10-LEVEL RESOURCES

Part A

High school students analyze and explore the concept of Ideology:

• by investigating a range of ideologies and their application and impact on citizenship at the national level (10);
• by evaluating the impacts of ideology, historically and contemporary, at international levels (20), and,
• by examining, analyzing and de-constructing the concept of ideology as a tool for understanding how it impacts Canadian (30):
  • beliefs and actions, nationally and globally; and,
  • participation as a citizen from a national and global perspective.

• Social Studies students will consider how ideology influenced the nature of our institutions for political and economic decision-making.
• History students will consider how historical events of the 18th, 19th, and early 20th centuries influenced worldviews and how worldviews influenced historical events.
• Native Studies students will consider how Indigenous worldviews influence ideology.

• Injustices of today have roots in the past.
• Canadian society is challenged to manage the co-existence of diverse worldviews.
• Canadian citizens work to achieve a balance between rights and responsibilities through learning and action.
• Canadian society has inequities and elimination of these is beneficial for all Canadians.
• For each individual, becoming aware of racism and other social oppression in Canadian society is an evolutionary process and a precursor to change.
• As citizens of local, national, and global communities, Canadians are conscious, self-reflective, and critical of their own beliefs and actions and seek to make positive change.
• Citizens show flexibility of mind.

• The definition of ideology and its role in society.
• Characteristics and assumptions of ideologies along the ideological spectrum.
• Historical and contemporary ideological issues.
• The relationship between worldview and ideologies.
• The rights and responsibilities of individuals.

Students will be able to:

• Make inferences about ideologies based on responses to a variety of issues.
• Identify ideological assumptions.
• Examine multiple perspectives.

• In what ways is ideology useful in guiding human beliefs and behaviours?
• What are the limitations of ideology in guiding beliefs and behaviours?
• How does ideology influence our view of social justice?
• How does a society balance opposing constructs i.e. freedom and order, individual rights and collective rights, hierarchy and equality; and, what factors influence the quest for finding this balance?
• Has Canadian society been organized to reflect our national values and beliefs?

This section connects teachers and students to the concepts explored through Social Sciences Studies:  Social Studies, History, and Native Studies.  General outcomes connected to objectives are identified.  It is the opinion of the development committee that the outcomes incorporate the three perspectives of Social Sciences through exploration of historical and contemporary issues, which in Canada’s case must include Indigenous perspectives.  Teachers may choose, however, to explore these citizenship considerations specifically through the lens of their respective social science area.

Students will:

• Investigate various worldviews and the impact they have on individuals’ and societies’ beliefs and institutions;
• Investigate how societies deal with conflicting perspectives or ideologies about the best way to organize and direct society;
• Examine and evaluate the political processes within society that are necessary to resolve differences over the basis (ideology) on which decisions are made for society;
• Assess the outcomes when competing groups, each with a power base and each desiring decisions, try to satisfy their wants and needs;
• Understand that Canada’s worldview includes First Nations, Métis, and Inuit perspective;
• Identify issues that affect the identity of Indigenous people including:
  • stereotyping and misinformation about historical and contemporary Indigenous societies;
  • recognition of bias, and strategies to positively address biases, stereotypes, prejudice and racism;
  • identification and appreciation of Indigenous worldview; and,
• Investigate the constructs of privilege and marginalization and examine the impacts these concepts have on history and society.

Part B Learning Plan – 10 Social Studies, History, Native Studies

Inquiries are identified and connections to Big Ideas are noted.  Teachers may choose any inquiry or combine inquiries to use the approach that resonates best with their students.

If individuality is so important, why do we live together in groups?

• Why are there consistencies in societal organization and societal issues?

Big Ideas Explored:

• Why people choose to live in societies.
• The impact of various worldviews on societal structures and organization.
• Contrasting perspectives of:
  • freedom and order
  • individual rights and collective rights
  • hierarchy and equality
  • resources: protect or exploit
• The impacts of a variety of ideologies on decision-making.
• The responsibilities individuals and groups collectively assume for one another.

Is privilege and marginalization inevitable in society?

• What impact did/does privilege and marginalization have on history and the development of society?
• What impact does worldview have on society’s beliefs and organizational structure?
  • Whose worldviews compose Canadian worldview?

Big Ideas Explored:

• The constructs of privilege and marginalization and:
  • the impact these concepts have had on historical and present society
  • the forces/structures that perpetuate privilege and marginalization
• The impacts that various worldviews have on individuals’ and societies’ beliefs and organization.
• Canada’s worldview includes First Nations, Métis and Inuit perspectives but often accurate, representative interpretation is misconstrued so that First Nations, Métis, and Inuit perspectives are often misrepresented or not represented in Canadian worldview.

