy |
|
2.2 |
3.5 hours |
POV.01, PIV.02, IC2.01,
IC3.05, IC3.06, PI2.02, PI3.01, PI4.03, PO3.01, PO3.02, PO3.03 |
Knowledge/
Understanding |
Group Role Play |
|
2.3 |
3.0 hours |
PIV.02, PO1.01,
IC2.01, IC3.05, PI1.03, PI2.01, PI2.03, PI4.05, VB3.01, VB3.03, VB3.04 |
Knowledge/
Understanding Thinking/Inquiry |
Critical
Investigation |
|
2.4 |
4.0 hours |
ICV.03, IC3.01,
PO2.01, PO3.04 |
Knowledge/
Understanding Thinking/Inquiry |
Case Study
Analysis |
|
2.5 |
4.0 hours |
POV.01, POV.03,
IC3.04, IC3.02 |
Knowledge/
Understanding Thinking/Inquiry |
Researching
Alternative Solutions |
|
2.6 |
5.0 hours |
PIV.03, PIV.04,
PO3.05, PI1.01, PI1.02, PI1.03, PI1.04, PI2.03, PI3.01, PI3.02, PI4.01,
PI4.02, PI4.03, PI4.05 |
Knowledge/
Understanding Thinking/Inquiry |
Creating a
“Decisions Organizer” for Grade 10 Civics |
Note: One hour can be reserved for a unit quiz where
the students are given a scenario that they can individually analyse using the
concepts of this unit.
Time: 2.5 hours
Students have an
opportunity to demonstrate their ability to apply a definition of foreign
policy to Canada’s international involvement. Students demonstrate the
connection between Canada’s domestic policy and foreign policy decision making.
According to Statistics Canada, this country spends
around 2.5% of its annual budget on direct foreign policy commitments. Canadian
opinion varies on supporting these commitments. Should Canada engage in
international affairs when and because it is in her own best interests? What
role have foreign policy issues played in recent Canadian Federal elections? In
Activity 1, the teacher raises the questions to be answered in the following
activities.
Strand(s): Participation in the International Community, Power,
Influence, Resolution of Differences,
Methods of
Political Inquiry
Overall
Expectations
ICV.01 - explain the
rights and responsibilities of individual citizens, groups, and states in the
international community;
ICV.03 - evaluate
the role of Canada and Canadians in the international community;
POV.03 - evaluate
Canada’s role and influence in international relations.
Specific
Expectations
IC2.03 - explain the
effects on national sovereignty of the trend towards global decision making;
PI1.01 - formulate
meaningful questions that lead to a deeper understanding of a political issue
and of the different ways to approach an issue;
PI1.04 - prepare
summary notes in a variety of forms and for a variety of purposes;
PO3.01 - describe
the factors (e.g., resources, economy, wealth) that contribute to Canada’s
power;
PO3.02 - identify
the most important factors shaping Canadian foreign policy (e.g., economic
objectives, commitments under international treaties);
PO3.03 - describe
the types of influence exerted by other nations and groups on Canada and
Canadians;
PO3.04 - evaluate
the role and influence of Canadian individuals and groups on the world stage.
·
Students have
studied global citizenship in Unit 1 of this course and in Grade 10 Civics.
·
The teacher
prepares a handout or overhead with several quotes that are related to the
concept of linking domestic and foreign policy. These quotes help build a class
definition of the terms “domestic” and “foreign policy.” See the
Teaching/Learning Strategies below.
·
The teacher
develops several scenarios on a handout to help the students understand the concepts
of the activity. Examples are given in the Teaching/Learning Strategies.
·
In the
culminating activity for this unit, students use the strategy of group
investigation and group presentation, ensuring that students are assessed
individually for those items contributing to their final mark. Increased
success in the culminating activity can be linked to smaller controlled
exercises as part of the unit activities. Using Think/Pair/Share as a structure
for this activity helps to establish class and group norms for working with
others that will be built upon later.
·
The teacher
creates an organizer for the students to record information about the role of
foreign policy issues in Canadian federal elections and American presidential
elections.
·
The teacher should
book the library/resource centre or computer lab for research on the various
elections that make up the organizer that is part of this activity.
1. The teacher can introduce the concept of the
link between domestic and foreign policy decision making by distributing a
handout/overhead with several quotes from various sources that can be used to
define the terms domestic policy and foreign policy. The quotes can also be
used to help students see the connection between the two terms. Some quotes
that can be used are:
“Foreign policy is really domestic policy with its hat on.”
Hubert H. Humphrey, American Presidential Candidate, 1966
“Our foreign policy can be viewed as social work on a global scale…”
Canada and the World,
September 1999
“Domestic policy can only defeat us; foreign policy can kill us.”
John F. Kennedy, President
“In foreign policy you have to wait twenty-five years to see how it
comes out.”
James Reston, American Writer, 1991
“War is diplomacy carried on by other means.”
Translation of Karl von Clausewitz, Prussian Theoretician, 1800s
2. The students receive the above quotes and
others. With a partner discuss their meaning and think of some historical and
current world examples that might help explain the quotes. The pair can write
their own definition of the terms domestic and foreign policy.
3. The pair of students then shares their
responses with another pair to help better understand the concepts. Followed by
a class discussion.
4. The teacher shows an overhead with the
following definition of foreign policy:
“Foreign policy is a plan of action developed by governments in order to
deal with questions concerning international issues and relations.”
Canadian Institute for International Peace and Security, 1988
5. The groups can comment on how their
definitions were similar or different to the above.
6. The class should now start to see the
connection between domestic and foreign policy. The teacher distributes a
handout with various scenarios and with a new partner the students continue the
‘Think/Pair/Share’ process. The students examine each case and determine if it
is a domestic policy issue, a foreign policy issue or both. Students should
give a rationale for their answer. Students can then share their responses with
another pair of students. Some examples that can be used in the handout adapted
from The Teachers’ Handbook on Peace and Security (see Resources) are:
· Canada decided that it is going to raise the price of oil and gas.
· The Federal government decided to increase its subsidies to wheat farmers.
· In 1982, Canada placed a ban on beef from Argentina.
· In 1975, the Federal government established an oil company ‘owned’ by Canadians – Petro Canada.
· In 1980, Canada did not send a team to the Moscow Olympic Games.
· The Federal government placed ownership requirements on Canadian bookstores.
· Canada shipped food to an African country suffering through famine. The Federal government also ‘gave’ money to the country to buy equipment to help local farmers. The Canadian government added the condition that in order to receive the money the country must buy the equipment from Canadian companies.
· A Canadian furniture maker announced it will open a plant in Mexico.
· Canada buys 80% of its bauxite from a country under a military dictatorship. The Federal government is under pressure to ban the import from this country, but there is a limited world supply.
· A Canadian citizen is contributing money to a relief organization that is supplying food to villages in an area or a country that is controlled by terrorists.
· A Canadian company has begun to manufacture components for a powerful weapons system being developed by another country.
7. The class should discuss the problems of
separating domestic and foreign policy decision making. Do the cases reflect
the following: “foreign policy is a reflection of domestic policy”?
8. An interesting way of connecting domestic
policy and foreign policy is to examine their roles in the Federal election
process. What part have foreign policy issues played in electing recent
Canadian Prime Ministers? Compare and contrast the Canadian election experience
with the role of foreign policy in electing American Presidents. A class
handout that lists one Canadian federal election opposite one American
presidential election can be distributed as a guide for research. The groups of
four from the last activity receive one set of elections to research and report
back on their findings to a new group (jig-saw) or the class. An example of the
handout structure is:
|
Issues |
Canada |
United States |
|
Key domestic
issue(s) Key foreign policy
issue(s) Impact on election
results |
1988 – Mulroney
re-elected. |
1980 – Reagan
elected. |
Other possible combinations for investigation might be:
|
Lester Pearson –
1963 |
and |
John F. Kennedy -
1960 |
|
Pierre
Trudeau – 1968 |
and |
Richard M. Nixon -
1968 |
|
Jean Chretien –
1993 |
and |
Bill Clinton -
1992 |
|
Jean Chretien -
2001 |
and |
George W. Bush -
2001 |
·
The class
debriefs the questions above and the students write a one-page report on the
impact of domestic and foreign policy on the election process.
