Local Government in Saskatchewan

 An Instructional Resource for Grade 4

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Introduction

How Was This Instructional Resource Developed?

Local Government in Saskatchewan:  An Instructional Resource for Grade 4 was developed through a collaboration among six Saskatchewan organizations:

• Federation of Saskatchewan Indian Nations (FSIN)

• Saskatchewan Association of Health Organizations (SAHO)

• Saskatchewan Association of Rural Municipalities (SARM)

• Saskatchewan Learning (SaskLearning)

• Saskatchewan School Trustees Association (SSTA)

• Saskatchewan Urban Municipalities Association (SUMA)

More detailed information about the mandate of each of these organizations and the services each provides can be found in the Appendix at the end of this unit.  Each of these organizations contributed staff time, ideas and other resources to this project.  Drafts of this resource were reviewed by representatives of these organizations.

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Why is Local Government Important?

The local community is where good citizenship begins.  Students of every age can contribute to their community through participation in community projects and volunteer work.

Local government is an important dimension of community.  Decisions made by mayor, chief, or reeve and their councils affect the daily lives of students.  For example, students rely on the fire department to keep their homes safe.  They need safe water and adequate sewage disposal for good health.  Students use facilities such as public libraries and swimming pools provided by local government.  They travel on roads and walk on sidewalks maintained by local government.

Decisions made by boards of education affect students’ everyday lives.  For example, the instructional resources that students use are provided by the board of education.  Health region boards make decisions about allocation of resources that influence the health care services available in local communities.

Because many of the services provided by local government are practical, concrete and real, even the youngest child can understand and relate to them.

Local government occurs close to home, so there may be opportunities for students to meet elected officials, to observe or read about council meetings, and to debate local issues.  These real-life experiences can help create a sense of connection to the democratic process.  They can build and strengthen students’ commitment to citizenship, both as a participant and as a leader.

Students will benefit from learning more about local government.  They will have a better understanding of how their community works, and they may realize their participation in local government as a voter or elected official can make a difference.

Communities and the province as a whole will also benefit when students learn about local government.  The students of today are the mayors, chiefs, reeves, councillors, school trustees and health board members of tomorrow.  They are the people who will lobby for change, lead delegations and vote in the years ahead.  The better that young people are prepared for these roles, the stronger our communities will be.

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How is This Instructional Resource Organized?

This instructional resource covers six topics:  

• What are the types of government in Canada?

• What do local and First Nations governments do?

• What are citizens' rights and responsibilities in local and First Nations government?

• What do boards of education do?

• What do health boards do?

• What are the responsibilities of a leader?

Each of the six topics is organized in a similar manner.

Teacher Information – is intended for the teacher’s use. Each Teacher Information section includes:

• Concepts – are the “big ideas” addressed in each topic.  Students are expected to know these main ideas when they have completed each topic.

• Overview – puts the material covered in the topic into context.

• Curriculum Connections – provides links to Saskatchewan curricula where ideas and themes relevant to local and First Nations government are addressed.  These curricula may offer additional sources of information for the teacher.

• Possible Activities – consists of ideas for classroom activities that teachers can do with their students.  A range of activities is provided so that teachers can select the ones most suitable for their students and their situation.

Student Backgrounder – is written at a Grade 4 level and provides basic information about various aspects of Canadian government.  The Student Backgrounder may be photocopied and distributed to students as background information for each topic.  Students should read this material and keep it for ongoing reference.

Teacher Backgrounder – provides additional background information for the teacher.  This material is too detailed and complex for the average Grade 4 student and is best used for teacher reference only.

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Using This Instructional Resource

Teachers can use this instructional resource in several different ways.  You can:  

• teach all topics in the resource in sequence

• teach only one or two topics that relate to current events in your community

• use several learning activities for each topic you teach

• select a few learning activities that are highly specific to the topics you teach.

This resource is intended to complement, supplement and enrich the ongoing classroom program.  Use the topics and learning activities that are appropriate for your students, your community and your instructional program.

A section called For More Information appears at the end of this instructional resource.  It includes websites where more information about the topics covered in this resource can be found.  It also provides URLs where the full text of all legislation mentioned is provided.

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Teaching About First Nations Government

Many Saskatchewan teachers have First Nations students in their classrooms.  When teaching about First Nations government, ask questions and give assignments to all students in turn.  Don’t expect First Nations students to do all assignments relating to First Nations government and don’t expect them to have extensive personal knowledge of First Nations issues.  Singling out First Nations students (or any other group of students) can make them feel uncomfortable.

Note: This resource highlights First Nations governments and the major local government organizations that provide services to their communities.  Although other groups may exist, they are not detailed here.

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Topic 1: What Are the Three Levels of Canadian Government?

* The wording of the first concept above is adapted from Teaching About Local Government in Alberta, page 8, by Alberta Education and Alberta Municipal Affairs, 1999.  Edmonton, Alberta.  Adapted with permission from Alberta Learning.
    

Possible Activities

1. Distribute the Student Backgrounder, What Are the Types of Government in Canada? and give students time to read it.

2. Write these terms on the board:  federal, provincial, local, First Nation.  Use a map to show students that federal government decisions affect all of Canada, provincial government decisions affect all of Saskatchewan, local and First Nations government decisions affect the community where students live.

3. Find pictures of the Prime Minister, Premier, Parliament Buildings, Legislative Building, etc. in magazines and cut them out.  Take photos of the local mayor/reeve/chief and of the city/town hall, RM/town/village/band office.

• Write the headings federal, provincial, local, First Nation on the board. 

• Have students categorize photos of the Parliament Buildings in Ottawa, the Legislative Buildings in Regina, and the local city hall or RM/town/village/band office under the appropriate heading. 

• Categorize photos of elected officials (Prime Minister, Premier, mayor, reeve, chief) under the appropriate heading.

4. Describe some of the services provided by local and First Nations government.  Both types of government can provide police services, fire protection, garbage collection, swimming pools, recreation facilities, street and road maintenance.  First Nations governments also provide education, housing and, sometimes, social services.  Invite a local government official to lead students on a community walk.  During the walk, have students identify and sketch services and facilities that are provided by the First Nations or local government.  Back in the classroom, ask students to organize the sketches into a wall mural, grouping similar sketches together. *

* Activity #4 above is adapted from Teaching About Local Government in Alberta, pages 34-35, by Alberta Education and Alberta Municipal Affairs, 1999.  Edmonton, Alberta.  Adapted with permission from Alberta Learning.

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Student Backgrounder

What Are the Types of Government in Canada?

You probably hear your parents and other people in the community talking about the government.  Sometimes the government is mentioned on TV too.  There are actually several types of government in Saskatchewan – each with its own job.  

Federal Government

The federal government makes decisions that affect all of Canada.  The Prime Minister is the leader of the federal government, and its headquarters are at the Parliament Buildings in Ottawa.

Members of the federal government are called Members of Parliament (MPs).  The people of Canada vote to elect the Members of Parliament.  The leader of the political party with the most MPs becomes the Prime Minister.

Her majesty Queen Elizabeth II is Canada’s Head of State.  The Governor General of Canada is the Queen’s representative in Canada.

The federal government makes decisions about things that affect all of Canada.  These include the RCMP, the Post Office, national parks, the Canadian constitution, fisheries, the Trans-Canada Highway, international trade and many other things.

Provincial Government

The provincial government makes decisions that affect the province of Saskatchewan.  The Premier is the leader of the provincial government, and its headquarters are at the Legislative Building in Regina.

The members of the provincial government are called Members of the Legislative Assembly (MLAs).  The people of Saskatchewan vote to elect the Members of the Legislative Assembly.  The leader of the political party with the most MLAs becomes the Premier.  The Lieutenant Governor is the Queen’s representative in Saskatchewan.

The responsibilities of the provincial government are defined in Canada’s constitution.  These responsibilities include health care, hospitals, forestry, tourism, provincial highways, provincial parks and many other things.

Local Government

Local governments make decisions about the community where you live.  Local governments provide services that affect people’s daily lives. These services include fire protection, police services, water and sewer, local parks and sports facilities, streets and roads, and libraries.

If you live in a city, town or village, the head of the local government is called the mayor.  The members of the local government are called councillors or aldermen.  The mayor and councillors together are called the city, town or village council.  People who live in the city, town or village vote to elect the mayor and councillors.

In cities, the headquarters of the local government is called city hall.  In towns and villages, it is called the town or village office.

Rural areas outside of cities, towns and villages are divided into rural municipalities (RMs).  The head of the rural municipality is called the reeve. The members of the local government are called councillors.  Together the reeve and councillors are called the municipal council.  People who live in the rural municipality vote to elect the reeve and councillors.

The headquarters of a municipal council is called the RM office.

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Teacher Backgrounder

What Are the Types of Government in Canada?

Canada is a representative democracy.  This means that power resides in the people of the country.  We elect representatives to government bodies who speak on our behalf.  In a democracy, government serves two important functions:

• Government provides services that people need for a good quality of life, for example, fire protection, police services, highways, health care, education, parks and recreation facilities.

• Government creates and enforces laws and guidelines that allow people to live together in harmony and safety.

There are four types of government in Canada:  federal, provincial/territorial, local and First Nations.  Also, in Saskatchewan, boards of education and health boards have responsibility for many aspects of education and health care.

Each of these types of government is described below.

Federal Government **

The responsibilities of the federal government were first defined in 1867 by the British North America Act, 1867.