• In what ways is ideology useful in guiding human beliefs and behavior?
  • How do an individual’s values and beliefs affect their view of society?
  • How does the organization of society reflect current worldviews and beliefs?
  • How does societal organization change over time and what factors cause these changes?
• What are the limitations of ideology in guiding beliefs and behavior?
  • What is the place for ideological thinking in contemporary society?
  • What were the influences of ideological thinking on historical societies?
  • What impact has ideological thinking had on Indigenous societies?
• How does ideology influence our view of social justice?
  • What is the relationship between ideology and approaches to social justice?
• How does society achieve a balance between the responsibilities of citizens to society and society’s responsibilities to its citizens?
  • What is society’s responsibility to you?
  • What is your responsibility to society?
• Has Canadian society been organized to reflect our national values and beliefs?
  • What do Canadians believe about marginalization?
  • What impact did/does privilege and marginalization have historically and currently on society?
  • What happens when members of society continue to be marginalized?

This inquiry looks at the reasons and ways that individuals organize themselves so they can live together and the issues that communities must address in order to be successful.

Inquiry

If individuality is so important, why do we live together in groups?

• Why are there consistencies in societal organization and societal issues?
• Is privilege and marginalization inevitable in society?

Hook Questions – Think about… Talk about…

• How does a society organize itself?
• What characteristics do societies share? Why are there differences?
• How do we balance individual and community interests? What ideologies come into play?
• What impact does worldview have on the organization of communities?
• How were/are ideological differences resolved?
• Why does privilege and marginalization exist?

Hook questions get students thinking about the issues in the inquiry and can also form the framework to guide student direction in exploration of the inquiry.

Historical Thinking Connections  

Historical Significance: How do we decide what is important to learn about the past?

Primary Source Evidence: How do we know what we know about the past?

Cause and Consequence: Why do events happen and what are their impacts?

Historical Perspectives: How can we better understand the people of the past?

Ethical Dimension: How can history help us to live in the present?

Continuity and Change: How can we make sense of the complex flows of history?

Surface students’ understandings on ideology, its purpose and effects, historically and on contemporary society.  (See part C for resources) Introduce the concept of a range within an ideology or range of thinking within any of the suggested topics of exploration and the impacts that range has on implementation of societal structures.

Students are making connections between societal structures and ideology and why marginalization continues.  Identify questions students wish to explore.  When students find issues, from very different perspectives, then overarching themes can be identified.

There are many avenues of inquiry that would allow students to examine the influences on the development of societal structures within the suggested topics of exploration.

Possible Topics of Exploration

• Impacts of range of perspective in Ideologies
  • Political Ideology Spectrum
    • freedom and order,
    • individual rights and collective rights,
    • hierarchy and equality
  • Economic Ideology Spectrum
    • Socialism – Capitalism
    • Cooperation – Competition
    • Economic control – Economic freedom
    • Resources use – Protect – Exploit
  • Indigenous Worldviews
  • Religious Structures
  • Colonialism
  • Social Structures
  • Governance Structures
    • Decision-making
    • Law
  • Distribution of Wealth
  • Privilege and Marginalization
  • Application of Justice

Essential Questions:  Guiding Questions

In what ways is ideology useful in guiding human beliefs and behavior?

• How do an individual’s values and beliefs affect their view of society?
• How does the organization of society reflect current worldviews and beliefs?
• How does societal organization change over time and what factors cause these changes?

What are the limitations of ideology in guiding beliefs and behavior?

• What is the place for and effects of ideological thinking in contemporary/ historical /Indigenous society?

How does ideology influence our view of social justice?

• What is the relationship between ideology and approaches to social justice?

How does society achieve a balance between the responsibilities of citizens to society and society’s responsibilities to its citizens?

• What is society’s responsibility to you?
• What is your responsibility to society?

Has Canadian society been organized to reflect our national values and beliefs?

• What impact does/did privilege and marginalization have historically and currently on society?
• What happens when members of society continue to be marginalized?

Reflect back on essential questions.  What are students thinking now?  How has their thinking changed?

• What are the responsibilities of society to its citizens?
• What are the responsibilities of citizens to society?
• Who is responsible for the decisions made in a society/community?
• Who must accept the consequences for the decisions made?

• What safeguards are in place to make sure decisions are fair and equitable?
• Whose perspective is reflected in societal decision-making?
  • What are the outcomes of ongoing marginalization?
  • What is required for change in marginalized populations?

Inquiry

Is privilege and marginalization inevitable in society?

• What impact does worldview have on society’s beliefs and organizational structure?
• What impact did/does privilege and marginalization have on historical and current society?

This part of the inquiry asks students to extend their research to understand the constructs of privilege and marginalization.  How are these concepts apparent in their topic of exploration?

• What worldviews are evident in your research?
• What impact do they have on an individuals’ and society’s beliefs and organization?
  • i.e. Assess how resources are distributed.
• How are differing worldviews accommodated?
• What evidence is there of privilege and marginalization?  What is the impact either historically or in current society?

Additional Inquiry Suggestions

The same inquiry questions can be used to explore this inquiry.

• If individuality is so important why do we live in groups?
• Why are there consistencies in societal organization and issues?
• Is marginalization inevitable in society?