·
Determining the
direct affect of foreign policy issues on elections may challenge the learners
in the class. An alternative to the above would be to have students complete
their research in the area and then write a paper using one of these thesis
statements:
· “Leaders downplay spending on foreign policy initiatives during federal elections.”
· “Political parties tend to adapt similar positions on foreign policy issues.”
· “Leaders present foreign policy positions to the public by emphasizing the ways in which they are linked to domestic concerns.”
Note: Numbers refer to the Teaching/Learning
Strategies.
3. Formative Assessment: The teacher can
see if students understand the connection between domestic and foreign policy
by distributing a couple of additional scenarios for individual interpretation.
9. Summative Evaluation: The teacher can
use the suggested one-page report as a formal evaluation tool. Clear criteria
for evaluation should be distributed before the report is started.
This is an
introductory activity and a limited number of direct resources are required.
The activity outlined in step 8 of the Teaching/Learning Strategies requires
Internet access for students as well as access to the school library/resource
centre to search for materials on Canadian and American elections. Various
history textbooks that examine Canadian and American elections should be made
available for student research.
The Canadian Institute for International Peace
and Security published a teachers’ handbook in draft form in 1989. The examples
in the handbook are dated but the activities are excellent in both their
structure and their ability to interest students. There was a wide distribution
of these materials at the time of publication and many board professional
libraries have this resource available.
Websites
Newspaper
and Magazine Editorials – www.facts.com/eof.htm
Canadian
Centre for Policy Alternatives – www.policyalternatives.ca/
Federal
Elections – http://www.statcan.ca/english/kits/kits/feder1.htm
Canada at the Polls
– www.elections.ca
Time: 3.5 hours
Through role-play
and collaborative groupings, students understand the different factors that
influence the development of a country’s foreign policy. Students begin with an
imaginary grouping of nation states and go through three possible ‘world’
scenarios. Unbeknownst to the students, collectively the ‘imaginary’ countries
have many of the characteristics of Canada. The class then extrapolates lists
of factors, shares these with classmates, and then compares these to a
referenced list. Working from the simple to the complex and using group work to
help all students, the class moves toward examinations of Canadian foreign
policy and how it really works.
Strand(s): Power, Influence, and the Resolution of Differences,
Methods of Political Inquiry
Overall
Expectations
POV.01 - describe
factors that make states powerful and factors that make states weak;
PIV.02·- develop
supportable conclusions about political events, issues, and trends and their
relationships to social, economic, and cultural systems.
Specific
Expectations
IC2.01 - describe
the participation of several states in international relations in terms of
their objectives, resources, and methods;
IC3.06 - evaluate
the role of pressure groups in formulating and implementing Canada’s foreign
policy;
PO3.01 - describe
the factors that contribute to Canada’s power;
PO3.02 - identify
the most important factors shaping Canadian foreign policy;
PO3.03 - describe
the types of influence exerted by other nations and groups on Canada and
Canadians;
PI2.02 - describe
some of the key methods of analysis used by political scientists;
PI3.01 - present
ideas, understandings, and arguments effectively in a variety of contexts using
graphic organizers and displays;
PI4.03 - demonstrate
the ability to seek and respect the opinions of others.
·
Students should
possess an understanding of the concepts examined early in the course, as this
activity builds on a basic understanding of nation states and their
relationships to others.
·
The class should
also have a basic familiarity and comfort with group activities and guidelines
around role-play.
·
The teacher will
need to duplicate the country cards (Appendix 2.2.1) for each group.
·
The list of
factors (Appendix 2.2.2) should be reproduced on an overhead transparency or
handout.
·
Attention must be
paid to cultural and religious expectations with respect to physical contact
and relationships between male and female students. No student should be given
a role that is negative or critical of his or her own cultural origins.
1. Students form five small groups. Each group
receives a different country card with a short description of their imaginary
country. Each group starts with the following tasks:
· Name their country
· Discuss the general realities of their country including its strengths and vulnerabilities
· Appoint an ambassador-at-large
· Devise some way to present their country to the rest of the class
2. The teacher then reads ‘world’ scenarios to
the class. After each scenario the country groups must caucus and come up with
a foreign policy statement that will be presented to the other groups. If they
are directing their statement to a particular country they should compose a
communiqué. The suggested scenarios are as follows:
· A socialist revolution takes place in a country nearby – including violence and popular uprisings
· A proposed international law forbids mining the bottom of the sea
· A world superpower asserts that all countries should work with a common currency
3. Groups then meet to debrief. Each receives a
flipchart page and creates a list of what needs to be taken into account when
countries form their foreign policies: Factors Influencing Foreign Policy. When
finished, the groups share, compare, and contrast lists. The teacher then
directs the groups to think about the situation they have just been through and
how realistic or unrealistic it was. This can be shared as a class discussion.
Students should see that although they experienced the key factors in foreign
policy formulation the situation was very simplified.
4. The teacher shows the class the list of
factors (see Appendix 2.2.2). Students spend a short time in pairs filling in
the Canadian column. Pairs then group into fours and compare lists. Finally,
the class takes up lists in a whole group discussion. Other question prompts
include:
· How do these factors relate to your ‘country?’
· How do these factors relate to Canada today?
· Which three of these factors are the most important?
· Which three should be the most important?
·
Formative/Summative
Assessment: Students can
establish criteria for measuring individual participation for working in groups
then do peer and self-assessment of their work at the end of the group
activity.
·
Summative
Evaluation: The individual
student work on each role play may be assessed by the teacher or by fellow
students in order to determine if students comprehend the main ideas and to
reinforce their participation, enthusiasm, and creativity. In order to assess
whether the students have acquired adequate knowledge of the factors that
influence foreign policy, the groups’ flipcharts could be collected and
reviewed for completeness and depth. Students’ notes could also be collected
for more detailed evaluation. In addition, a concept quiz could be used in
which students explain five factors influencing foreign policy in their own
words, or identify the factors associated with hypothetical examples.
·
Ensure through
class discussion that the students understand the steps and expectations for
every task are understood prior to commencing work on them. Peer tutoring in
class should be established as soon as the teacher can determine the needs of
the individual learners who are experiencing difficulty.
·
The nature of the
activity means that accommodations must be made for students with visual and
mobility disabilities.
Print
Edgar,
Alistair D. and David G. Haglund. The Canadian Defence Industry In The New
Global Environment. Montreal: McGill-Queen’s University Press.
Higgins,
Benjamin. All The Difference. Montreal: McGill-Queen’s University Press.
Macintosh,
Donald and Michael Hawes. Sport And Canadian Diplomacy. Montreal:
McGill-Queen’s University Press.
Marchak, M.
Patricia. The Integrated Circus. Montreal: McGill-Queen’s University
Press.
Muirhead,
N.E. The Development Of Postwar Canadian Trade Policy. Montreal:
McGill-Queen’s University Press.
Riddell-Dixon,
Elizabeth. Canada And The International Seabed. Montreal: McGill-Queen’s
University Press.
Websites
Canadian
Centre for Foreign Policy and Development
– http://www.cfp-pec.gc.ca/WhatWeDo/back-e.htm
Canadian
Institute for International Affairs – www.ciia.org/ciia.htm
DFAIT
(Department of Foreign Affairs and International Trade) Foreign Policy Links
for Canadians
– http://www.dfait-maeci.gc.ca/english/foreignp/policy.htm
DFAIT
History of Canadian Foreign Policy –
http://www.dfait-maeci.gc.ca/hist/canada-e.asp
Government
of Canada - Fighting Terrorism page –
http://canada.gc.ca/wire/2001/09/110901-US_e.html
Human
Security Agenda – www.dfait-maeci.gc.ca/foreignp/
Implementing
Agenda 21 – http://iisd.ca/security/unac/hansdoc.htm
International
Criminal Court – www.un.org/icc
UBC Library
- Canadian Foreign Policy and Foreign Relations
– http://www.library.ubc.ca/poli/cpwebf.html
Wilfried von Bredow,
“Canada’s Place in World Affairs”
– http://staff-www.uni-marburg.de/~vonbredo/Canada(3).html
Time: 3.0 hours
Students examine the
goals behind Canadian foreign policy through discussion and through the
examination of relevant documents and opinions. Students express opinions on
these goals and see whether there are any differences between what is publicly
stated as official policy, and what actually happens in reality.