The federal government is responsible for things that affect all of Canada.  These include defense, foreign policy, citizenship, international trade, customs, immigration, the RCMP, the CBC, Canada Post, the Trans-Canada Highway, fisheries, First Nations affairs, national parks, the Canadian constitution, patents for inventors.

The headquarters of the federal government is in Ottawa at the Parliament Buildings.

Canada has a system of parliamentary government.  Parliament has three parts:  the Queen, the House of Commons and the Senate.   

• Her Majesty Queen Elizabeth II is our Head of State.  The Governor General of Canada is the Queen’s representative in Canada.

• Canadians elect representatives to the House of Commons.  The elected representatives are called Members of Parliament (MPs).  The Prime Minister is the leader of the political party with the most elected Members of Parliament sitting in the House of Common.

• The people who serve in the Senate are chosen by the Prime Minister and appointed by the Governor General.  They are called Senators.

Federal Elections

Canadians vote in elections for the people they want to represent them in Parliament. With each election, the people may re-elect the same Members of Parliament (MPs) or choose new ones.  Federal elections are usually held every four years, but the Prime Minister may ask the Governor General to call an earlier election.  According to Canada’s constitution, an election must be held within five years of the last election.

Canada is divided into over 300 electoral districts.  An electoral district is a geographical area represented by a member of the House of Commons.  The citizens of each electoral district elect one Member of Parliament, who sits in the House of Commons.

Any Canadian citizen who is at least 18 years old can run in a federal election.  The people who run for office are called candidates. There can be many candidates in an electoral district.

The people in each electoral district vote for a candidate of their choice.  The candidate who receives the most votes becomes the MP for that electoral district.  An elected MP represents everyone who lives in his or her electoral district, even the people who did not vote for the MP.  An MP is the people’s link to the federal government.  An MP helps by:

• Representing citizens’ interests when new laws are being considered.

• Asking questions about the government on behalf of its citizens.

• Helping individuals who need information from the government or who have problems with the government.

People can vote in a federal election if they are:

• Canadian citizens

• at least 18 years of age.

Federal Political Parties

Most candidates in federal elections belong to a political party.  A political party is a group of people who share ideas about how society should be organized and about the role that government should play in society.  Some political parties have been around for a long time, but Canadians can and do create new political parties at any time.

Before an election, the members of a political party make plans for what they will do if their candidates are elected to form the government. The plans they make are called the party platform.

Members of political parties help to:  

• decide on the party platform

• choose the party leader

• choose the party’s candidates

• campaign for party candidates in elections.

Candidates who do not belong to a political party are called independent candidates.

Organizing the Federal Government

After a federal election, the party with the most elected representatives becomes the party in power, and forms a Government.  The leader of this party becomes the Prime Minister.  The Prime Minister and the party in power run the Government as long as they have the support of the majority of MPs in the House of Commons.

The Prime Minister chooses several MPs to become cabinet ministers.  Cabinet ministers are responsible for running federal government departments.  The Prime Minister and cabinet ministers together are called the Cabinet and make important decisions about how to run the country. They also propose most new laws.  Their decisions can be questioned by all MPs in the House of Commons.

If a majority of the MPs vote against an important Government decision, the party in power is defeated. The Prime Minister resigns and a new election is usually held.

The parties that are not in power are called the opposition parties.  The opposition party with the most MPs is the Official Opposition.  The opposition parties often have differing views from the party in power.  They may have different ideas about the way that society should be organized, the role that government should play in society and the services that government should provide.  They may challenge Government proposals or support them, depending on the situation.

**  Description of the federal government adapted from Saskatchewan Grade Eight Social Studies Curriculum Guide.   Saskatchewan Learning, Regina, Saskatchewan.  Used with permission.

Provincial Government

The responsibilities of the provincial government are defined in Section 92 of the British North America Act, 1867.  Provincial responsibilities include health care, hospitals, forestry, agriculture, tourism, environmental protection, provincial parks, provincial highways, social services, natural resources, licencing of shops, bars and taverns.

In some cases, the provincial government shares responsibility with other levels of government.  For example, both the federal and provincial government have some responsibilities for agriculture.  Both the provincial government and local government (boards of education) have responsibilities for education. Both contribute money for schools and teachers’ salaries and each makes decisions about certain aspects of education.

The headquarters of Saskatchewan’s provincial government is at the Legislative Building in Regina.  Saskatchewan’s government has two parts:  the Queen and the Legislative Assembly.  

• The Lieutenant Governor is the Queen’s representative in Saskatchewan.

• Saskatchewan people elect representatives to the Legislative Assembly.  They are called Members of the Legislative Assembly (MLAs).  The Premier is the leader of the political party with the most elected members in the legislature.

Provincial Elections

The provincial political process is quite similar to the federal process described previously.  

• Saskatchewan is divided into constituencies.  The people of each constituency elect one MLA who sits in the Legislative Assembly.

• Most candidates in a provincial election belong to a political party.  Provincial political parties may be the same or different from federal political parties.  Candidates who do not belong to a political party are called independents.

• After an election, the party with the most elected MLAs becomes the party in power, and forms a Government.  The leader of this party becomes the Premier.  MLAs who belong to other parties are called the Opposition.

• The Government makes decisions about the role that Government will play in society, and about the programs and services it will provide to the public.  The Government also proposes new laws.  The Opposition may oppose or support Government proposals.

In order to vote in a Saskatchewan provincial election you must:

• be a Canadian citizen

• be at least 18 years old

• have lived in Saskatchewan for at least six months before the election

Local Government

Local government is sometimes called municipal government.  Local government is responsible for serving citizens in a particular area of the province.  There are two types of municipalities in Saskatchewan:

• Urban municipalities

• Rural municipalities

.

Each of these types of government provides services to a community or certain geographic area of the province.

Urban Municipalities

Cities, towns, villages and resort villages are known as urban municipalities.  (A resort village is a village near a lake or other vacation spot where most people live only during the summer months or the weekends.)

Urban municipalities are responsible for providing services to the people who live within their boundaries.

• They provide fire protection and police services, maintain streets, roads, traffic lights, and the water and sewer system.

• They organize garbage pick up and disposal; maintain city/town parks, skating rinks, curling rinks and recreation centres and public libraries.

• They can pass bylaws relating to store hours, business licences, public safety, inspection of buildings and similar matters.

Most urban municipalities also focus on the economic development of their community. Economic development includes a range of activities that:

• bring jobs to the community or keep existing jobs

• encourage businesses and industries to start up or relocate to the community

• train local people so they have the skills to work in businesses and industries.

The responsibilities of urban municipalities are specified in The Urban Municipality Act, 1984.

The Cities Act, 2003 was proclaimed in January 2003.  Unlike other municipal acts, The Cities Act does not automatically apply to all cities in Saskatchewan.  A city council must pass a resolution to bring a city under the Act’s jurisdiction.

Urban municipalities have a council that consists of a mayor and:

• two councillors (may be increased to four by bylaw) in villages and resort villages.

• six councillors in towns and cities.

All urban councils can change the number of councillors to any even number, by passing a bylaw.  In some urban municipalities the councillors are called aldermen.

Elections are held every three years.

In order to vote in an election in an urban municipality, you must be:  

• 18 years old

• a Canadian citizen

and either:

• a resident of the municipality for at least three months and a resident of Saskatchewan for at least six months

or

• the owner of assessable land located in the municipality for at least three months and a resident of Saskatchewan for at least six months.

In Saskatchewan, the candidates in municipal elections don’t usually align themselves with federal or provincial political parties, but occasionally a few candidates will identify themselves as a group with common beliefs and give themselves a name.

Most council meetings are open to the public.  Anyone can come to observe meetings, and groups or individuals can make presentations to mayor and council on various issues.  In the cities, council meetings are usually televised.

Rural Municipalities

Rural municipalities (RMs) cover rural areas of southern and central Saskatchewan.  Many of the people who live in rural municipalities live on farms.  Sometimes in rural municipalities that are near cities, the land will be divided into lots or acreages.  Most people who live on these small parcels of land drive into the city for work.

The rural municipality is responsible for making decisions about matters of  local concern. A rural municipality’s responsibilities include:

• providing fire protection

• maintaining streets and roads within its boundaries (except for provincial highways)

• passing bylaws concerning traffic control and safety

• licensing businesses that operate in the municipality

• controlling stray animals

• making regulations for public safety.

Rural municipalities, like urban municipalities, also emphasize economic development.  They often undertake activities to improve the economic well-being of people who live in the community.

The responsibilities of rural municipalities are defined in The Rural Municipality Act, 1989. 

The government of a rural municipality consists of a reeve (head) and councillors.  Each rural municipality is given a number.  In even-numbered years, elections are held for all reeves and for the councillors of odd-numbered municipalities.  In odd-numbered years, elections are held for councillors of even-numbered municipalities.  The term office in a rural municipality is two years.

In order to vote in an election in a rural municipality, a person must:

• be at least 18 years old

• have lived in the RM for at least six months.

In some circumstances, people (and their spouses) who own land in the RM but do not live there are also eligible to vote.

People who run in elections in rural municipalities usually do not affiliate themselves with a political party.  They run as individuals and base their election platform on local issues.

Rural municipalities cover the central and southern part of Saskatchewan.  Residents of northern communities may petition the provincial government to become northern hamlets, villages or towns if they meet certain requirements.

First Nations

There are 74 First Nations in Saskatchewan.  The members of each First Nation are Registered Indians as defined by the Indian Act.  A chief and council govern each First Nation.  They are elected by the members of the First Nation.  In Saskatchewan, there are approximately 500 elected chiefs and councillors, of whom approximately 18 percent are women.