• What are your rights? What are your freedoms? (Brainstorm)
• What limits your freedoms?
• What are our Freedoms in Canada? What are our Rights?

• Give a definition of rights and freedoms.
• Give examples to support your definitions.
  • Are those rights and freedoms applied equitably?

Go back to brainstormed list and categorize according to Individual Rights and Collective Rights. Develop a working definition of Individual Rights and Collective Rights.  Expand lists based on new information from definition.

Directly teach students about ideology and the range of thinking within an ideology.  See the resource section C for supports.

• Where do students think they might fall on the political or economic spectrum?

Examine a variety of policy documents.   Within those policies:

• Identify your rights and responsibilities within the documents.
• What do these rights and responsibilities say about what the people who developed these believe?
• What ideology is evident?
• How are rights, freedoms, and responsibilities evident?

Policy documents

• Student handbook
• Education Act
• Human Rights Codes
• Canada’s Multicultural policy

Investigate the Charter of Rights and Freedoms

• Select specific Rights and Freedoms from the Charter and have students examine from the perspective of left, center, and right of the political ideological spectrum.
• Have student groups choose a particular perspective: left, center, or right, and:

• determine their different views of human nature
• the role of government
• priorities for society
• hypothesize the impact that would have on the Charter of Rights or Freedoms.
  • Present their perspective to class.
  • Where are these ideological impacts evident in their world?

After the presentations have student groups create a Charter of Responsibilities under which they would like to live:

• That corresponds with the Charter of Rights and Freedoms from their chosen perspective (right, left, center).
• Identify the ideology they have chosen and justify their Charter of Responsibilities perspective.

• What kinds of issues or concerns did students have to consider in developing their Charter of Responsibilities?
• How were the student’s personal beliefs and values reflected in their Charter of Responsibilities?
• How did they balance individual and community interests?
• Is privilege and marginalization addressed in their Charter?

Vocabulary

• Ideology
• Conservatism
• Liberalism
• Socialism

• The Indian Act
• Residential Schools,
• The Reserve System
• Location and Movement/Relocation of reserves in Canada’s north
• Movement/Relocation of blacks in Halifax – 1962

Have students:

• Identify the rights and freedoms that were impacted.
• What does this say about the beliefs of the people that allowed this to happen?
• What might be their ideological views? Justify your thinking.
• What kinds of worldviews/beliefs and behaviour were required for these policies to be implemented? -By the state/government?

• What alternate policies could have been implemented that would be a more just policy?
  • What kinds of worldviews/beliefs and behaviour were required for these policies to be implemented? -By the people?
• Assume the persona of a citizen from the era discussed.
  • What could you have done differently to influence the government? Or
  • Suggest changes to the policy, and how you would influence the government to adopt those changes.

• What do you think now about…?
• What has caused your thinking to change?
• What evidence supports your thinking?
• Why is this information important to know?
• How will you use this information?

Inquiry

If individuality is so important, why do we live together in groups?

Why are there consistencies in societal organization and societal issues?

Is privilege and marginalization inevitable in society?

Essential Questions: Guiding Questions 

• In what ways is ideology useful in guiding human beliefs and behavior?
  • How do an individual’s values and beliefs affect their view of society?
  • How does the organization of society reflect current worldviews and beliefs?
  • How does societal organization change over time and what factors cause these changes?
• What are the limitations of ideology in guiding beliefs and behavior?
  • What is the place for ideological thinking in contemporary society?
  • What were the influences of ideological thinking on historical societies?
  • What impact has ideological thinking had on Indigenous societies?

Have students use the following prompts to connect to or address any of the essential questions, the enduring understandings, or the inquiry questions to demonstrate their evidence of learning.

• What do you think now about…?
• What has caused your thinking to change?
• What evidence supports your thinking?
• Why is this information important to know?
• How will you use this information?

Inquiry

If individuality is so important, why do we live together in groups?

Why are there consistencies in societal organization and societal issues?

Is privilege and marginalization inevitable in society?

Essential Questions: Guiding Questions 

• In what ways is ideology useful in guiding human beliefs and behavior?
  • How do an individual’s values and beliefs affect their view of society?
  • How does the organization of society reflect current worldviews and beliefs?
  • How does societal organization change over time and what factors cause these changes?
• What are the limitations of ideology in guiding beliefs and behavior?
  • What is the place for ideological thinking in contemporary society?
  • What were the influences of ideological thinking on historical societies?
  • What impact has ideological thinking had on Indigenous societies?

• How does ideology influence our view of social justice?
  • What is the relationship between ideology and approaches to social justice?
  • Who accepts responsibilities for decisions made in society?
  • What safeguards are in place to ensure fair and equitable decisions?
  • Whose perspective is reflected in societal decision-making?
• How does society achieve a balance between the responsibilities of citizens to society and society’s responsibilities to its citizens?
  • What is society’s responsibility to you?
  • What is your responsibility to society?
• Has Canadian society been organized to reflect our national values and beliefs?
  • What do Canadians believe about marginalization?
  • What impact did/does privilege and marginalization have historically and currently on society?
  • What happens when members of society continue to be marginalized?
  • What is required for change in marginalized populations?