Strand(s): Methods of Political Inquiry, Participation in the
International Community,
Values, Beliefs,
and Ideologies
Overall
Expectations
PIV.02 - develop
supportable conclusions about political events, issues, and trends and their
relationships to social, economic, and cultural systems.
Specific
Expectations
IC2.01 - describe
the participation of several states in international relations in terms of
their objectives, resources, and methods;
PO1.01 - describe
the factors that help to determine the power and influence of a country;
VB3.01 - describe
the main economic, political, and social characteristics of developed and
developing countries;
VB3.03 - analyse the
main differences between the social beliefs and ideologies in developed and
developing countries;
VB3.04 - demonstrate
an understanding of the commonality of human aspirations for a better, more
secure life;
PI1.03 - classify
and clarify information by using timelines, organizers, mind maps, concept
webs, maps, graphs, charts, and diagrams;
PI2.01 - distinguish
among opinions, facts, and arguments in sources;
PI2.03 - draw
conclusions based on an effective evaluation of sources, analysis of
information, and awareness of diverse political interpretations;
PI4.05 - communicate
and exercise their own political views and convictions in a responsible,
democratic manner.
·
Students should
possess an understanding of the factors influencing the formation of foreign
policy acquired in the previous activity, so that they understand how these
translate into actual goals when the policy is formed.
·
Students should
have a basic understanding of the fact that statements in the media from
politicians might not be the whole story behind the reality of, and implications
of, public policy.
·
The teacher
should be aware of the media literacy skills of the class and some skill
development may be required using specific examples related to this politics
course.
·
The teacher
prepares handouts for all class members of Appendix 2.2.2 and has copies of
Appendix 2.2.1 cut up so that there is one for each small group.
1. The teacher begins by showing
the students the Canadian foreign policy using the DFAIT (Department of Foreign
Affairs and International Trade) Websites
Reference: http://www.dfait-maeci.gc.ca/hist/canada-e.asp
Have students go through a Think/Pair/Share activity in reaction to the policy. Make brief board/overhead notes of their reactions.
2. Ask the students to think about the goals of
a nation’s foreign policy (using the work done in the previous activity as
background information). In a class discussion establish the fact one can use a
continuum to analyse the goals of a person or a country’s foreign policy – as shown
below:
< --------------------------------------- >
Self-interest altruism
Self-interest
Selfish or excessive regard for one’s personal advantage or interest.
Altruism
Unselfish concern for the welfare of others; selflessness.
Before applying this to Canadian foreign policy, have students think
about how it applies to them as individuals. Examples such as performing
community service, giving money to charity, or helping older relatives could be
used as discussion starters.
Ask the students where they would place Canadian foreign policy on this
continuum. There is no right answer for this; this is to help students think
about applying the continuum idea. Establish that there are many examples
around the world where governments profess altruism when actually a great deal
of self-interest is (also) at work. Provide one example. This discussion is
only introductory; more depth is covered in the next part of the activity.
3. Divide the students into eight small groups
(two for each of the four theories). Have the groups examine the different ways
to analyse Canadian foreign policy and apply these theories to various
situations. Each group receives a different theory (see Appendix 2.3.1) and a
Situation Worksheet (see Appendix 2.3.2). Groups read and discuss their theory
and then use it to help them think about the situations on the sheet.
4. Small groups with the same theories are
grouped together into the four corners of the room. The teacher reads each
situation in turn and has different students from each of the groups respond.
They try to explain clearly to the rest of the class how a person would see
each of these situations from the perspective of the theory they analysed.
5. The teacher then concludes the exercise by
asking the students to consider which of the theories is the most convincing to
them personally. Maybe others in the room have influenced them. The teacher
uses a section of bulletin board and posts four heading (corresponding to the
different theories). Students then each write one half sheet of paper on which
theory they find the most convincing including at least one solid reason and
one piece of evidence. The half sheets are then posted in the appropriate
column and one can see at a glance the general range of opinion within the
class.
·
Formative
Assessment: Students can
establish criteria for measuring individual participation for working in groups
then do peer and self-assessment of their work at the end of the group
activity.
· The individual student work in the theory groups may be assessed by the teacher in order to see if students comprehend the main ideas. In order to assess, in general, whether the groups of students have acquired adequate knowledge of the goals of foreign policy, the groups’ situation sheets could be collected and reviewed for completeness and depth.
·
The nature of the
activity means that the needs of ESL/ELD students must be kept in mind and
support provided as necessary. Students who have difficulty expressing
themselves verbally in a group can be given an opportunity to write down their
ideas before sharing with the group.
Print
Gammer,
Nicholas. From Peacekeeping To Peacemaking. Montreal: McGill-Queen’s
University Press.
Gillies
David. Between Principle And Practice. Montreal: McGill-Queen’s
University Press.
Hilliker,
John. Canada’s Department Of External Affairs: Volume 1. Montreal:
McGill-Queen’s University Press.
Hilliker,
John and Barry Donald. Canada's Department Of External Affairs: Volume 2.
Montreal: McGill-Queen’s University Press.
Legault,
Albert and Michel Fortmann. A Diplomacy Of Hope. Montreal:
McGill-Queen’s University Press.
McRae, Rob
and Don Hubert, eds. Human Security And The New Diplomac. Montreal:
McGill-Queen’s University Press.
Matthews,
Robert O. and Cranford Pratt, eds. Human Rights In Canadian Foreign Policy.
Montreal: McGill-Queen’s University Press.
Melakopides,
Costas. Pragmatic Idealism. Montreal: McGill-Queen’s University Press.
Pratt,
Cranford, ed. Canadian
International Development Assistance Policies. Montreal: McGill-Queen’s University Press.
Pratt,
Cranford, ed. Middle Power
Internationalism. Montreal:
McGill-Queen’s University Press.
Rempel, Roy.
Counterweights. Montreal: McGill-Queen’s University Press.
Stevenson, Brian
J.R. Canada, Latin America, And The New Internationalism. Montreal:
McGill-Queen’s University Press.
Websites
Canadian
Peacebuilding Coordinating Committee – www.cpcc.ottawa.on.ca
Canadian
Centre for Foreign Policy and Development
– http://www.cfp-pec.gc.ca/WhatWeDo/back-e.htm
Canadian
Institute for International Affairs – ww.ciia.org/ciia.htm
DFAIT
(Department of Foreign Affairs and International Trade) Foreign Policy Links
for Canadians
– http://www.dfait-maeci.gc.ca/english/foreignp/policy.htm
DFAIT
Foreign Policy Priorities –
http://www.dfait-maeci.gc.ca/foreignp/menu-e.asp#priority
DFAIT
History of Canadian Foreign Policy –
http://www.dfait-maeci.gc.ca/hist/canada-e.asp
DFAIT Human
Security page – http://www.dfait-maeci.gc.ca/foreignp/humansecurity/menu-e.asp
Government
of Canada - Fighting Terrorism page –
http://canada.gc.ca/wire/2001/09/110901-US_e.html
Group of 78
(and links) – http://www.hri.ca/partners/G78/English/Who/who.shtml
Human Rights
Watch – http://www.hrw.org/
Human Rights
Watch - Crisis in Columbia – http://www.hrw.org/campaigns/colombia/
Implementing
Agenda 21 – http://iisd.ca/security/unac/hansdoc.htm
International
Criminal Court – www.un.org/icc
Project
Ploughshares – www.ploughshares.ca
UBC Library –Canadian Foreign Policy and Foreign
Relations –
http://www.library.ubc.ca/poli/cpwebf.html
Wilfried von Bredow,
“Canada’s Place in World Affairs”
– http://staff-www.uni-marburg.de/~vonbredo/Canada(3).html
Time: 4 hours
Students examine
five recent case studies in Canadian foreign policy that focus on specific
foreign policy objectives and how Canada’s involvement in each of these cases
sought to achieve at least one of these objectives. The case studies have been
selected because of their relevance to the development of Canadian foreign
policy since World War II and Canada’s role in the global community. Through an
analysis of the specific case studies outlined in this activity, students
determine the factors and goals that shape Canada’s foreign policy decisions.