The responsibilities of a chief and council on a First Nation are broader than those of the councils of urban and rural municipalities.

The chief and council are responsible for all aspects of First Nation life.  They look after housing, education and, sometimes, social services in addition to all the services that an urban and rural municipality is responsible for.  Their job also includes economic development – creating jobs, promoting business and generally improving the economic well-being of the people living on the First Nation.

The chief and council of a First Nation deal with federal and provincial governments concerning governance matters, treaty rights and economic development.  Thus, their mandate includes responsibilities that link them to other types of government.

 The chief and council of a First Nation were not always elected as they are today.  Traditionally, Saskatchewan’s First Nations had hereditary chiefs.  Usually the firstborn son of a chief was trained from childhood in the duties and responsibilities of chief.  A new chief took office when his father died and was usually middle-aged or even elderly when he assumed the responsibility.  Thus, he brought a lot of training and experience to the job.

The Indian Act replaced the traditional hereditary system with a system of elections.

First Nations have two options for election processes.  They can:

• follow the requirements outlined in the Indian Act

• follow band custom which means developing their own election act.

Some members of a First Nation live on First Nation land (sometimes called a reserve); others live in cities and towns throughout Saskatchewan.  All members are eligible to vote at election time.  The First Nation sends out letters to all its members telling them about the day and place of the election.

There are between four and twelve councillors (sometimes called headmen and headwomen).  The chief and councillors usually serve two- to four-year terms.  Candidates for the position of chief and council do not usually affiliate themselves with a particular political party.  They usually run as individuals and respond to the needs and concerns of people on the First Nation.

Boards of Education

In urban and rural municipalities, boards of education are responsible for delivering the educational program.

There are two types of school divisions in Saskatchewan – public school divisions and separate school divisions.  Separate school divisions are the responsibility of the religious minority in the area (usually the religious minority is Catholic).  In addition, there is one francophone school board in Saskatchewan. It is called the conseil scolaire.

Each school division is governed by an elected board of education.  Boards of education are sometimes called school boards. The members of the board of education are called school trustees.  The head of the board of education is called the chairperson.

Both the provincial government and the local board of education make decisions about education.  For example, the provincial government decides on the curriculum that is to be used.  The local board of education is responsible for delivering the educational program, hiring teachers, deciding on the number of schools, where the schools are to be located, and organizing school transportation.

Boards of education also make some decisions about what will be taught. They are required to offer the basic subjects specified in the program of studies, but they can offer additional subjects if they wish. Under some circumstances, locally developed courses can be offered in the schools.

School division elections are held every three years.

In order to vote in a school division election you must be:

• 18 years of age

• a Canadian citizen

• a resident of the school division for at least three months and a resident of Saskatchewan for at least six months.

Candidates for the position of school trustee do not usually affiliate themselves with political parties.  Usually each person runs as an individual and presents his or her own election platform on local educational issues and concerns.

Regional Health Authority Boards

Saskatchewan is divided into 12 health regions.  A regional health authority board has been appointed by the provincial government to plan, coordinate and oversee the delivery of health services in each region.  The regional health authority boards are usually just called health boards.  Each regional health authority board has 12 members.  These people are simply called “members of the health board”.  The head of the health board is called the chairperson.

The regional health authority boards are responsible for planning, organizing, delivering and evaluating health services within their boundaries.  Although the members of the boards are appointed by the provincial government, citizens can influence decisions made by regional health authority boards.  The meetings are open to the public and anyone can come and observe the meetings.  Media representatives often attend these meetings and prepare reports for the local newspaper or TV station.  Individual citizens or groups of citizens can make presentations to the board about issues that concern them.  Also the regional health authority boards are required by law to set up community advisory networks to give them advice.

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Topic 2: What Do Local and First Nations Governments Do?

Possible Activities

1. Distribute the Student Backgrounder, What Do Local and First Nations Governments Do? and give students time to read it.

2. Questions follow each section of the Student Backgrounder.  Have students work in small groups to respond to these questions or organize a whole-class brainstorming session.

3. Review the services provided by local and First Nations government (and refer back to the wall mural created in Topic 1, Activity #4).  Ask students to list all the services or facilities provided by their local (or First Nations) government they used in the last week.  Have them talk or write about how their life would be different if the local or First Nations government hadn’t provided those services/facilities.

4. Focus on one service provided by the local or First Nations government, perhaps fire protection.  Ask students to identify all the costs associated with this service (purchase of trucks and other equipment, gas and maintenance for trucks, salaries for firefighters). 
  
In a city, town, village or RM – Ask students where the money to pay for this service comes from.  Introduce the concept of taxes.  The local government requires that its citizens pay taxes to raise money to pay for services.  A change in services can mean an increase or decrease in taxes.

  
On a First Nation – Explain that the First Nation receives an allocation of money from the federal government in Ottawa to pay for services.  The amount of this allocation depends on the size of the population of the First Nation.  The First Nation must decide which services are most important, because the amount of money they get is fixed.

5. Emphasize that every financial decision made by a local or First Nations government affects many people.

In a city, town, village or RM – Suppose the local government raises taxes to build a new swimming pool.  This decision would affect taxpayers, kids who might use the pool, the local swim team, people who might work at the pool.  Divide the class into groups.  Ask each group to consider a possible local government decision, tell who this decision would affect and describe what its effects would be on each group of people.  For example:

  
On a First Nation – Suppose the chief and council decide to support a kids soccer league so kids have something to do in the summer.  They will need to buy shoes and soccer balls, keep a soccer field in good shape, pay for transportation, hire coaches and referees.  The allocation of money the First Nation receives is fixed.  So, in order to pay for the soccer program, they decide to spend less money on the winter hockey program.  Divide the class into groups. Ask each group to consider how this decision would affect kids, parents, people who drive buses, people who work as coaches and referees.

6. Select a real or hypothetical local government issue that students can relate to.  For example:

In a city, town, village or RM – “Should local taxes be raised in order to build a recreation centre?”

On a First Nation – “Should we spend less on other community services, so we have money to build a recreation centre?” 

Simulate a council meeting where this issue is discussed.  Be sure that every student has a role.  One can be mayor/chief/reeve.  Several can be councillors. The students who represent elected officials should study the issue beforehand.  Others students can be interest groups who research the issue and make presentations to council.  A couple of students can be hired staff who take minutes at the meeting.  After all presentations have been completed, council can make a decision about the issue. *

* Activity #6 has been adapted from Teaching About Local Government in Alberta, page 75, by Alberta Education and Alberta Municipal Affairs.  1999.  Edmonton, Alberta.  Adapted with permission from Alberta Learning.

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Student Backgrounder

What Do Local and First Nations Governments Do?

If you live in a city, town or village, your local community is governed by a city, town or village council.

If you live on a farm or acreage, a municipal council governs your community.

If you live on a First Nation, a chief and council governs your community.

All of these types of government have similar responsibilities.

They provide services that people need for health and safety, for example, the fire department, police services, streets and roads.

• They make bylaws for health and safety, for example, they make bylaws about parking and animals running loose.

• They focus on community economic development, by creating jobs and promoting local businesses.

First Nations governments do these jobs and more.  They look after education and housing on the First Nation, and they talk to the provincial and federal governments about how governments will work together.

Local and First Nations governments do their work in a similar manner.

A Municipal Council Meeting

Here is an example of a Municipal Council Meeting.

Mrs. Chan, the reeve, calls the meeting to order.  Today the municipal council for Sandy Beach is talking about road signs.  Most of the country roads in the rural municipality do not have signs.  The people who live in the rural municipality know the roads well, but ambulances and other emergency vehicles sometimes get lost.  Two groups of citizens make presentations at the meeting.

Group A points out that the rural municipality gets money to pay for services by taxing the people who live in the RM.  If the RM buys and installs signs on all rural roads it will be necessary to increase taxes.  Group A doesn’t want taxes to increase, so they oppose new road signs.

Group B wants council to buy and set up signs on all country roads.  They think it would be worth paying a little more tax.  They say that road signs are important.  Signs would prevent ambulances from getting lost and might make travel easier for tourists.

After the presentations are done, the council discusses the issue.  Then Mr. McDonald, one of the councillors, says, “I move that we get signs for all the most important corners this year and that we talk about the rest of the corners next year.”

Mrs. Schlosser, another councillor, says, “I second the motion.”

The council discusses this motion for a few minutes.  Most agree that it would be good to spread the cost of signs over two years.  This would mean a smaller tax increase.  Then Mrs. Chan, the reeve, says, “All in favour of the motion?”  Four councillors raise their hands.  Mrs. Chan says, “All opposed?”  One councillor raises his hand.  Mrs. Chan says, “The motion is carried.”

This municipal council saw three possible solutions to the issue of road signs:

• Get the road signs and increase taxes

• Keep taxes the same by not buying road signs

• Buy half the signs this year which means a small tax increase.

Can you think of any other ways the council might have solved this issue. 

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Usually a municipal council collects information before they decide any big question.  What information could a council collect before it decides about road signs?

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A Meeting of Chief and Council

The chief and council of a Saskatchewan First Nation are meeting.  Housing is one of their responsibilities.  On this First Nation, there are several people aged 20 to 25 who live with their parents, but would like their own homes.

The First Nation has a certain amount of money for housing. Each year they receive an allocation of money from the federal government in Ottawa.  The receive this allocation of money because of promises in the treaties their ancestors signed.  They have chosen to not tax the members of the First Nation to raise money. Some of the questions council members ask of each other are:  “How many single people need houses?  How many people with kids?  Would it be better to build houses or apartments?”