• What is the moral use of power? Does the end justify the means?
• Is there still a place for ideology in society?
• How has ideology driven change in the world?
• How does ideology affect you on a daily basis?
• Can a nation of individuals share a common ideology?
• How would a government free of ideology function?
• What would need to happen for marginalization and privilege to disappear? How would you achieve that?

Part C

• Canadian Charter of Rights and Freedoms: http://www.pch.gc.ca/eng/1355260548180/1355260638531
• Democracy Watch
• Federation of Saskatchewan Indian Nations: http://www.fsin.com
• Ideology and Decision Making Unit Plan (Elgin Wyatt, STF Website)
• Introduction to Ideologies – https://www.youtube.com/watch?v=SWckfC3j94I
• Introduction to Ideologies, Lesson 2 Individualism vs. Collectivism –
• Introduction to Ideologies, Lesson 3 Enlightenment Philosophers – https://www.youtube.com/watch?v=66MqNv008lY
• https://www.lib.sfu.ca/about/initiatives/collaborations/multicultural-canada
• www.RationalRevolution.net
• Redefining the Political Spectrum
• Saskatchewan Human Rights Commission: https://saskatchewanhumanrights.ca/your-rights/saskatchewan-human-rights-code/
• Student Vote
  • Activity 3.5, Saskatchewan Social Studies 10 Curriculum (1994)
  • Activity 3.6, Saskatchewan Social Studies 20 Curriculum (1995)
• PoliticalCompass.org
• Parliament of Canada Website
• WilliamsSocial (videos intended to support Alberta Socials Studies program) – https://www.youtube.com/user/WilliamsSocial
• WilliamsSocial – https://www.youtube.com/playlist?list=UUeoDrN4bz0Xj5Arv3dv1djw
• www.spartucus-educational.com (link no longer active)
• Fighting Antisemitism Together (FAST): http://www.fightingantisemitism.ca/
• Voices into Action: http://www.voicesintoaction.ca

“If students are to become lifelong learners, develop a sense of self and connection to others, and become engaged citizens and achieve the Cross-curricular Competencies and the outcomes for English language arts, students require meaningful, authentic contexts for learning. Students need many opportunities to explore questions and concerns about themselves and about the world.”

The Concentus Citizenship Education Resources provide teachers with a framework of inquires with which to further students’ explorations of their roles and responsibilities as Canadian citizens, in authentic contexts.  These inquiries are directly connected to Social Sciences (History, Native Studies, Social Studies) foundational outcomes and the broad goals of learning identified above.  Specific connections to English Language Arts and Treaty Education are identified and suggested as starting points for teachers.

English Language Arts B10 (Unit 1):

Contexts/Themes

Equity and Ethics (Who and What is Right?; Empowerment; Degrees of Responsibility; Rights and Responsibilities; Justice and Fairness)

Essential Questions

• What are some of the factors that create inequalities? How have inequalities shaped our world?
• What is my role and responsibility in addressing inequalities?
• What is the relationship between rights and responsibilities?
• Who decides what is right? Why should we do the right thing? How can I act on the right thing?
• How does one become an ethical person?

English Language Arts B10: (Unit 2):

Contexts/Themes

The World Around and Within Us (Perspectives; Diversity of Being; The Natural and the Constructed Worlds; Individuals and Communities; Stewardship)

Essential Questions

• What are our relationships and responsibilities to the communities and environments of which we are a part? How are we related to and responsible for natural and constructed environments? For technology?
• Why is it important to be in touch with the world?
• The world is a difficult text: how can we read it and respond to it critically?
• How can I have a positive influence upon my world?
• How must we show respect and care for the community of life?

Treaty Education

• TR10: Examine contemporary economic implications of Treaties for all the people of Saskatchewan and other Canadian jurisdictions.
• SI10: Analyze the spirit and intent of Treaties and investigate the extent to which they have been fulfilled.
• HC10: Investigate opportunities and challenges faced by First Nations and the Government of Canada in relation to governance issues.
• TPP10: Investigate issues related to resource development and Treaties.

• Have the students form groups and choose an ideology they would like to study. Create a political party and develop a political campaign based on a specific ideology. Include:
  • the party’s perspective on a specific set of issues, link to specific ideology
  • the campaign’s media strategy,
    • a strategy to dispel or downplay other ideological campaigns,
  • an analysis of the party’s target voters
  • a reflection of the process
  • a prediction of how the campaign will play out
    • the strengths and weaknesses of the campaign’s approach and positions,
    • potential problems the party will face, etc.
  • the worldview reflected in the ideology
• Compare the conflict in the French Revolution to the struggle between First Nations, Métis and non-First Nations in the British North American Act.
  • Examine the concepts of privilege and marginalization in society and the struggle to re-organize the structure of society
  • Compare the similarities and differences in the process and the result.
  • Why did one succeed and one fail?
• Have students identify their beliefs on different social, political and economic issues (based on a range of ideological options), and use these beliefs to help the students narrow down their ideological worldview.
  • Identify where they fall on their ideological spectrum, tell why, and give evidence of their position according to their activities they belong to and behaviours they demonstrate. 