Strand(s): Participation in the International Community, Power,
Influence, Resolution of Differences
Overall
Expectations
ICV.03 - evaluate
the role of Canada and Canadians in the international community.
Specific
Expectations
IC3.01 - identify
selected key events in the history of Canada’s foreign relations since
Confederation;
PO2.01 - identify
major influences on the development of international relations from antiquity
to 1945;
PO3.04 - evaluate
the role and influence of Canadian individuals and groups on the world stage.
·
Previous courses
students have taken, such as Grade 10 Canadian and World History and Civics,
and, in some cases, Grade 11 Politics, may have touched on some of these cases
and their relationship to the formulation of Canadian foreign policy.
·
The teacher
prepares photocopies of the individual case studies and the list of foreign
policy goals (Appendix 2.4.1), and distributes them to the students.
·
The teacher might
also provide students with sources for background information on each of the
case studies to be examined in the activity (see Resources).
·
The teacher
should be sensitive to the specific concerns and feelings of any student in the
class who is assigned to a group analysing a case study with which s/he may be
personally familiar.
Note: The nature of the topics under consideration
here require caution and sensitivity on the part of the teacher to ensure a
balanced approach, respectful of the variety of cultural communities in the
classroom.
1. The teacher divides the class into groups of
not more than four students, giving each group a copy of one of the case
studies and a list of foreign policy goals. If the class is large, more than
one group can work on the same task.
2. Each group reads and discusses its case
study, and decides which of the foreign policy goals it thinks best applies to
it.
3. Each group prepares a summary of its case
study analysis, indicating which of the foreign policy goals applies to it, and
to what extent Canada achieves this goal.
4. Each group reports back to the class as a
whole with a summary of its analysis of the case study and the degree to which
the foreign policy goal was achieved.
5. The teacher leads a class discussion of the
goals of foreign policy, and how they apply to the case studies under analysis
in this activity. The teacher asks the class if it can give any other recent
examples of specific cases of international events or conflicts that involved
one or more of the goals of Canadian foreign policy. The class discusses them,
applying the same kind of foreign policy analysis to them that was used in the
case studies in this activity.
6. The students finish the activity by preparing
a written analysis of an individual case study of a foreign policy issue,
relating it to one of the goals of Canadian foreign policy given in the
activity. The teacher provides assistance to students having difficulty
choosing a case study.
·
The teacher
observes group work process based on a criteria checklist that can be either
distributed to students in their groups or used at the end of the group
discussion phase of the activity.
·
The teacher can
assess student group reports and individual participation in the full-class
discussion period.
·
The written
assignment submitted at the conclusion of the activity can form the basis for a
summative evaluation.
·
The teacher will
need to be aware of the specific needs of ESL and ELD students in reading and
analysing the case studies in the activity.
The teacher should
consult the Resources for this activity, and make students aware of its
contents (books, articles, Internet Websites), which provide considerable
background information on each of the specific case studies examined in the
activity.
Websites
Case Studies
Cuba (Sovereignty)
Cuba Project
(Canada’s Cuba Policy Framework and Cuba’s Process of Reform)
– www.soc.qc.edu/procuba/sagebien.html
“Canada:
Foreign Extraterritoriality Measures Act Incorporating the Amendments Contrary
to the U.S. Helms-Burton Act” – www.asil.org/ilm/canada.htm
Sudan
(Economics)
“Canada Sends
Fact-Finder to the Sudan” from Washington Report on Middle Eastern Affairs
– www.washington-report.org/backissues/0300/0003064.html
Kyoto
(Environment)
David Suzuki
Foundation - Evaluating Canada’s Position
– www.davidsuzuki.org/Climate-Change/Politics
Government
of Canada Climate Change Website - Links to Canadian government’s position on
Climate Change – www.climatechange.gc.ca/english/index-shtml
Middle East (Security)
Department of Foreign Affairs and International
Trade (DFAIT)
Position on the Peace Process –
www.dfait-maeci.gc.ca/peaceprocess/menu-e.asp
Links to
Canadian Foreign Policy –
www.dfait-maeci.gc.ca/english/foreignp/terror/keyqu-en.htm
South
Africa (Human Rights)
International
Centre for Human Rights and Democratic Development
– www.ichrdd.ca/frame00e.html
Department of
Foreign Affairs and International Trade (DFAIT)
– www.dfait-maeci.gc.ca/humanrights/forpol-e.asp
Time: 4 hours
Students build on
the knowledge and information they gained from the previous activity, in order
to apply the tools for achieving foreign policy goals to three specific
situations of global conflict in which Canada has recently been involved.
Students examine the nature of the conflict, the various foreign policy options
available for resolving it, and the specific tool that was eventually employed.
They also consider possible alternative solutions to the conflict, evaluating
the possible efficacy of other foreign policy tools than those actually used.
Strand(s): Power, Influence, and the Resolution of Differences,
Participation in
the International Community
Overall
Expectations
POV.01 - describe
factors that make states powerful and that make states weak;
POV.03 - evaluate
Canada’s role and influence in international relations.
Specific
Expectations
IC3.02 - explain the types of commitments made by Canada and other
nations or to international and extranational organizations;
IC3.04 - explain how
Canada tries to settle its external conflicts.
·
Students use the
knowledge and skills they derived from participating in the previous activity.
Previous knowledge of the three specific conflict situations analysed in the
activity will also be useful.
·
The teacher
prepares photocopies of the three examples of recent global conflicts in which
Canada was involved, and the list of foreign policy tools (see Appendix 2.5)
and distributes them to the students.
·
The teacher might
also want to provide students with sources for background information on the
global conflicts to be examined in the activity (see Resources).
·
The teacher
should be aware of and sensitive to any concerns of students to whom one of
these recent global conflicts has personal meaning.
1. The teacher divides the
students into three groups, giving each group a copy of one of the examples of
a recent global conflict and the list of foreign policy tools (Appendix 2.5.1).
2. Each group discusses the specific example of
a global conflict, the various foreign policy tools that were available at the
time and that could have been applied in order to resolve it, the specific
option that was employed, and the reasons for this.
3. Groups should assess the degree to which the
foreign policy goal involved in the specific example was achieved through the
application of a specific foreign policy tool.
4. Groups brainstorm alternative solutions to
the global conflict that might or might not have required the use of military
force.
5. Groups report back to the class with their
analysis of the ways in which foreign policy tools are applied to specific
conflict situations in order to achieve foreign policy goals.
6. The teacher leads a discussion with the class
in which students suggest other recent examples of global conflicts, the nature
and scope of Canada’s involvement in them, the various foreign policy tools
available to resolve them, the specific option that was chosen, and the degree
of its success.
7. The teacher assigns the students an oral
and/or written research report on a specific global conflict occurring during
the last two decades, the nature and scope of Canada’s role in resolving it,
the foreign policy goal involved in it, the specific foreign policy goals
available at the time, and the extent to which it was satisfactorily resolved.
· Formative Assessment: The teacher assesses the groups’ ability to research and propose alternative solutions to the specific conflict it is investigating, and its understanding of how one or more foreign policy goals were or were not achieved through the application of a specific foreign policy tool. The teacher also assesses the students’ participation in the full-class discussion of other recent global conflicts and how foreign policy tools were applied to them. Only individual assessment can contribute to the final mark in the course.