They know that members of the First Nation have different opinions on this matter.  Some people think apartments are a good idea.  Some people think that houses would be best.  Some are against building houses for people aged 20 to 25.  They think most of the housing money should be used to add onto the houses of people who have grandparents living with them.

This is a big issue.

Mr. Bitternose, one of the councillors says, “I move that we ask the manager of our band office to get more information for us.”

Mrs. Lang, another councillor says, “I second the motion.”

There is a little more discussion, then the chief says, “All in favour of the motion?”  All of the councillors present put up their hands to vote yes.  The Chief says, “Motion carried”.

The manager of the band office is going to get more information for the chief and council so they can make the best decision.  What information do you think the band manager should collect? 

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No matter what decision the chief and council make, some members of the First Nation will be unhappy.  What should the chief and council do about the people who are unhappy? 

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Teacher Backgrounder

What Do Local and First Nations Governments Do?

Local and First Nations governments are the governments that are closest to the people.  The representatives of these types of governments live in your community; you probably see them downtown and at community functions.  Meetings are held in the local area, so it is easier to attend as an observer or to make a presentation to a local government body.

The Role of Local and First Nations Governments

Local and First Nations governments have three important jobs:

1. They provide services that people need for safety and for a good quality of life.  These services include the fire department, police services, and maintenance of streets and roads.  First Nations governments are also responsible for housing, education and, sometimes, social services.

2. They establish bylaws or regulations to promote health and safety, for example, many municipalities and First Nations have bylaws about animals running loose, parking, and safety issues such as the use of firearms.  They sometimes hire officials to enforce these bylaws.

3. They focus on the economic development of their community.  Economic development includes a range activities that improve the economic well-being of individuals, citizens and the community as a whole.  Governments may emphasize:

• bringing jobs to the community or keeping existing jobs

• encouraging businesses and industries to start up or relocate to the community

• training local people so they have the skills needed to work in businesses and industry or to start their own businesses.

Planning for Services

Local and First Nations governments make decisions carefully and try to get input from the public. Individual councillors often ask people what they think about a particular issue.  Individuals or groups sometimes make presentations or write to mayor and council (or chief and council) on specific issues.

If an issue is technical in nature, council often gets advice from an engineer or other specialist.  This would be the case, for example, if council was considering upgrading a water treatment plant or renovating a large building.

Sometimes public opinion is deeply divided on an issue.  For example, one group of people might strongly support a bylaw that forbids use of pesticides on lawns; another group of people might be vehemently opposed to such a bylaw.  One group of people might want a new park created in a particular area of the community, another group might be strongly opposed because they think it will cause noise and traffic.  In these situations, it is very difficult for council to make a decision that pleases everyone.

The mayor/reeve/chief and council discuss issues among themselves at meetings.  Sometimes they all agree on how a particular matter is to be handled, but sometimes there is disagreement and lots of debate.  When there is disagreement, council sometimes seeks a compromise that both sides can accept, but other times there is a vote and losers of the vote are expected to accept the decision graciously.

The mayor/reeve/chief and council make decisions through motions or resolutions.  For example, one member of council might say, ”I move we accept the budget proposed for next year.”

The procedures after a motion is made vary.  Urban municipalities, rural municipalities and First Nations may all have slightly different processes.  The process may be different for different types of motions.  However, in all situations, there is opportunity for discussion and a vote is held.

In urban and rural municipalities, council is rarely responsible for implementing their decisions on a day-to-day basis. Most communities have hired staff who implement the decisions that council makes.  This chief of staff is as follows:

• Towns – town administrator

• Villages – village clerk

• Rural municipalities – RM administrator

• Cities – city manager.

Large First Nations usually have a band manager or chief of operations.  Decisions made by chief and council are passed to this person for day-to-day implementation.  Some small First Nations do not have a paid band manager.  In these communities, the chief and council become responsible for actual implementation of the decisions they make.

Paying for Services

Urban and Rural Municipalities

In order to pay for the services they offer to citizens, rural and urban municipalities tax property located within their boundaries.

Taxation has three components:

• assessment of property,

• planning for services to be provided each year, and

• setting a mill rate in order to raise money to pay for the services.

Taxation starts with assessment.  Residential and business property are appraised and given an assessed value which reflects what the property would sell for.  Farmland is assessed according to typical market value for land of known productivity.  Productivity means the amount of wheat that can be produced or the number of cattle supported.  Property is reassessed every four years.

Once the mayor/reeve and council have consulted with the community and decided on the services to be provided, they figure out how much this package of services will cost.  The next step is to figure out the amount of taxes each property owner must contribute so that the municipality will have enough money to provide the services.  This involves setting a mill rate.

The mill rate is the number of dollars of tax for each one thousand dollars of property value.  For example, a mill rate of 10 means that $10 of taxes will be collected for every $1,000 of the assessed value of a property.  A mill rate of 25 means that $25 of taxes will be collected for every $1,000 of the assessed value of property.

For example, if the assessed value of a piece of property is $50,000 and the mill rate is 10, the taxes will be $500.  If the assessed value of a house and lot is $90,000 and the mill rate is 25, the property taxes will be $2,250.

Often the mayor/reeve and council consider the services to be provided and the mill rate at the same time.  If citizens consider a service really important, they are often willing to pay more tax.  If citizens say that the mill rate (and thus the amount of tax they pay) is too high, then mayor/reeve and council ask them which services should be reduced or cut in order to keep taxes low.

Even people who do not own property pay property tax indirectly.  For example, if a landlord’s property taxes go up or down, renters living in apartments owned by that landlord can expect their rent to increase or decrease.

Similarly, if the property taxes that the owner of a hair salon pays go up or down, so might the price of a haircut.

First Nations

First Nations have the power to set up regimes to levy property taxes.  To date, they have chosen not to exercise this power.  They receive funding allocations from the federal government.  This is because the 1867 British North America Act (BNA Act), which created Canada as an independent country, passed responsibility for First Nations people, including Aboriginal rights, from the British to the Canadian federal government.

First Nations also receive federal funding because of treaty rights. The term “treaty rights” refers to those guarantees explicitly and implicitly agreed upon through the treaty process.  Under the terms of the treaties, First Nations peoples agreed to share the land in return for specific rights. The leaders who signed the treaties noted that they were not signing the treaty for themselves but, rather, for the children of future generations.  The treaties are like contracts in which both sides commit to certain obligations.  Aboriginal and treaty rights of First Nations peoples received recognition under the Canadian Constitution in Section 35(1) of the Constitution Act, 1982.

The amount of money that a First Nation receives in its allocation depends mostly on its population.  The allocation of money that a First Nation receives is broken down into categories:  housing, education, etc.
  

The chief and council get input from the community about priorities.  As in every other community, there may be differences of opinion about needed services.

Because chief and council have a set amount of money to work with, expenditures in one area may mean reductions in another.  For example, they will need to decide which houses are most in need of painting and which can wait until next year.

If they decide that a summer soccer program is the highest priority to keep kids busy during the summer months, there may be less money for the winter hockey program.

Because the allocation they receive from the federal government is fixed, some First Nations are looking at additional ways of raising revenue to pay for needed services.  For example, some have started businesses of various types that are owned by the First Nation.

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Topic 3: What are Citizens' Rights and Responsibilities in Local Government? 

Teacher Information
Concepts	Local and First Nations governments represent the people of the community.     Individuals have a responsibility to participate in local and First Nations democratic processes.     Individuals and groups can influence the decisions made by local and First Nations government bodies.
Overview	This topic emphasizes that local and First Nations governments represent the people of the community.  Citizen participation is the foundation upon which these governments are based.
Curriculum Connections	For additional information about:  The power of individuals go to: Grade 7 Social Studies Curriculum Guide:  Unit 3, Power:  Topic Five, The Power of Individuals     Citizens’ rights and responsibilities in a democracy go to: Grade 8 Social Studies Curriculum Guide:  Unit 2, Citizenship:  Topic Five, Rights and Responsibilities of Citizens in a Democracy    Citizens’ responsibility to be active and informed go to: Grade 8 Social Studies Curriculum Guide:  Unit 2, Citizenship:  Topic Eight, Active Informed Citizenship

Possible Activities

The activities below are grouped into two categories:  basic activities and additional election year activities.

Basic Activities

1. Distribute the Student Backgrounder, What Are Citizens’ Rights and Responsibilities in Local and First Nations Governments? and give students time to read it.
  

2. Have students work in small groups to answer the questions on the bottom of the Student Backgrounder or do the questions as a whole class brainstorming session.
 

3. Emphasize to students that citizens participate in local and First Nations governments by:

• running for office

• voting in elections

• making their opinions known to elected officials.

4. Tell students to imagine they are deciding whether they should run for the office of mayor/chief/reeve.  In pairs or groups they can respond to the following questions:

• How will I decide what my position will be on issues like tax increases and decreases, services to be offered?

• What will I do to convince people to vote for me?

• If I am elected how will my daily life change?

5. Tell students that a local or First Nation election is coming up. They can vote for mayor/chief/reeve and councillors.  In pairs or groups, they can respond to the following questions:

• What information will I need, in order to decide who to vote for?

• How can I collect the information I need, in order to decide who to vote for?

6. Tell students that they want to influence mayor/chief/reeve and council to make a particular decision.  In pairs or groups, they can respond to the following questions:

• What are some things we could do to influence the mayor/chief/reeve and council?

Additional Election Year Activities

7. Collect newspaper activities and campaign literature relating to the election.  Display these on a wall in the classroom.  Use the wall display to answer questions like:

• What are the names of the people running for mayor/reeve/chief?