Ideology in Governing Bodies

What ideology is evident in the current government? Provincially, Federally

Identify:

• Role of government
• Priorities for society
• Policies to address marginalized people
• Placement on the political and economic ideological spectrum

“Text from Vocabulary.com, Copyright ©1998-2016 Thinkmap, Inc.  All rights reserved.”

Anarchism

Best government is no government

Everything about governments is repressive and so governments should be abolished

Absolutism

Single rules has control over every aspect of government

Includes titles of chieftain, king, shah, pharaoh, emperor

Strong sense of order, clear cut law of nature, wisdom of traditional values and institutions

Liberalism

Individual takes priority over society

Individuals have the right to choose

Equality – no person morally or politically superior to others

Rationalism – people capable of rational thought

Progress – traditions kept only if they have value

Free market – creates wealth,

Capitalism

An economic system featuring the private ownership of business wealth and the free and unfettered operation of trade markets.

Capital is usually understood to be money that is put into a business, accumulated by a business, or used in some way to produce more money. In a capitalist economy, the capital is owned by private individuals, as opposed to the government or state (as in socialism or communism). Another important aspect of capitalism is the “free market,” where in theory natural competition always leads to innovation and price controls.

An economic system based on private ownership of capital

Communism

At the opposite end of the spectrum from “capitalism,” communism is an economic theory favoring a classless society and the abolition of private property.

Communism derives from the French commun (common). Ideally, according to communism, society shares all property in common, everyone shares the burden of labor, and everyone shares the profits of that labor. Or, as the German philosopher Karl Marx wrote, “From each according to his ability, to each according to his need.” As a system of government, communism is often closer to a form of socialism, in which the state owns and operates industry on behalf of the people.

A political theory favouring collectivism in a classless society

A form of socialism that abolishes private ownership

Conservatism

Reaction to liberalism, desire to regain stability

Stability – change should be gradual

Concreteness – Liberalism too abstract not realistic for the way people live their lives everyday

Human fallibility – liberalism overestimates the strength of humans

Unique circumstances – no universal answer to society’s problems

Socialism

Response to Industrial Revolution

Collectivism: human being social by nature and should be reflected in society

Public ownership – society not individuals should own the property

Central economic planning – government plans the economy, no free market

Economic equality: all citizens have roughly the same level of prosperity

Communism and democratic socialism fall under these

Part A

High School Students will identify and examine the effects of inequity and conflict using Canadian and world history as content and context.  They consider the impact of worldview in dealing with conflict and inequity (10); examine Canada’s reputation and role as a global citizen (20); and, consider the root causes of inequity and the challenges that multiple perspectives bring to resolving conflict (30).

Throughout the study, students engage in critical and dialectical thinking in order to ensure that multiple perspectives, consistent with Canadian Indigenous communities and Canada’s multi-cultural policy are considered.

Students examine how differing worldviews have impacted the development of society and the development and administration of justice.  They will consider the challenges that societies face when trying to co-exist despite differing worldviews by studying Canada’s treatment of Indigenous people.  Finally students explore various methods of conflict resolution and the historical and contemporary influences on such practice.

• Social Studies students will recognize that a variety of worldviews can co-exist and influence individual and collective action and decision-making.
• History Studies students will examine the historical impact of 18^th, 19^th, and 20^th century worldviews of citizenship and human rights on intolerance and injustice.
• Native Studies students will consider how a singular imperialistic worldview led to colonization and the resulting struggle for self-governance and sovereignty.

• Injustices of today have roots in the past.
• Canadian society is challenged to manage the co-existence of diverse worldviews.
• Canadian citizens work to achieve a balance between rights and responsibilities through learning and action.
• Canadian society has inequities and elimination of these is beneficial for all Canadians.
• For each individual, becoming aware of racism in Canadian society is an evolutionary process and a precursor to change.
• As citizens of local, national, and global communities, Canadians are conscious, self-reflective, and critical of their own beliefs and actions and seek to make positive change.
• Citizens show flexibility of mind.

• The role and impact of International and National codes of Human Rights i.e. Indigenous Peoples, Child, and Disabled Persons;
• The backgrounds of various human rights and social justice issues;
• Various forms of conflict and dispute resolution forums including: Court Trial, Sentencing Circles, Town Hall Meetings, Mediation, Truth and Reconciliation Commissions, Human Rights Tribunals; and,
• A variety of negative examples of conflict resolution and their residual impact including: assimilation, annihilation, and segregation.

Students will be able to:

• Think critically, make and test hypotheses, and organize data for analysis;
• Use strategies for persuasion and advocacy;
• Use criteria to evaluate perspectives of self and others;
• Know how to examine issues and seek information; and,
• Engage in dialectical thinking using Canadian issues and history as content and context.