·
Summative
Evaluation: The teacher could
evaluate the oral and/or written research reports the students prepare and
present on a specific recent global conflict.
The teacher should
make students aware of the resources available as background information for
the examples referred to in this activity and encourage them to access them in
the preparation and presentation of their research reports. Some samples of
Websites are:
International Trade
Department
of Foreign Affairs and International Trade (DFAIT)
Canada’s
Trade Policy – www.dfait-maeci.gc.ca/trade/menu-e.asp
Summit of the
America’s (FTAA) – www.americascanada.org/menu-e.asp
International
Trade and Business – www.dfait-maeci.gc.ca/tna-nac/menu-e.asp
Canadian Centre for
Policy Alternatives (CCPA) Links to Free Trade Issues:
– www.policyalternatives.ca
Time: 5.0 hours
The class designs a
two-page template for analysing the options open for the Canadian government
and its citizens participating in a current international event or issue.
Groups of three to four students should prepare an organizer that can be used
with students in a Grade 10 Civics class in their school.
Strand(s): Methods of Political Inquiry
Overall
Expectations
PIV.03 - communicate
knowledge, beliefs, and interpretations of politics and citizenship, using a
variety of formats;
PIV.04 - use
political knowledge, skills, and values to act as responsible citizens in a
variety of contexts.
Specific
Expectations
PI1.01 - formulate
meaningful questions that lead to a deeper understanding of a political issue
and of the different ways to approach an issue;
PI1.02 - collect
data from a range of media and sources (e.g., print or electronic media,
interviews, government and community agencies);
PI1.03 - classify
and clarify information by using timelines, organizers, mind maps, concept
webs, maps, graphs, charts, and diagrams;
PI1.04 - prepare
summary notes in a variety of forms and for a variety of purposes (e.g., for
recording research findings, making oral presentations);
PI2.03 - draw
conclusions based on an effective evaluation of sources, analysis of
information, and awareness of diverse political interpretations;
PI3.01 - present
ideas, understandings, and arguments effectively in a variety of contexts
(e.g., in role plays, interviews, simulations, debates, group presentations,
seminars), using graphic organizers and displays (e.g., graphs, charts,
images);
PI3.02 - use
political terms accurately;
PI4.01 - think
creatively and analytically to develop potential resolutions to a series of
given issues and issues that they select;
PI4.02 - work
effectively both individually and in groups;
PI4.03 - demonstrate
the ability to seek and respect the opinions of others;
PI4.04 - describe
various career opportunities related to the study of politics (e.g., in
research, the civil service, law, journalism);
PI4.05 - communicate
and exercise their own political views and convictions in a responsible,
democratic manner;
PO3.05 - evaluate
the nature and quality of Canada’s influence within selected world and regional
organizations (e.g., the United Nations, the International Olympic Committee,
the Organization of American States).
·
Students have
completed their study of this unit as a basis for preparing their research.
Students have examined and used organizers in earlier units of this course.
·
Students require
time to research and plan their organizer in school library/resource centre or
public libraries.
·
The teacher
should book a school computer lab or library/resource centre for research on
topics.
·
The teacher
should distribute in writing the requirements of the culminating activity and
rubrics for evaluation. This might include descriptions of roles and responsibilities
for a group activity.
·
The teacher (and
students) decide(s) on the evaluation value and breakdown for this culminating
activity.
·
The teacher may
find samples of foreign policy decision-making templates for student viewing.
·
The teacher will
have to pre-arrange for students to visit civics classes.
1. The teacher can introduce the culminating
activity by asking students to brainstorm a list of international events and
issues that have concerned the Canadian government and people in the last four
months or might concern Canadians in the next four months. Students working in
pairs take the list and attach a priority rating (high to low) to each item on
the list. The pair should be able to defend their top two and bottom two events
and issues to the class. A final class list of their six to eight events and
issues should be posted after a class discussion.
2. The class should be placed in groups of four
or five students. The grouping can be formed based on student interest in a
particular issue and/or on the required roles within a group, e.g., facilitator
manager, research manager, presentation manager, and evaluation manager. Each
student assumes a role and a responsibility for working in each part of the
process with the manager, who has overall responsibility for leading and
guiding the group in that phase of the activity. That is, all group members are
researchers, but the research manager coordinates the team research needs. A
role description for the facilitator/manager might include:
· leading team meetings;
· organizing team timeline;
· relaying information to team members about process expectations;
· keeping the group on task.
3. The teacher distributes the requirements for
this collaborative assignment. Students require a clear understanding of the
process of the activity, the criteria the group must meet, the assessment and
evaluation expectations, and a planning checklist. Each group should present
its organizer to a
Grade 10 Civics class and lead a 15- to 20-minute discussion of the issue/event
and options for Canada.
4. The class can design a two-page template for
analysing the options open for the Canadian government and its citizens
participating in an international event or issue. The template is designed for
students in the Civics course to use as part of their current events program.
The organizer might include:
· a small map of the area in question,
· a short paragraph outlining the history of the event or issue,
· past Canadian involvement,
· policy options available to Canada,
· foreign policy factors and goals as they relate to this event or issue,
· a place for Grade 10 students to write down their selection of the ‘best’ option for Canada and why this option is selected.
5. The group has time to discuss
and agree on the specific role that each individual will take in the group
process and culminating activity. (See number 2 above.) The group should also
discuss the audience for their finished product.
6. The students should have time for research in
the library/resource centre and Internet access. The teacher should give
instructions on how to track sources in a bibliography.
7. The facilitator manager for the group should
arrange for the group to present their decision organizer to a Grade 10 Civics
class.
8. The class should debrief their experiences
working with Grade 10 students. Did these students have an understanding of the
event/issues? How would the group change their template to help these students?
9. Individual students might complete a one-page
report on the effectiveness of the organizer and/or the option selections of
Grade 10 students.
This is a unit
summative activity. Students can participate in their own assessment and
evaluation if the teacher includes peer and self-assessment as part of this
activity. The product of this culminating activity is the creation of the
organizer and the presentation and discussion of the organizer to a Grade 10
Civics class. Students understand assessment and evaluation practices better if
they are part of the process in designing the tools used in the activity.
However, evaluation by the teacher of individual student performance must be
the basis for calculation of the final grade.
·
Language students
are encouraged to use personal dictionaries and glossaries.
·
The teacher
provides computer access for students who do not have Internet access at home.
·
Teachers can
provide models of organizers to help build the class template.
·
Teachers should
instruct students on using and making notes from Internet sites.
Print
This is a current
events project. The use of print media should be encouraged including
newsmagazines. School libraries/resource centres can provide such materials.
Internet
The
following sites can provide information on past and current Canadian Government
policy:
The Canadian
Centre for Foreign Policy Development – www.cfp-pec.gc.ca
Canadian
Institute for International Affairs – www.ciia.org/ciia.htm
Department of
Foreign Affairs and International Trade – www.infoexport.gc.ca/section4/missions
The Foreign
Policy Association (U.S.A.)
provides a yearly Great Decision Guide for students from an American
perspective. The organization’s Website provides information for students and
educators. Students can post comments on issues and events. Background
information to current international issues, e.g., Eastern Europe, NATO,
Terrorism, United Nations, is available. Teachers can view this site at
www.fpa.org/newsletter.
|
Country
701 You are
the leadership council within your country. Your country is a wonderful
place. It is a polar land, frozen much of the year with large oil and natural
gas reserves. The population is relatively homogeneous and ruled by
traditional structures that go back hundreds of years. |
Country
712 You are
the leadership council within your country. Your country is a wonderful
place. It is small and rocky with hundreds of kilometers of beautiful
coastline, which provides revenues from foreign tourism and a thriving fisheries
industry. The government is a village council which elects a regional leader |
|
Country
723 You are
the leadership council within your country. Your country is a wonderful
place. It is landlocked and relatively flat and supports a strong
agricultural export economy. The strong farming history has produced a
populist tradition with a strong nationalist strain. |
Country
734 You are
the leadership council within your country. Your country is a wonderful
place. It is a small highly industrialized nation bordering a key river. The
population is very diverse with high immigration rates. The political system
is democratic, but one ethnic group tends to dominate the Council. |
|
Country 745 You are the
leadership council within your country. Your country is a wonderful place. A
mountainous coast of fjords attracts adventure and Eco-tourists. The strong
participatory democracy has a long tradition of left-wing policies. |
|
The following list
of factors is generally believed to be important in influencing the development
of a nation’s foreign policy. Different theorists stress different factors.
|
Factors |
Canadian examples |
|
Actions of other
countries The foreign policy
of nations is, in part, a product of the attitudes and realities of
surrounding nations. |
|
|
Civil society Governments create
foreign policy, but they are influenced by different groups within society.