• What are the names of the people running for councillor?

• What are two or three important issues in the election?

8. After the election, find out:

• Who won the election?  By what percentage of votes?

• What are the winners’ positions on important issues?

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Student Backgrounder

What Are Citizens’ Rights and Responsibilities in Local and First Nations Government?

Mrs. Pelletier lives in a Saskatchewan city.  She has always been interested in local government.  She goes to most city council meetings as an observer.  Several times she has made presentations to city council about issues she thinks are important.  A few times she has organized the people in her neighbourhood to write to the mayor about issues.

People in her neighbourhood sometimes tell her that she should run for mayor.  She thinks about it hard and realizes that she will be very busy if she wins the election for mayor.  She will have less time for sports, reading and hobbies. But she knows that a democracy only works when people are willing to run for office.  So, at the next election she decides to run. 

She decides that when she speaks to voters she will tell them that:

• She is honest.

• She works hard.

• She will consider citizens’ opinions when she makes decisions.

Mrs. Pelletier goes door-to-door and asks people to vote for her.  She gets some buttons made and gives them out to people who support her.  Some of her friends help her and go door-to-door too.  She speaks at as many public meetings as she can.

When she and the other candidates are guests on a radio talk show, the radio announcer says, “Remember folks, it’s your duty as a citizen to vote.”

On election day, Mrs. Pelletier isn’t nervous.  She knows that she ran a good campaign and she will be happy even if she doesn’t win.

If Mrs. Pelletier came to your door, what questions would you ask her?

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Teacher Backgrounder

What Are Citizens’ Rights and Responsibilities in Local and First Nation Governments?

Canada is a democracy that depends on its citizens to ensure that governments at all levels reflect the wishes of the people.

The rights and responsibilities of citizens in a democracy are described below.  These rights and responsibilities apply to local and First Nations governments as well as to federal and provincial government.

Citizens are expected:

• To be informed about the issues – Citizens have a responsibility to be sure they are informed about the issues their local or First Nation government is dealing with. They can do this by talking to local or First Nations government representatives, reading the newspaper, watching TV, and attending local government meetings as an observer.  Most local and First Nations government meetings are open to the public.  When an issue is controversial, citizens have a responsibility to get information about both sides before making up their mind.

• To vote – Canada is a representative democracy which means that we elect people who make decisions on our behalf.  Voting is the basic foundation of democracy.  Everyone has both a right and a responsibility to vote for the candidate(s) they feel will best represent their point of view in government.

• To express their opinion to local and First Nations government leaders – Local and First Nations government leaders try to provide services that meet the needs of the community.  As a citizen, you have a responsibility to tell your elected representatives what services you need and how well existing services are working for you.  You also have a responsibility to express your opinion on controversial issues.  There are lots of ways to make your opinions known.  You can write or phone the mayor/chief/reeve and councillors.  You can make a presentation at a council meeting.  You can write letters to the editor or phone a radio talk show.  In smaller communities, you may meet local government representatives informally in stores and restaurants and have opportunities to talk casually with them.

• To run for local government office – In order for democracy to work, citizens must be willing to run for mayor/reeve/chief and council.  When you run for office you decide on a platform – your statement of what you believe the issues to be and of the action you will take regarding each issue.  You let everyone in the community know you are running and mount a campaign to tell them why they should vote for you.

Candidates in local and First Nations elections use a variety of methods to reach voters.  They usually go door-to-door and talk to individuals and families.  They might put flyers in every mailbox, put up posters, or take out newspaper ads.  TV and radio ads are less common in local and First Nations government elections because of their cost.  Sometimes candidates get buttons or pins made to give away.  Many communities organize one or more all-candidates meetings, where all candidates have an opportunity to speak.

In larger communities, candidates in local and First Nations government elections sometimes ask their supporters to help them.  Supporters might put flyers in mailboxes, for example, or go door-to-door speaking on behalf of the candidate they support.

 
The cost of running in a local or First Nation government election varies.  A campaign that features a lot of door-to-door canvassing costs very little, except the candidates’ time. 

There is a dollar cost when a campaign includes flyers, posters, buttons and the like.  In this case, candidates pay some of these costs themselves and sometimes ask their supporters for financial contributions.

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Topic 4: What Do Boards of Education Do?

Teacher Information
Concepts	Boards of education govern the operation of schools within their boundaries.
Overview	This topic describes the types of decisions that boards of education make and describes how schools are funded.
Curriculum Connections	For more information about: How schools meet needs and wants go to: Social Studies Grade 2:  Unit 3, Interdependence:  Module Two, Schools Meet Needs and Wants

Possible Activities

Basic Activities

1. Distribute the Student Backgrounder, What Do Boards of Education Do? and give students time to read it.

2. Organize a whole class brainstorming session to answer the questions on the bottom of the Student Backgrounder.

3. Have students walk around the school in groups of three to five.  Have each group make a list of all the needs that schools must meet (a warm clean building, books and videos, sports equipment, teachers and other staff, buses to bring kids to school, etc.).  Back in the classroom, ask students to describe some of the needs that a school must meet.  Then ask, “Who makes decisions about meeting these needs?”  As this question is being discussed, talk about boards of education/education committees. ***

4. With students, brainstorm a list of programs and services provided by the board of education/education committee.  Ask each student to draw pictures of at least two programs or services provided by the board of education/education committee.  Display these on the wall, grouping similar pictures together.

5. Ask students to work in small groups, to focus on two or three school programs or services, and to respond to the questions:

• How do I benefit from this program or service?

• How would school life be different if this program or service was not available?

• Do other people in the community benefit from this program or service?

6. Ask a school trustee or a member of a First Nations education committee to visit the class.  The trustee can talk about:

• things that boards of education/education committees make decisions about

• how they make decisions

• what they do when members of the community have different opinions on an issue

• how they get money to pay for things the school needs

• how you get elected to the board of education (or appointed if the local First Nation education committee is elected).

Additional Election Year Activities

7. Have students write to the people who are running in the board of education election. As a class, develop questions to ask in the letter.  For example, students might ask about the issues or about reasons why the candidate is running.

*** Activity #3 has been adapted from Teaching About Local Government:  School Boards, pages 18-19, by Alberta Learning and Alberta School Boards Association.  2000.  Edmonton, Alberta.  Adapted with permission from Alberta Learning.

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Student Backgrounder

What Do Boards of Education Do?

The board of education of Sunny Valley School Division is having its monthly meeting.  All six members of the board are present. Mrs. McKay, one of the board members, is chairperson, so she chairs the meeting.
   

The board has lots of things to discuss today.  They will be talking about:

• getting a new computer system for all the schools in the school division

• hiring teachers for next year; several teachers have retired and two moved away, so it’s necessary to hire new teachers

• the possibility of building a new school in the town of Morning Star

• buying new textbooks and videos to go along with a new social studies course for the elementary grades

• school buses; there are several things to talk about including the possibility of buying a new bus and the cost of gas.

The board begins its meeting by talking about the possibility of building a new school in the community of Morning Star.  People in the school division have different opinions about this issue and three groups have come to make presentations to the board.

Group A is strongly opposed to a new school anywhere in the division, because it would cause their taxes to increase.

Group B thinks the new school should be built in the community of Highfield, not Morning Star.  They would support a tax increase as long as the school is built in Highfield.

Group C strongly supports building a new school in Morning Star and is willing to accept higher taxes.

The board members ask questions throughout the presentations from community members.

After the presentations are done, the board members talk about the need for a new school and about how a new school will affect taxes.  Finally, Mr. Postnikoff, one of the school trustees, says, “I move we get more information about the exact costs of a big school and a little school before we make a decision.”  Mrs. Tran, another school trustee, says, “I second the motion.”  “All in favour of the motion”, says the chairperson.  All the school trustees raise their hands.  “Carried,” says the chairperson.

This board of education is making decisions about education for Sunny Valley School Division.  Each school division in Saskatchewan is governed by a board of education.  The board of education is elected by the people who live in the school division.

The board of education makes decisions about education and  schools.  They tax the people who live in the school division to pay for education.  The provincial government also gives some money for education.

On a First Nation, the board of education is sometimes called an education committee.  It may be elected by the people of the First Nation or appointed by chief and council.  First Nations’ education committees make decisions about education, schools and school buses on the First Nation.

They receive an allocation of money from the federal government in Ottawa to pay for education.  First Nations receive this allocation of money because of promises in the treaties their ancestors signed.  The allocation of money is a set amount.  So, if the First Nation education committee wants a new service, they might have to cut back on a service they already have.

Think about the board of education of Sunny Valley School Division.  How will they decide whether or not to build a new school?  How will they decided where a school will be located?

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Teacher Backgrounder

What Do Boards of Education Do?

School Divisions

In Saskatchewan, responsibility for education is shared between the provincial government and boards of education that are elected to manage education in each school division.  (Boards of education are sometimes called school boards.)  For example, the provincial government establishes the curriculum and boards of education are responsible for its delivery in the school division.  The Education Act 1995 (Section 85) lists the duties of boards of education.

Boards of education provide educational leadership within their own communities. Together, all the boards of education in Saskatchewan play a major role in shaping the present and future direction of education in this province.

Boards of education are responsible for ensuring that every student receives an appropriate education.  The board of education is responsible for approving the program of studies and ensuring that resources are available to support the learning program.  The resources needed for education include:

• teachers, principals and other staff

• books, videos, computer software and other learning resources

• computer, sports and science equipment

• school facilities including the school building itself, desks and other furniture.

The board of education also organizes transportation, so that students can attend school.