• What does it mean to be a citizen?
• Why is there conflict between worldviews?
• What is required in order for conflicting worldviews to coexist?
• What range of responses have citizens used throughout history to respond to conflicting worldviews?
• How do engaged and respectful citizens respond to conflict in a modern democracy?
• What are the impacts of Canada’s multi-cultural policy and affirmation of diversity?

The order in which they are listed suggests a general idea of the learning plan to follow.

Students will:

• Evaluate imperialistic policies, practices and attitudes of the past;
• Identify differences in cultural, economic, social, philosophical, political, aesthetic, power perspectives;
• Examine a variety of negative examples of conflict resolution and their residual impact, including assimilation, annihilation, and segregation;
• Generate conflict resolution strategies that create an atmosphere of respect for diversity;
• Examine the role diversity plays in society and the opportunities and inequities that it creates;
• Recognize that inequities are created because of our systems; and,
• Investigate the historic foundations that impact current Canadian issues.

Part B Learning Plan – 10 History, Native Studies, Social Studies

Inquiries are identified and connections to Big Ideas are noted.  Teachers may start with any inquiry or combine inquiries to use the approach that resonates best with their students.

Why are some voices honoured, while others are silenced?

• How do worldviews inform and influence issues of conflict?
• What happens when worldviews contradict one another?
• How are diverse viewpoints accommodated?

Where does inequity come from?

• Is inequity the result of individual action or systemic injustice?
• What are the contributors and remedies to inequity?

Big Ideas Explored:

• Imperialist policies, practices and attitudes of the past have an impact on current society;
• Differences in levels of power can impact cultural, economic social, philosophical, and aesthetic issues.
• Conflict resolution strategies differ in their effectiveness and can have a residual impact. Such strategies include: assimilation, annihilation, and segregation.
• Diversity is exemplified differently in society and may create opportunities and inequities;
• Inequities are set up and maintained because of our systems; and,
• Historic foundations impact current Canadian issues.

Historical Thinking Connections

Historical Significance: How do we decide what is important to learn about the past?

Primary Source Evidence: How do we know what we know about the past?

Continuity and Change: How can we make sense of the complex flows of history?

Cause and Consequence: Why do events happen and what are their impacts?

Historical Perspectives: How can we better understand the people of the past?

Ethical Dimension: How can history help us to live in the present?

• What does it mean to be a citizen?
  • Are all citizens treated equally?
  • Are all worldviews respected?
• Why is there conflict between worldviews?
  • Why is there conflict between some worldviews and cooperation/compatibility between others?
  • How does conflict and cooperation impact the development of society?
  • How are differences resolved? How is the group desire determined and represented?
• How can conflicting worldviews peacefully coexist?
  • What are the social contracts that allow differing worldviews to co-exist?
  • What have been the historic worldviews that have influenced our current social realities?
• What range of responses have citizens used throughout history to respond to conflicting worldviews? / How do engaged and respectful citizens respond to conflict in a modern democracy?
  • How do different societies and cultures administer justice?
  • How does this compare to historical applications of justice?
  • What are the methods to resolve conflict?
  • How do these responses compare to the way we, as Canadians perceive justice?
• What responsibility does an ethical and democratic society have to pursue justice?
  • How do we evaluate the ethics and justice of a society?
  • Why does conflict exist?
  • How do engaged and respectful citizens and nations respond to conflict in a fair and just way?
• What are the impacts of Canada’s multi-cultural policy and affirmation of diversity?
  • How has power been distributed in Canada?
  • What is the relationship between power distribution and opportunity?
  • How can inequities be addressed in current reality?

Surface and note additional student questions. 

In inquiry, students are invited to determine the context and direction of the inquiry with teacher support in connecting to the enduring understandings or big ideas.  Guided suggestions are provided to support educators new to the inquiry method.  See also Further Investigation Suggestions in part C.

Examining Conflict Resolution Practices

This part of the inquiry asks students to think about social justice issues and understand the historical and global practices to address differences or conflict.  Canada’s record in addressing conflict is examined.

Inquiry

Why are some voices honoured, while others are silenced?

• How do worldviews inform and influence issues of conflict?

Hook Questions

• Why does injustice exist in the world?
• Where does inequity come from?
• Whose perspective do we use in defining and applying justice?
• What is Canada’s record in protecting justice and the rights of others?
• What happens when justice is not achieved?
• As citizens, how do we fix things/ right the wrongs?

Hook questions get students thinking about the issues in the inquiry and can also form the framework to guide student direction in exploration of the inquiry.

Brainstorm with students to identify some issues of conflict that are of current concern form them.  What historical issues of inequity interest them?

Identify students’ understandings of conflict strategies that have been used throughout history.  What were the social contracts that were guiding the beliefs, values and behaviours of individuals?

• Would there ever been times when it is best for individuals to conform?
• What is required for individuals to question and/or challenge beliefs and norms?