Grassroots movements can sometimes affect the direction or intent of policy. |
|
|
Factors |
Canadian examples |
|
Geography The geographic
realities of a country (size, climate, resources, etc.) can play a large part
in determining aspects of foreign policy. |
|
|
History Despite the
changes in the world, countries often cling to traditions within foreign
policy including relationships with neighbours and reputation on the ‘world
stage.’ |
|
|
Ideology The political
ideology of the party in power can have a direct influence on how they shape
and present foreign policy. This is most notable in their attitudes to war as
an extension of policy and the extent to which they see policy formation as
collaborative. |
|
|
Leadership The style and
personality of a nation’s leader can greatly affect what kind of image and
actions the country projects. It is also interesting to study whether
government officials in the foreign policy area obtain key leadership roles. |
|
|
Media Public attitude
towards foreign policy issues such as refugees, amounts of foreign aid or
declaring war are partly shaped by media coverage and point of view. |
|
|
National economy The economic
interests of a nation are key in shaping policy – most countries use foreign
policy to protect trade and access to resources. |
|
|
Power and
influence The economic and
military power of a country can be used to influence other nations and
powerful nations can create a foreign policy that maintains or extends these
interests. |
|
|
There are many different perspectives on Canadian policy developed by academics and foreign policy experts. This is one Official Policy Canadian government policy from the Department of Foreign Affairs and International Trade is that Canadian policy is built on twin priorities of “Human Rights and Human Security” and “International Security and Disarmament.” For Canada, human security means freedom from pervasive threats to people’s rights, safety or lives. Canada has identified five foreign policy priorities for advancing human security: 1. Protection of civilians, concerned with building international will and strengthening norms and capacity to reduce the human costs of armed conflict. 2. Peace support operations, concerned with building UN capacities and addressing the demanding and increasingly complex requirements for deployment of skilled personnel, including Canadians, to these missions. 3. Conflict prevention, with strengthening the capacity of the international community to prevent or resolve conflict, and building local indigenous capacity to manage conflict without violence. 4. Governance and accountability, concerned with fostering improved accountability of public and private sector institutions in terms of established norms of democracy and human rights. 5. Public safety, concerned with building international expertise, capacities and instruments to counter the growing threats posed by the rise of transnational organized crime. (For more details see the DFAIT Websites: http://www.dfait-maeci.gc.ca/foreignp/humansecurity/menu-e.asp). |
|
There are many
different perspectives on Canadian policy developed by academics and foreign
policy experts. This is one. Pragmatic
Idealism This analysis has
been developed into articles and books. It states that Canada’s foreign
policy is a mixture of the idealism that leads it to risk lives and money in
operations such as peacekeeping, but that it also operates with a pragmatism
that balances out some of these ideals with actions that are more
self-interested. Pragmatism – A
practical, matter-of-fact way of approaching or assessing situations or of
solving problems. Idealism – The act
or practice of envisioning things in an ideal form. |
|
There are many
different perspectives on Canadian policy developed by academics and foreign
policy experts. This is one. Trade is the
Key This theory
asserts that the key to understanding foreign policy (especially in recent
years) is to look at the economic interests that encourage certain directions
in trade. The idea is that government policy must ensure the protection of
Canadian trade routes, the resources we need, and the companies that operate
overseas. |
|
There are many
different perspectives on Canadian policy developed by academics and foreign
policy experts. This is one. Puppet or
Counterweight This theory
questions whether we even have an independent foreign policy or whether, in
fact, the USA influences us too much. Some feel we can act as a counterweight
to the United States in the United Nations and around the world, but others
feel that we are like a puppet of the United States. It looks as if we are
acting independently, but Ottawa is making policies that we know will not
conflict with American interests. |
Goals of Canadian Foreign Policy
For each example of
a foreign policy action listed below, explain how the goal fits Canadian policy
and also how the goal serves other interests.
|
Action |
Canadian policy goal? |
National and other interests? |
|
Canada restricts
arms sales to China |
|
|
|
Canada publicly
criticizes sweatshop labour practices, but is slow to implement a federal
labelling plan proposed by the Maquila Solidarity Network |
|
|
|
Canada pushes hard
for a ban on landmines |
|
|
|
Canada urges
countries to sign the nuclear Non-Proliferation Treaty |
|
|
|
Canada changes the
name from Department of External Affairs to Department of Foreign Affairs and
International Trade |
|
|
|
Canada refuses to
distance itself from US support for the right-wing government in Columbia
despite accusations of human rights abuses |
|
|
|
Through the 1980s
and 1990s peacekeeping becomes peacemaking |
|
|
|
Canada condemns
child labour throughout the world, but is accused by critics of ignoring high
levels of child poverty within Canada |
|
|
1. Canada
and Cuba
After the Cuban Revolution of 1959, and the rise to power of Fidel Castro, relations between Cuba and the United States began to deteriorate. Castro’s government moved against American economic interests in Cuba, in particular the sugar mills that provided the country’s main source of export earnings. Castro and his supporters believed that the United States had been exploiting Cuba economically, and that it had supported the corrupt dictatorship the revolution had overthrown. When the Castro government nationalized (put under government control) important American assets in Cuba, the United States responded by imposing an economic blockade and trade sanctions. The situation became even further aggravated when a group of anti-Castro Cuban exiles, aided by the United States, attempted an invasion of Cuba in April 1961 with the goal of overthrowing the revolutionary government. After his forces repelled this invasion, Castro announced that he was allying his country with the Soviet Union and adopting a communist political and economic system. Since this occurred during the height of the Cold War, a period of extreme tension between the United States and the Soviet Union, the American government from that time on considered the Castro regime in Cuba to be its enemy.
One of the first diplomatic steps the United States took to isolate Cuba was to demand its expulsion from the Organization of American States, a body whose membership included most of the countries in North and South America except Canada at that time. It also used considerable pressure to persuade all the nations of the Western Hemisphere to withdraw their ambassadors from Cuba, and stop trading with it. Most of the South and Central American states complied with the U.S. request, but two countries did not. They were Mexico and Canada. Mexico had long pursued a foreign policy independent of the United States, and its government had close relations with Cuba that it was unwilling to break. For its part, the Canadian government, then led by Conservative Prime Minister John G. Diefenbaker, was sympathetic to the American position on Cuba and did not support the communist ideology of the Castro regime. However, it did not want to suspend its economic and trade ties with Cuba, nor was it willing to sever diplomatic relations. Consequently, Canada refused to endorse the American policy towards Cuba, and has continued to maintain economic and diplomatic ties to that country ever since.
In the decades since the Cuban Revolution, the United States government has made various attempts to destabilize or overthrow the Castro regime, none of them successful. Despite the fall of the communist states to which Cuba was once allied, and which provided it with much-needed trade and economic assistance, Fidel Castro remains in power. In the 1990s, the American government tightened its economic blockade against Cuba, and even threatened to impose sanctions on any country that continued to trade with it. Despite this, a number of Canadian companies have made substantial investments in the Cuban economy, and thousands of Canadians visit the country every year as tourists. The Canadian government has frequently criticized the Castro regime for its pattern of human-rights violations, unwillingness to democratize its political system, and other issues. Nonetheless, it has consistently held the view that a constructive engagement with Cuba is a policy better designed to promote positive change in that country and foster greater peace and understanding in the Caribbean and Latin American regions of the hemisphere.