Boards of education face many challenges:

• Community members may have widely differing opinions about what a good education is.

• Boards try to raise student achievement and at the same time keep costs reasonable.

• The amount of money available for education is limited and possible expenditures often exceed the available funds.  Therefore, the board has to make decisions about the best ways to spend the money they have.

Boards of education usually gather public opinion and get factual information before they make decisions.  For example:

• Individuals and groups sometimes make presentations to the board on issues that are important to them. The board listens, asks questions and reads any background information provided.

• The board may do a survey or hold public meetings when an issue is controversial or affects the entire community.

• Boards may consult with the director of education, school principals and teachers to get factual information or opinion.  For example, they may ask the director of education to prepare a report on how other school divisions have handled particular issues.

• If the issue being discussed is technical in nature, the board may ask for advice from a specialist.  For example, if they are discussing repairs to the plumbing  or electrical wiring of a school or the purchase of a new computer system, the board may ask for advice from engineers or other technical experts.

• Rural boards of education may ask for advice from district boards of trustees.  Many rural school divisions include several communities and cover a large geographic area.  Within most rural school divisions, there are smaller school districts.  Each school district represents a separate community or a small geographic area.  Each school district has an elected district board of trustees. The role of these district boards of trustees is primarily advisory.  They may advise the board of education on matters like staffing, budgets and programs.

• City boards of education may ask for advice from local school advisory committees.  Urban school divisions do not have smaller school districts or district boards of trustees. In cities, a local school advisory committee made up of parents and community members advise the board of education. Usually each school has a separate local school advisory committee. These committees may be appointed or elected, depending on the school.

After the board of education has made a decision, responsibility for implementing the decision is passed to the director of education, principals, teachers and other staff.  Most boards of education have limited involvement in the day-to-day operations of the school division.

Boards of education raise money to pay for the educational programs in the school division by levying a property tax on the property within their boundaries.

Each year, the board of education decides on the educational priorities for the next year.  A lot of public consultation usually occurs before final decisions about educational priorities and programs are made.

When the educational priorities and program for the year have been established, school division staff figure out how much the program will cost, then a mill rate is set to raise the money to pay for the program.  The mill rate is the number of dollars of tax for each one thousand dollars of property value.  For example, a mill rate of 12 means that $12 of taxes will be collected for every $1,000 of the assessed value of property.  A mill rate of 30 means that $30 of taxes will be collected for every $1,000 of the assessed value of property.

Sometimes the local board of education considers educational priorities and the mill rate at the same time.  If an educational service or program is very important to the community, then citizens may be willing to pay more taxes.  If citizens say that the proposed mill rate (and thus the amount of tax they pay) is too high, then the board of education will ask citizens to suggest how programs can be changed in order to lower the mill rate.

Once the school mill rate is set, the urban or rural municipality collects the school tax on behalf of the board of education when it collects municipal taxes.  Each taxpayer gets one local tax bill.

First Nations

Each First Nation has an education committee.  The education committee is sometimes called the board of education depending on local preference.  The education committee may be elected by the people of the First Nation or appointed by the chief and council.

The education committee is responsible for ensuring that students from Kindergarten to Grade 12 who live on the First Nation receive an appropriate education.  They also look after post-secondary education for all their members, including the members who do not live on the First Nation.  They make decisions about education for their First Nation.  First Nations’ education committees face many of the same challenges as boards of education. People have different opinions about what a good education is.  The money available for education is limited so they must decide on the best uses for the money available.

In Saskatchewan, First Nations receive an allocation of money from the federal government for education, because First Nations people are a federal responsibility and because of treaty rights.  The treaties are like contracts in which both sides commit to specific obligations and responsibilities.  The amount of the allocation depends mostly on the number of students to be educated.

When the First Nation has a significant number of school-age members, the federal government provides money for a school.  Then the education committee hires teachers, oversees the educational program, arranges for purchase of books and equipment, and plans for student transportation and school maintenance.

When the number of school-age youth living on the First Nation is considered too small to warrant a school, students are bussed to a nearby school operated by a school division.  The First Nation pays the school division a fee for the educational services it provides.

The amount of money that a First Nation receives for education is a fixed allocation, so the education committee has to set priorities.  If they buy a new computer system for the school, there may be less money to spend on books and videos.  If they decide to hire more teachers in order to have smaller classes, they will have to spend less money elsewhere.

Like other local government bodies that serve the community, the education committee on a First Nation usually gets input from parents, the community as a whole, students and school staff before they make decisions about educational priorities.

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Topic 5: What Do Health Boards Do?

Teacher Information
Concepts	Every individual and family uses health services.  Health boards oversee health services and ensure that health programs and services are in place.
Overview	This topic identifies all the services overseen by health boards.
Curriculum Connections	For more information about: Health care needs and the contributions made by health care workers go to: Social Studies Grade 2:  Unit 3, Interdependence:  Module Three, Communities Meet Needs and Wants

Possible Activities

1. Distribute the Student Backgrounder, What Do Health Boards Do? and give students time to read it.
 

2. Have students work in groups of two or three to do the assignment on the bottom of the Student Backgrounder.  In this assignment, students are asked to identify all of the health board services that Burt and his family used or saw during the day.  When students are finished the task, review the Student Backgrounder with the whole class, asking students to identify all the health board services described in the reading.
 
3. Ask each student to think about the last week and to list all of the health board services they or their family used.  This can be done in small groups or as a whole class brainstorming activity.  Then ask students to tell how the services they used helped them or their family.  For example, if they went to the doctor for a cold, the doctor’s treatment helped them get over their cold.  If a baby in the family got shots, the shots ensure that baby does not get a serious illness.
 
4. Ask students to respond to the question, “If you were a health board member, what services would you provide to be sure the people in your community are healthy?”  Ask students to work in small groups to do this activity.  Students can list the services they would provide and/or draw pictures of people using the services.
  
5. Ask a health board member to visit the class and talk (at a Grade 4 level) about:

• health board services

• the kinds of decisions the health board makes

• the ways that the health board makes decisions

• the satisfactions and challenges of being a health board member.

Table of Contents

Student Backgrounder  

What Do Health Boards Do?

It’s morning in the Holt household.  Burt, a Grade 4 student, is eating breakfast.  He’s using his left hand to eat his cereal because his right arm is in a cast.  Last week he fell off his bike and went to Emergency at the hospital.  There, a technician x-rayed his arm and a doctor put a cast on it.

Mrs. Holt is hurrying to get all the morning chores done, because today she is taking Burt’s baby sister to the well-baby clinic for her shots.  The shots will prevent the baby from getting serious diseases like whooping cough and diphtheria.

When Burt goes out the front door he waves to the home care aide who is getting out of her car at Mr. and Mrs. Schmidt’s house next door.  Mr. and Mrs. Schmidt are both very elderly.  Last year Mrs. Schmidt had a stroke and she has trouble getting around.  So the home care aide comes every morning to help her get up, washed and dressed.

On his walk to school, Burt hears an ambulance siren. Then he sees traffic stop and watches the ambulance as it speeds past, lights flashing, on its way to the hospital.

At school, Burt’s class is learning about healthy eating.  A nutritionist comes to talk to the class.  She has lots of little plastic foods and the kids use the plastic foods to put together healthy meals.  It’s fun!

After school, Burt, his Mom and baby sister go to visit Burt’s Great-grandma who lives in the nursing home.  When they get there a local musician is leading a sing-song for the people who live in the nursing home, so Burt and his Mom join in.

The weather is nice so Great-grandma sits in a wheelchair and Mom pushes her down the street to a coffee shop, where the family has fruit salad and milk.

After supper, Burt asks Dad to go for a walk with him, but Dad says, “Wait until tomorrow night.”  Dad really wants to quit smoking, but is finding it hard, so he goes to a stop-smoking class every Tuesday night.

In Burt’s community, like most Saskatchewan communities, the regional health board ensures that many different health services are available to the public.  These services cure people when they are sick or injured, help people stay healthy, and help people take care of themselves.

The regional health board is made up of 12 people.  They make decisions about health care services in your area of the province. They decide where hospitals will be located and the services to be offered.  Sometimes the health board has to make hard decisions.  For example, if there is only enough money for one hospital, they have to decide where it will be located and some people will probably be mad at them. They have to decide which types of injuries and illnesses can be treated in the local hospital and which must be sent to a bigger hospital.

List below all the health board services that Burt, his family and neighbours used or saw during the day.

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Teacher Backgrounder
 

What Do Health Boards Do?

In Saskatchewan, 12 Regional Health Authorities (RHAs) plan, coordinate, oversee and deliver health services. The 12-person board of each Regional Heath Authority is appointed by the provincial government. The members of the health boards are representative of the communities they serve.  The membership includes a balance of young and old people, and

people from all over the region. The responsibilities of the health boards are defined in The Regional Health Services Act, 2002 (Section 27).

In general, health boards are responsible for planning, organizing, delivering and evaluating health services in their region.  This means that they are responsible for hospitals, ambulance services, home care for seniors and people with disabilities, long-term care for seniors and well baby clinics where babies get their shots.  They are also responsible for programs that prevent illness like stop-smoking programs and diabetes prevention programs.

Health boards are decision-making bodies. They are responsible to the public and to the provincial government for the decisions they make.  Health boards have limited involvement in the day-to-day operation of the health region.  Once they make a decision they pass that decision to their chief executive officer (CEO) for implementation.  The board and the CEO are a team. The CEO implements the board’s decisions, and also advises the board on technical, medical and administrative issues.  The CEO works with the doctors, nurses, health educators, technicians and other professionals employed by the health region to deliver quality health care.