In this part of the inquiry students explore the results of a variety of conflict resolution strategies to understand the impacts of ideology, marginalization, and privilege on the process and the results.

Possible Topics of Exploration

• Treatment of Indigenous People in Canada
  • Residential Schools,
  • Métis struggle for Recognition and Rights,
  • Indian Act
  • Reserve System
• Evolution of Women’s Rights
• Political Ideology
• LGBT Rights
• Economic Exploitation
• Economic Inequality
• Economic Imperialism
• Free Trade
• Bullying
• Societal Power inequity
• Colonialism
• Imperialism
• National and International Codes of Human Rights

Have students identify questions they wish to explore with respect to the different ways that conflict has been and can be resolved.  When students explore answers to similar questions from different perspectives and topics, then similarities and differences can be discovered and overarching themes identified.

Inquiry

Where does inequity come from?

• Is inequity the result of individual action or systemic injustice?
  • What are the contributors and remedies to inequity?
  • How do citizens fix wrongs?
• How are diverse viewpoints accommodated?
• What happens when worldviews contradict one another?

Time to Revisit and Reflect

Go back and reflect on the posted student answers on their ideas of justice and note how student thinking may have changed through the inquiry.

• What is the definition of justice and social justice?
• Whose perspective do we use in defining and applying justice?
• Can social justice exist?
• What responsibility do we have to resolve conflict?
  • How do we resolve conflict? / What happens when conflict resolution practices break down?
  • How do different societies and cultures administer justice?
• How does marginalization or privilege influence your perception of and pursuit of justice?

Go back to the injustices that you researched.

• What would have been needed to have a different resolution to the situation?
• What possible solutions can you devise?
• What role has stereotyping and historic practices played on the development of current systemic inequities?
• What is the process for changing prejudice and bias?
• How does Canada’s multi-cultural policy support this?
• What suggestions do you have for strengthening the policy?
• Has Canada succeeded in eliminating inequity? What suggestions do you have?

Choose and research one of the following areas

• UN Codes
• Charter of Rights and Freedoms
• religion
• morality
• law,
• politics
• culture

For your particular area identify the:

• connection or relationship to issues of justice
• influence on individual and societal views of justice
• impact of differences in perspective and worldview on our perception of justice
• influence on your pursuit of justice

• What inequities are set up because of our systems?
• What are the historic foundations that have supported these inequities?
• What is required to make changes to the current injustices created by the structures of Canadian society?

Have the students choose one of the various justice forums and propose a resolution:

• Court Trial
• Sentencing Circles
• Town Hall Meeting
• Mediation
• Truth and Reconciliation Commissions
• Human Rights Tribunals

• What do you think now about…?
• What has caused your thinking to change?
• What evidence supports your thinking?
• Why is this information important to know?
• How will you use this information?

Inquiry

Why are some voices honoured, while others are silenced? 

• How do worldviews inform and influence issues of conflict?

What happens when worldviews contradict one another? 

• How are diverse viewpoints accommodated?

Where does inequity come from? 

• Is inequity the result of individual action or systemic injustice?
• What are the contributors and remedies to inequity?

Essential Questions: Guiding Questions

• What does it mean to be a citizen?
  • Are all citizens treated equally?
  • Are all worldviews respected?
• Why is there conflict between worldviews?
  • Why is there conflict between some worldviews and cooperation/compatibility between others?
  • How does conflict and cooperation impact the development of society?
  • How are differences resolved?
  • How is the group desire determined and represented?
• How can conflicting worldviews peacefully coexist?
  • What are the social contracts that allow differing worldviews to co-exist?
  • What have been the historic worldviews that have influenced our current social realities?
• What range of responses have citizens used throughout history to respond to conflicting worldviews? / How do engaged and respectful citizens respond to conflict in a modern democracy?
  • How do different societies and cultures administer justice?
  • How does this compare to historical applications of justice?
  • What are the methods to resolve conflict?
  • How do these responses compare to the way we, as Canadians perceive justice?
• What responsibility does an ethical and democratic society have to pursue justice?
  • How do we evaluate the ethics and justice of a society?
  • Why does conflict exist?
  • How do engaged and respectful citizens and nations respond to conflict in a fair and just way?
• What are the impacts of Canada’s multi-cultural policy and affirmation of diversity?
  • How has power been distributed in Canada?
  • What is the relationship between power distribution and opportunity?
  • How can inequities be addressed in current reality?

• What examples do you have when opportunities for some created inequity for others? Why do you suppose that happened? What do you think now about the situation?
• When did you feel pressure to choose a different response to an issue even though you felt it was wrong? How did you resolve your internal conflict?

Part C

• http://rover.edonline.sk.ca/

ROVER (Recommended Online Video Education Resources) is a video streaming service for Saskatchewan teachers and students in the PreK-12 education system. It is managed and maintained by the Saskatchewan Ministry of Education.