2. Canada
and Sudan
The vast African country of Sudan has been the scene of a violent civil war for the last four decades. Its government, based in the northern capital of Khartoum, is under the control of the Muslim majority, which is seeking to impose its rule over the Christian and animist minorities who live in the southern regions. During this brutal conflict, thousands of people have lost their lives, either as a result of military actions or starvation, resulting from disastrous droughts and the government’s deliberate withholding of humanitarian aid to them. Slavery flourishes in this country, and international efforts to end this abominable practice have so far achieved little. It has been alleged that forces close to the government use slavery as a means of enriching themselves and terrorizing the people of the south.
Many countries, including Canada, have voiced their concerns to the Sudanese government about its conduct of the war, its refusal to grant political rights to the southern people, and its toleration of slavery in its territory. At the same time, two Canadian-based oil companies, Talisman Energy Inc. and Fosters Resources Ltd., have made substantial investments in Sudan in order to explore and eventually exploit the country’s vast potential petroleum reserves. In 1998, Talisman acquired a 25-per-cent stake in Sudan’s Greater Nile oil project, which it inherited from the giant American petroleum company Chevron Corp. In 2000, Fosters secured a concession from the Sudanese government granting it the right to explore oil reserves south of Khartoum. In order to obtain such rights to proceed with their economic activities, companies like Talisman and Fosters have been required to pay large amounts of money to the government. Critics of these companies charge that such financial support only helps the government to prosecute its war against the people of the south.
In Canada, a number of non-governmental organizations (NGOs) have criticized companies like Talisman and Fosters for continuing to do business in Sudan. Church and human rights organizations point to the terrible record of the Sudanese government in respecting basic human rights and its toleration of slavery as examples of the need to use economic pressure to help end the civil war and improve the living conditions of the people of Sudan. The Canadian government has indicated that while it does not approve of the companies’ financial support for the Sudanese government, it is reluctant to order them to halt their economic activities there. Instead, it asks Talisman and Fosters to use their leverage with the Sudanese government to persuade it to change its policies. The companies themselves deny that their involvement in Sudan’s resource-industry development has any connection to the civil war, slavery, or any other political or military problem the country faces. Instead, company officials strongly claim that their activities in Sudan will not only profit them, but also help the Sudanese people develop their economy, providing much-needed employment, income, development, and the chance to build schools, health-care facilities, and other social institutions.
3. Canada
and the Kyoto Protocol on Global Warming
Climate change, in particular global warming, is a global problem that is becoming a matter of great international concern. Greenhouse gases, or GHGs, can form as a result of natural biological process on the earth, but human activities greatly increase their production. Most of the things people do now, such as driving cars, heating and cooling homes and buildings, powering industrial facilities, and using electricity, consume large amounts of energy. When the sun’s radiation enters the earth’s atmosphere, the GHGs these activities produce act like the glass surrounding a greenhouse to prevent the heat from the earth from dissipeting into space. Most scientists are now convinced that there is a direct link between rising concentrations of GHGs in the earth’s atmosphere, in particular carbon dioxide (CO2), global warming, and the rise of extreme weather like floods, droughts, and hurricanes. As the process of global warming continues, Canadians can expect their climate to become warmer and drier. This will have a profound impact on such industries as farming, fishing, and forestry. For other countries, the results could be even more dramatic. Some low-lying regions of the world could see their coasts disappear as sea levels rise as a result of the melting of polar ice.
Responding to this environmental crisis, a number of countries realized that immediate action was required to slow down if not halt global warming. In 1997, representatives of more than 160 nations met at Kyoto, Japan, and signed an agreement committing them to a phased reduction of GHG emissions. This agreement, including the target dates and options available for countries to reach them, is known as the Kyoto Protocol. For Canada, the target is to reduce its total GHG emissions to 6 per cent below their 1990 levels between 2008 and 2012. This target is similar to the Canada’s main trading partners have accepted. For it to become legally binding, the Kyoto Protocol must be ratified (endorsed) by at least 55 countries responsible for 55 per cent of global GHG emissions.
Since 1997, the countries that endorsed the Kyoto Protocol have met annually in an effort to reach further agreement on how its terms are to be implemented and its targets reached. The protocol suffered a major setback when the newly elected United States President, George W. Bush, announced that his country would no longer adhere to it. Meetings in 2000 and 2001 resulted in no breakthroughs, as the United States maintained its position that implementing its emissions reductions by the target dates would pose a serious threat to its industries and economy. In Canada, the provincial government of Alberta also voiced concerns that the emissions reductions this country was expected to make might impact negatively on the important oil and gas industry there. Despite the opposition, the Kyoto Protocol has met from various countries and economic interests, Canada is working with both industrialized and developing countries to find a way to secure widespread compliance with its terms while at the same time not causing undue disruptions to the economy and global trade.
4. Canada
and the Conflict in the Middle East
The Middle East has been a serious global conflict zone for the past five decades. In 1948, the British government ceded its mandate over Palestine and the United Nations introduced a plan for the partition (division) of the territory into two states – one for the area’s Arab population, and the other to be the homeland of the Jewish people, many of whom had fled persecution in Europe during the Nazi Holocaust of World War II. The plan was not accepted, and the region was plunged into the first of a series of wars that have led to considerable bloodshed ever since. In 1956, following the Suez Crisis, the Canadian Ambassador to the United Nations, Lester B. Pearson, proposed the creation of a United Nations Emergency Force (UNEF), a peacekeeping military unit composed of troops from a number of U.N. member states. This force was to be dispatched to the Middle East in order to supervise a cease-fire between Israel and its main Arab opponent in the region, Egypt.
Despite the presence of U.N. peacekeepers, there were major wars between Israel and its Arab neighbours in 1967 and 1973. During this period, the Palestinians living inside Israel and the territories it had taken as a result of its victories in the 1956 and 1967 wars, along with others who had fled to refugee camps in neighbouring Arab states, began to organize a movement for their independence and the restoration of the lands they had lost to Israel. Along with most Western countries, Canada tended to favour Israel in its ongoing conflict with its Arab neighbours and the Palestinians. It was especially critical of some Palestinian groups that resorted to terrorist violence in order to press their claims for a homeland for their people. But during the late 1980s a massive uprising of Palestinians in Israeli-occupied territory, known as the “intifada,” led to a rethinking of the conflict in many countries, including Israel’s major ally, the United States. Negotiations took place between Israel and the Palestinians, leading to an agreement signed at Oslo, Norway, in 1993. Israel agreed to return some of the lands it had occupied so that the Palestinians could have their own state, in return for receiving recognition from the Palestinians and other Arab nations, and a commitment that its security and borders would be guaranteed.
Since the signing of the Oslo Accords, the situation in the Middle East has deteriorated seriously. Canada has continued to pursue an even-handed approach to the conflict, showing sympathy with the points of view of both parties, and urging each to scale down the level of violence and resume serious negotiations. It has recognized the right of the Palestinians to have their own independent state, while at the same time acknowledging the security concerns of Israel, and insisting that they be seriously addressed.
5. Canada
and the New South Africa
For many years, South Africa was an international outcast. This was because its white minority controlled the government and imposed a strict policy of racial discrimination known as “apartheid.” The country’s non-white majority had no political rights, could only live in certain areas, and was not permitted the same educational or employment opportunities that the white minority enjoyed. The South African government did not hesitate to use considerable military force in order to keep the non-white majority in a state of subservience. However, a movement known as the African National Congress, (ANC) which had struggled against white domination for many years, became more influential during the 1950s and 60s. This was so even though one of its major leaders, Nelson Mandela, was sentenced to life imprisonment in 1963 for treason against the white-minority government. In prison, Mandela became a symbol of the freedom struggle of his people, and inspired people around the world to take a stand against the racial injustices of apartheid in South Africa.