The meetings of the health board are open to the public – anyone can come to observe.  Reporters often attend these meetings and information about the board’s decisions may appear in the newspaper, on radio or TV.  Members of the public can make presentations to the board about issues that are important to them.

There is also a more formal mechanism for getting community input.  The legislation requires that every health board set up at least one community advisory network to provide advice to the  health board about health services.  The structure of these community advisory networks varies from one health region to another, but all are comprised of community volunteers.

Health boards do not have the authority to levy taxes.  Funds for health services are provided by the provincial government.  Because the funds health boards receive are limited, board members sometimes have to choose how these funds will be used.  “Will they have two small hospitals or one big one?  Will they put a lot of money into programs to prevent smoking, diabetes or obesity, or will they focus on the Emergency Department?”  Community members may have different opinions about matters like these, so the health board’s job is sometimes difficult.

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Topic 6: What Are the Responsibilities of a Leader?   

Teacher Information
Concepts	Leaders have specific jobs to do (represent the people who elected them, make decisions, etc.). Good leaders have both the skills to do the job and certain personal characteristics.
Overview	This topic emphasizes that leaders have certain skills and personal characteristics.
Curriculum Connections	For more information about: Decision making go to: Social Studies Grade 3:  Unit 4, Decision Making

Possible Activities

1. Distribute the Student Backgrounder, Who Makes a Good Leader? and give students time to read it.
   

2. Have students work in groups of two or three to answer the questions on the bottom of the Student Backgrounder.  Students are asked to consider the three candidates for class representative and to identify reasons why they might vote for this person, reasons why they might not vote for this person, additional information they would like about the person, and ways they might collect the information they need.
 
After students have answered the questions, discuss the questions with the class.  At the end of the discussion, ask the class to identify the characteristics of a good class representative and list these on the board.

3. Explain to students that voting for mayor/chief/reeve and the local council is like voting for a class representative. You want to be sure the person has the skills needed for the job and is a good person.  Ask students, What are some of the skills and personal characteristics that a community leader like a mayor/chief/reeve should have?  (Brainstorm and list on board.)
 

4. In the activity above, students probably identified characteristics like honest, hardworking, good listener, fair, etc.  Pose a number of hypothetical situations to ask how a leader with these characteristics would act in each situation.  For example, The leader is on a committee to hire a new secretary at town/city hall or First Nation office.  One applicant for the secretary’s job is the leader’s friend, but doesn’t have very good computer skills and not much experience. The other is a person the leader doesn’t know well, who has excellent computer skills and more experience.  How should the leader decide which one to hire?
 
5. Self-reflection – Ask students to think about the characteristics of a good leader.  Which leadership characteristics do they have?  Which leadership characteristics are they themselves lacking?  What can they do to develop the leadership characteristics they are lacking?  Ask students to write or draw their thoughts.  This is a personal activity.  Students can rip up their writing or drawing, keep it private, or share it with the class if they wish.  Do not pressure students to share.

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Student Backgrounder
 

Who Makes a Good Leader?

The students in Mr. Cyr’s Grade 4 class are going to elect a class representative.  The class president is expected to:

• Listen carefully to Grade 4 students’ issues and concerns about the school and school events.

• Represent the Grade 4 class in the school’s student council.  (The school council includes one representative from each of Grades 1 to 8 and the vice-principal.)

• Report to the class on decisions made by the school council.

Student council meetings are held once a week from 2:30 p.m. to 3:30 p.m. on Fridays.  If the class representative misses any school work during this time, she or he is expected to do it on the weekend.

Three students are running for class representative. Each student gave a speech telling why they would make a good class representative.

• Taylor makes everyone laugh.  She tells jokes and funny stories and keeps people smiling.  There’s often a small group of kids gathered around her listening to her jokes and stories.  Sometimes if she doesn’t know the answer in class she tells a funny story instead.  Mr. Cyr gets annoyed, but the other kids smile.  Some kids have found that if you want be friends with Taylor you have to laugh at her jokes.  If you want to talk about things you’re interested in, she walks away.  In her speech to the class, Taylor told lots of jokes and funny stories.  It made everyone laugh, but she didn’t say much about why she would be a good class president.

• Sean doesn’t speak up in class very often, but if Mr. Cyr calls on him he usually knows the answer. The other kids describe Sean as quiet.  He has two or three good friends but most kids feel they don’t know him very well.  Sean likes to be involved in things.  He volunteered to write a short story for the school newspaper and helps weed the flower beds around the school.  In his speech to the class, Sean said that he would be a good class representative because he will work hard for the class.

• Brittany is known for being kind.  Last week when Gloria dropped her lunch in the mud, Brittany shared her lunch.  When a Grade 1 student fell off the swing, Brittany hugged him.  Brittany seems to be forgetful.  She volunteered to feed the fish in the class’s aquarium.  But after she forgot to feed the fish twice, Mr. Cyr gave the job to someone else.  She often forgets her pencils, crayons, etc. at home and borrows from the other kids.  She gets average marks in school, but often doesn’t do her homework.  In her speech to the class, Brittany said that she would be a good class representative because she cares about the other kids in the class.

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Teacher Backgrounder

What Are the Responsibilities of a Leader?

There are two types of leaders in every community: informal leaders and formal leaders.  Informal leaders are people who lead and influence others simply because of who they are.  They may be known as someone who lives an outstanding life, is very fair, works hard, contributes a great deal to the community, has a charismatic personality.

Formal leaders are people who are leaders because of the position they hold.  In a community, the mayor or the chief are leaders because they have been elected to the position of leader.  In an office, the executive director is a leader because s/he has been hired for that job.

How Do Leaders Lead?

Both informal and formal leaders lead others in several ways:

• They lead by example – For example, a person who contributes a lot to the community, always speaks up for the underdog, and/or listens carefully to all sides of an issue is leading by example.  They are providing a good role model that others can look up to and pattern themselves after.

• They lead through persuasion – Some leaders are good at convincing other people to see their point of view and at persuading others to share their beliefs.

• They lead by getting things done –Some people seem to have a gift for getting things done – for accomplishing projects, achieving results. They are seen as people who can cut through red tape, resolve conflicts, find common goals, plan efficiently.  These people are leaders because they always find a way to accomplish goals.  Citizens know that if they follow such a leader, they are more likely to achieve good results for the community.

Local and First Nations government leaders lead in another way.  They represent the people of the community and have the legal authority to make decisions on behalf of the community.  Their positions give them the right to make certain decisions and to take the actions necessary to implement those decisions.

What Do We Expect of Leaders?

Most of us expect certain things of our leaders.  As a minimum, we expect them to be honest with money, to tell the truth, and to put the community’s interests before their own.

What Roles Do Local and First Nations Government Officials Play?

Local and First Nations government officials such as mayor/chief/reeve, councillors, school trustees and health board members play many roles.  They can be:

• advocates for the members of the community.

• listeners to the people of the community.

• goal setters for the local or First Nations government.

• planners who make step-by-step plans, assign resources and set timelines to achieve goals.

• evaluators who determine if goals are being met.

• financial planners who make decisions about budget.

• policy makers who make policies to guide administrators.

• legislators who pass bylaws and resolutions.

• communicators who share information with the community.

• adjudicators who listen to people who feel they have not been treated fairly.

• lobbyists who communicate with all levels of government.***

*** Description of roles played by local and First Nations government officials adapted from Teaching About Local Government in Alberta:  School Boards.  Pages 72-77 by Alberta Learning and Alberta School Boards Association.  2000.  Edmonton, Alberta.  Adapted with permission from Alberta Learning.

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For More Information

Visit the websites listed below for more information about some of the topics covered in this instructional resource. The URLs listed were correct as of early March 2003.

British North America Act, 1867 (BNA Act)
 

This site provides the full text of the BNA Act which established Canada as an independent country and specified that Indians are a federal responsibility.

The Cities Act, 2003
 
The Cities Act describes the purpose and responsibilities of Saskatchewan’s cities and outlines the relationship between the cities and the province of Saskatchewan.

Constitution Act,1982
 
This Act repatriated the Canadian Constitution and gave recognition to the Aboriginal and treaty rights of First Nations people.

Education Act, 1995
 
Section 85 of The Education Act specifies the duties and powers of boards of education. 

Elections Canada
 
The Elections Canada website lists all of Canada’s Members of Parliament, provides federal constituency maps, and describes how federal elections are organized.

Federation of Saskatchewan Indian Nations (FSIN)
 
The FSIN represents Saskatchewan’s First Nations.

Government of Canada
 
This website gives names and contact information for all the members of Parliament, cabinet ministers, members of the Senate and the Prime Minister.  The site is reorganized frequently, so check the A to Z index under Parliament.  This website also includes a lot of information about the way Canadian government works.

Government of Saskatchewan
 
This website gives names and contact information for all members of the Legislative Assembly, Cabinet Ministers, Premier and Lieutenant Governor.  The website is reorganized frequently, so check under these search terms when necessary.
 
Indian Act, 1985
 
This website provides lists of Saskatchewan’s First Nations and Tribal Councils and a map showing the location of the First Nations.

Indian and Northern Affairs Canada
  
This website provides lists of Saskatchewan’s First Nations and Tribal Councils and a map showing the location of the First Nations.

Regional Health Services Act, 2002
 
This Act created Saskatchewan’s 12 Regional Health Authorities.  Section 27 defines the responsibilities of the RHAs.

Rural Municipality Act, 1989
 
This Act defines the responsibilities of Saskatchewan’s rural municipalities.

Saskatchewan Association of Health Organizations (SAHO)
 
SAHO represents more than 160 health agencies in Saskatchewan.  This website includes members’ names and addresses, detailed information about the services that SAHO provides and news about current events in the healthcare field.
 

Saskatchewan Association of Rural Municipalities (SARM)
 
SARM is the independent non-governmental association that represents rural municipalities in Saskatchewan. This website provides detailed information about SARM’s members, directors, current policies and publications.
 
Saskatchewan Health
 
This website includes links to Saskatchewan’s 12 health regions, including maps, mailing addresses, phone and fax numbers, names of board members and information about services provided.
 
Saskatchewan Learning
for general information for social science curriculum documents
 
Saskatchewan Learning is the provincial government department responsible for K-12 education in Saskatchewan.  Most curriculum documents published by Saskatchewan Learning are available online.

Saskatchewan Municipal Directory
 
This directory contains detailed information about all of Saskatchewan’s urban, rural and northern municipalities.  Mailing addresses, phone and fax numbers, names of mayor, councillors and senior staff are provided.  Some maps are also included.  This site contains links to additional information about Saskatchewan municipalities such as their duties and powers and election procedures.

Saskatchewan School Trustees Association (SSTA)
  
Provides information about the role and formation of the SSTA and links to all of Saskatchewan’s school divisions.

Saskatchewan Urban Municipalities Association (SUMA)

SUMA is the independent non-governmental association that represents urban municipalities in Saskatchewan. This website provides detailed information about SUMA’s members, directors, current policies and publications.

Urban Municipality Act, 1984
 
This Act defines the responsibilities of Saskatchewan’s urban municipalities.

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Appendix - Participating Organizations

Local Government in Saskatchewan:  An Instructional Resource for Grade 12 was developed through a collaboration among six Saskatchewan organizations:

• Federation of Saskatchewan Indian Nations (FSIN)

• Saskatchewan Association of Health Organizations (SAHO)

• Saskatchewan Association of Rural Municipalities (SARM)

• Saskatchewan Learning (SaskLearning)

• Saskatchewan School Trustees Association (SSATA)

• Saskatchewan Urban Municipalities Association (SUMA)

Each of these organizations contributed ideas, staff time and other resources during the development of this instructional resource.

Short descriptions of each of these organizations follow.  The information in these descriptions and the addresses and phone numbers were correct as of spring 2003, but may be subject to change in the future. 

These descriptions will be useful as teacher background information.  They might also be of interest to students.  For example, students who require enrichment might research one or more of the agencies in detail, and make a poster, write a report or make a presentation detailing their findings.  If you ask students to write a report about any of the six partner organizations, use it as an opportunity to teach the writing process.  The Saskatchewan Secondary Language Arts Curriculum  uses the graphic below to illustrate the writing process.

For more information about the writing process go to:

• English Language Arts:  A Curriculum Guide for the Secondary Level:  Teaching and Learning Writing

• English Language Arts:  A curriculum Guide for the Middle Level (Grades 6-9):  Writing Instructional Philosophy and Teaching Suggestions, The Writing Process

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Federation of Saskatchewan Indian Nations (FSIN)

What is the FSIN?

In addition to the bodies listed above, the FSIN has organized several commissions and councils with specific responsibilities such as justice, economic development, and education.  A First Nations Women’s Council provides women with a voice.

The decisions that are made by the Legislative Assembly and the Executive are passed to the Chief of Staff for implementation.  The Chief of Staff supervises a staff comprised of specialists and consultants in areas like education and economic development, accountants, as well as administrative and clerical people.

Saskatchewan’s First Nations are organized into 10 Tribal/Grand Councils (nine independent First Nations do not belong to a Tribal Council).  The Tribal Councils are political units that assist First Nations in achieving their political, social, educational, health, financial and cultural goals.  Each Tribal Council/independent First Nation has representation at the FSIN commissions.  This ensures linkages and liaison throughout all levels of Indian government.

What Services Does the FSIN Offer?

The FSIN focuses on the well-being of First Nations peoples in Saskatchewan.  It protects Treaties and Treaty Rights (Treaties 2, 4, 5, 6, 8 and 10 cover Saskatchewan). The FSIN also fosters the economic, educational and social endeavours of First Nations peoples.
 

The FSIN operates several institutions that serve First Nations people and the public as a whole.  These institutions include:

• Saskatchewan Indian Cultural Centre (SICC)

• Saskatchewan Indian Institute of Technology (SIIT)

• Saskatchewan Indian Federated College (SIFC)

• Saskatchewan Indian Gaming Authority (SIGA)

• First Nations Bank of Canada

• Saskatchewan Indian Gaming Licencing Inc. (SIGL)

• Saskatchewan Indian Equity Foundation (SIEF)

• Saskatchewan Indian Loan Company (SILCO)

For more information about the FSIN visit their website at http://www.fsin.com.

For a list of Saskatchewan’s First Nations, Tribal Councils and a map of Saskatchewan showing the location of the First Nations go to the website of Indian and Northern Affairs Canada.

Federation of Saskatchewan Indian Nations

Head Office

Asimakaniseekan Askiy Reserve

Suite 200 – 103A Packham Avenue

Saskatoon, Saskatchewan

S7N 4K4

Telephone:     (306) 665-1215

Fax:               (306) 244-4413

Regina Sub Office

Regal Plaza

Suite A – 1680 Albert Street

Regina, Saskatchewan

S4P 2S6         

Telephone:     (306) 721-2822

Fax:               (306) 721-2707

Fort Qu’Appelle Sub Office

Treaty Four Governance Centre

120 – 740 Sioux Avenue

Fort Qu’Appelle, Saskatchewan

S0G 1S0

Telephone:     (306) 332-2556

Fax:               (306) 332-2557

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Saskatchewan Association of Health Organizations (SAHO)

What is SAHO?

• pension, dental, group life and disability income plans for health employees (SAHO Retirement Plan has assets of more than $1.7 billion)

• materials management (group tendering to reduce the costs of health care supplies)

• workplace health and safety (education and training to reduce workplace health risks and injuries, and to help workplaces meet health and safety standards)

• education (professional development seminars, resource centre).

For more information about SAHO visit their website at http://www.saho.org/.

Saskatchewan Association of Health Organizations

1445 Park Street

Regina, SK

S4N 4C5

Telephone: (306) 347-5500

Fax:           (306) 525-1960

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Saskatchewan Association of Rural Municipalities (SARM)

What is SARM?

What Services Does SARM Offer to Its Members?

SARM serves its members in a variety of ways:

• SARM reviews and interprets provincial and federal legislation, lobbies provincial and federal governments to change legislation, and communicates important political developments to members.

• SARM provides a range of insurance plans and employee benefit plans to rural municipalities.

• The Trading Department provides the benefits of volume purchasing of products such as printing and stationery, rodent control products, road signs, safety supplies, tires, fuel, and office equipment.

• The Legal Services Department provides casual legal services to rural municipalities.

• SARM publishes the Rural Councillor Magazine six times per year, with a circulation of 3,000.

• SARM administers various funds for municipalities on behalf of the provincial and/or federal government.  These funds include the Treaty Land Entitlement Tax Loss Compensation Fund and the Wildlife Habitat Trust Fund.

For more information about SARM visit their website at http://www.sarm.ca.

Saskatchewan Association of Rural Municipalities

2075 Hamilton Street,

Regina, SK

S4P 2E1

Telephone:  (306) 757-3577

Fax:            (306) 565-2141

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Saskatchewan Learning (SaskLearning)

What is Saskatchewan Learning?

Saskatchewan Learning is the provincial department responsible for education in Saskatchewan.
Saskatchewan Learning’s general website address is http://www.sasked.gov.sk.ca.

What Services Does Saskatchewan Learning Offer?

Saskatchewan Learning develops curriculum for K-12 education, coordinates special education services, facilitates the School^PLUS vision and provides many more services to schools, school divisions and communities. 

Social Studies teachers will find the online curriculum guides for K-12 education very helpful.  Curriculum guides for 12 different subject areas are available online.  Social science curriculum guides, bibliographies, information bulletins and other assorted document are available at http://www.sasked.gov.sk.ca/docs/social.html.

Saskatchewan Learning

2220 College Avenue

Regina, Saskatchewan

S4P 3V7

Telephone – Social Sciences Unit:  (306) 787-6136

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Saskatchewan School Trustees Association (SSTA)

What is the SSTA?

For more information about the SSTA visit their website at http://www.ssta.sk.ca.

Saskatchewan School Trustees Association

400 – 2222 – 13th Avenue

Regina, Saskatchewan

S4P 3M7

Telephone: (306) 569-0750

Fax:           (306) 352-9633

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Saskatchewan Urban Municipalities Association (SUMA)

What is SUMA?  

• three vice-presidents (one for cities, one for towns, and one for villages, resort villages and northern municipalities), and

• 14-16 directors from various parts of the province.  

What Services Does the SUMA Offer to Its Members?

SUMA serves its member municipalities by:

• providing a forum for the discussion and resolution of issues that are of concern to cities, towns and villages

• lobbying federal and provincial governments for changes in legislation, programs and municipal financing

• purchasing supplies and equipment in bulk for its members in order to get lower prices

• providing a variety of insurance and employee benefits plans to its member municipalities.

For more information about SUMA visit their website at http://www.suma.org/.

Saskatchewan Urban Municipalities Association

#200 – 1819 Cornwall Street

Regina, Saskatchewan  

S4P 2K4

Telephone:  (306) 525-3727

Fax:            (306) 525-4373

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