From the 1960s on, successive Canadian governments were strongly opposed to apartheid. In 1961, following a massacre of peaceful black protestors in that country, Prime Minister John G. Diefenbaker headed an initiative within the Commonwealth, the group of countries that had once been colonies of Britain, to expel South Africa from the organization. Many non-governmental organizations (NGOs) inside Canada organized consumer boycotts of South African products, and worked to make the Canadian public more aware of the evils of apartheid. After a mass uprising of young South African high school and university students in 1976 was brutally crushed, a number of countries imposed trade and other economic sanctions against the country. The government of Prime Minister Brian Mulroney strongly supported this step, even though some Canadian companies and financial institutions continued to invest in South Africa’s booming economy.
During the 1980s, as the
situation inside South Africa appeared to be leading to a major confrontation,
Canada continued to urge the white-minority government to abandon apartheid and
begin serious negotiations with Mandela and the ANC. Mulroney urged U.S.
President Ronald Reagan and British Prime Minister Margaret Thatcher to change
their hostile positions on the ANC and call on the South African government to
change its policies. Following the defeat of South African forces occupying
part of Angola at the hands of Cuban troops in the 1980s, the end of
white-minority rule in neighbouring Zimbabwe and Namibia, the continuing
campaign of economic sanctions and other exclusionary measures against it, and,
most significantly, the ANC’s struggle for liberation, the South African
government finally accepted that apartheid was no longer tenable. Mandela was
released from prison, the ANC was legalized, and negotiations towards the
introduction of a multi-racial, democratic state began. In 1994, Mandela and
the ANC won a landslide victory in the country’s first free election. Mandela
served one term as South Africa’s first non-white president, and worked to
promote peace and reconciliation among all the races in his country. After his
retirement in 2000, he was invited to visit Canada, where he received an
honorary citizenship
in 2001, the first living non-Canadian to be bestowed this honour. In his
acceptance speech for this award, he paid tribute to Canada’s long and
unwavering support for the international campaign to end apartheid, and bring
peace and justice to his country.
List of Foreign
Policy Goals and Objectives
1. Promotion of trade and economic growth.
Canada’s foreign policy is motivated by a commitment to fostering
economic growth in the developing nations of the world, and also promoting
expanded global trade and investment.
2. Environment.
Canada’s foreign policy is concerned with promoting a greater awareness
of global environmental issues, and works to reduce environmental hazards like
global warming.
3. Peace and Security.
Canada’s foreign policy seeks to use what influence it may have in
different conflict-zones in the world to prevent further bloodshed, promote
negotiations between the warring parties, and restore stability to the region
in which the conflict is raging.
4. Canadian Sovereignty.
Canada’s foreign policy is interested in promoting a distinctively
Canadian approach to global issues and problems, one that while generally
supportive of its ally the United States, does not automatically assume the
same position as its neighbour.
5. Human Rights and Social Justice.
Canada’s foreign policy is committed to promoting greater human rights
and social justice in the world, and seeks to use its influence to encourage
greater respect these principles in places where they are under threat.
1. Diplomacy.
Canada uses its diplomatic contacts with other nation-states and/or
international organizations (e.g., United Nations, NATO, Commonwealth, etc.) in
order to seek the resolution of a global conflict.
2. International
Opinion.
Canada works to mobilize international opinion in order to increase public
awareness of a particular global conflict, and encourage its peaceful
resolution.
3. International
Law.
Canada uses its membership in international organizations such as the United
Nations to recommend that those responsible for provoking and/or perpetuating a
global conflict be brought to justice (e.g., International Court of Justice,
International War Crimes Tribunal).
4. Sanctions.
Canada advocates or participates in an international campaign of economic,
trade, or other forms of sanctions against a country responsible for provoking
or perpetuating a global conflict.
5. Foreign
Aid.
Canada uses the extension or withholding of foreign aid as a tactic to
encourage a country or countries involved in a global conflict to resolve it.
1. Alliances.
Canada participates in a military campaign designed to prevent or deter
conflict as part of its membership in an alliance such as NATO.
2. Military
Pressure.
Canada is involved in a multi-national effort to pressure a country or
countries involved in a conflict to resolve it before military force are used.
3.War.
Canada dispatches military forces as part of a multi-national campaign to halt
aggression or end a global conflict.
1. Persian
Gulf War (1991)
In August 1990, Iraqi leader Saddam Hussein ordered his armed forces to invade the neighbouring state of Kuwait. One month later the United Nations authorized the imposition of economic and trades sanctions designed to pressure Iraq to withdraw its troops. It also set a deadline for the Iraqi withdrawal. In January 1991, following the expiration of this deadline, the United Nations subsequently authorized the dispatching of a multi-national military force led by the United States to force Iraqi troops out of Kuwait. This was known as Operation Desert Storm. In the resulting conflict, the allied coalition forces of which Canada was a part sustained very light casualties, while Iraq suffered huge military and civilian deaths. Iraqi troops were driven out of Kuwait, but Saddam Hussein remained in power as the leader of Iraq.
2. Kosovo
(1999)
In April 1999, the United States and Britain, operating through NATO (North Atlantic Treaty Organization), initiated a military campaign designed to force Yugoslav leader Slobodan Milosevic to halt his persecution of ethnic Albanians in the province of Kosovo. This was called Operation Just Cause, and Canada participated in it by sending fighter jets to support the coalition efforts. Previous diplomatic efforts to resolve the conflict between the Albanian majority and the ruling Serb minority in this region, under the auspices of the UN and the EU (European Union) had been unsuccessful, as had sanctions imposed against Milosevic’s regime. The bombing of Serb military positions in Kosovo, along with targets in other parts of Yugoslavia, including the capital, Belgrade, eventually forced Milosevic to withdraw his forces and agree to a NATO occupation of the province. NATO troops faced a difficult task in disarming rival Albanian and Serb militia groups, and promoting peace and reconciliation between the two factions. In the autumn of 2000, Milosevic was overthrown in a popular uprising against his regime, and in 2001 he was sent to the Hague to stand trial for war crimes, the first sitting head of state anywhere in the world to do so.
3. The
War on Terrorism (2001)
On September 11, 2001, terrorists hijacked airplanes in the United States and crashed them into the twin towers of the World Trade Center in New York and the Pentagon just outside Washington DC. Another plane crashed before it could be directed to its target. Over four thousand people lost their lives in this tragic event, the worst incident of terrorism in recent history. An extremist group known as al-Qaeda, led by Osama bin Laden, was believed to be responsible for this attack. Bin Laden’s group was known to have carried out previous terrorist bombings of American embassies and military targets. U.S. President George W. Bush declared a “war on terrorism,” which he called Operation Enduring Freedom, and received substantial diplomatic and military support from a number of countries, including Canada. The first country to be singled out for attention was Afghanistan, whose ruling Taliban government had provided bin Laden and his group with sanctuary and a base of operations for their activities. When the Taliban refused Bush’s ultimatum to hand bin Laden and his associates over to the United States unconditionally, a bombing campaign involving American and British forces began in October 2001. At the same time, anti-Taliban military units operating inside Afghanistan received considerable military assistance from the United States in their efforts to topple the regime. By early December 2001 it appeared that this phase of the “war on terrorism” had been partly successful. The Taliban had been ousted from power, but the whereabouts of bin Laden and his group remained unknown. It was also unclear whether other countries alleged to have harboured or supported terrorist groups, such as Iraq, were to become future targets of the American-led global “war on terrorism.” In January 2002 the Canadian government announced that a small contingent of troops would be dispatched to Afghanistan, as part of the international force stationed there under British and American command. Its mission was to assist in the delivery of humanitarian aid to the people of Afghanistan and help the country’s new government establish its authority and rebuild its war-ravaged infrastructure. Canadian troops also find themselves in a combat role in the event that remaining Taliban or al-Qaeda units were to present a military threat to the international force or the new government.
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