The ROVER service is video-on-demand which provides teachers and students with the convenience of immediate access to streamed, educational videos that support curriculum. ROVER videos are housed on a server located in a school or school division network so there are no bandwidth issues, resulting in better picture quality and continuous play of videos without pauses. The videos are intended for viewing on the streaming site and not for copying or downloading.

There are over 1000 videos on ROVER that can be accessed by teachers and students to enhance learning in the classroom. All the videos found on this site have been evaluated by educational professionals and recommended to support Saskatchewan’s K-12 curricula. The ROVER collection of videos continues to evolve as new videos are added annually and old videos expire.

Case Studies Resources

• Choose Your Voice (FAST – Fighting Antisemitism Together)
• Facing History and Ourselves
• Historical Thinking Project
• The Critical Thinking Consortium – https://tc2.ca
• Vancouver Holocaust Education Centre
• Burma and the Great Awakening – CBC News in Review (R.O.V.E.R.)
• Mandela (R.O.V.E.R.)
• Nelson Mandela (R.O.V.E.R.)
• North to Freedom: The Underground Railroad to Canada (R.O.V.E.R.)
• The Dark Side of Chocolate (R.O.V.E.R.)
• White Man’s Country (R.O.V.E.R.)
• Women’s Rights: Raising the Glass Ceiling (R.O.V.E.R.)
• EconomicJustice.ca

Possible Resources for Conflict Resolution Procedures:

• PLEA (Public Legal Education Association)
• Truth and Reconciliation Commission
• Conflict Resolution Saskatchewan
• Restorative Justice Online
• Ontario Justice Education Network
• The Centre for Justice and Accountability
• Creative Spirits Website (Australia)
• SaskDebate.com
• Fundamental Freedoms: The Charter of Rights and Freedoms Video (R.O.V.E.R.)
• Egale – http://egale.ca/
• PFLAG – http://pflagcanada.ca (Services for LGBTQ Youth)
• Williams Social – variety of videos with factual information to support Social Sciences https://www.youtube.com/user/WilliamsSocial/featured
• Fighting Antisemitism Together (FAST): http://www.fightingantisemitism.ca/
• Voices into Action: http://www.voicesintoaction.ca

“If students are to become lifelong learners, develop a sense of self and connection to others, and become engaged citizens and achieve the Cross-curricular Competencies and the outcomes for English language arts, students require meaningful, authentic contexts for learning. Students need many opportunities to explore questions and concerns about themselves and about the world.”

The Concentus Citizenship Education Resources provide teachers with a framework of inquires with which to further students’ explorations of their roles and responsibilities as Canadian citizens, in authentic contexts.  These inquiries are directly connected to Social Sciences (History, Native Studies, Social Studies) foundational outcomes and the broad goals of learning identified above.  Specific connections to English Language Arts and Treaty Education are identified and suggested as starting points for teachers.

English Language Arts B10 (Unit 1):

Contexts/Themes

Equity and Ethics (Who and What is Right?; Empowerment; Degrees of Responsibility; Rights and Responsibilities; Justice and Fairness)

Essential Questions

• What are some of the factors that create inequalities? How have inequalities shaped our world?
• What is my role and responsibility in addressing inequalities?
• What is the relationship between rights and responsibilities?
• Who decides what is right? Why should we do the right thing? How can I act on the right thing?
• How does one become an ethical person?

English Language Arts B10: (Unit 2):

Contexts/Themes

The World Around and Within Us (Perspectives; Diversity of Being; The Natural and the Constructed Worlds; Individuals and Communities; Stewardship)

Essential Questions

• What are our relationships and responsibilities to the communities and environments of which we are a part? How are we related to and responsible for natural and constructed environments? For technology?
• Why is it important to be in touch with the world?
• The world is a difficult text: how can we read it and respond to it critically?
• How can I have a positive influence upon my world?
• How must we show respect and care for the community of life?

Treaty Education

• TR10: Examine contemporary economic implications of Treaties for all the people of Saskatchewan and other Canadian jurisdictions.
• SI10: Analyze the spirit and intent of Treaties and investigate the extent to which they have been fulfilled.
• HC10: Investigate opportunities and challenges faced by First Nations and the Government of Canada in relation to governance issues.
• TPP10: Investigate issues related to resource development and Treaties.

• Develop a national transit strategy, identifying issues and proposing alternative solutions. Brings out ideology issues and students have to adhere strategy to ideology.
• Investigate the effects of climate change on hunger and food scarcity.

Exploring Inequity

Using the jigsaw research method have students explore the following policies/events:

• Residential Schools
• Métis struggle for Recognition and Rights
• Indian Act
• Reserve System
• Other?

For each event:

• Identify the issue.
• Trace history leading up to the policy/event.
• Identify the belief or worldview of the society and culture that led to the administration or application of policy. (What was the administering party trying to achieve?)
• Identify the differences in perspective and worldview of the parties/people/culture affected by the administration of this form of justice.
• What was the impact on the receiving party?

• How did these processes compare to current perceptions of justice? (SS?)/How does this compare to historical applications of justice? (His?)
• What has changed about society to account for the shift in our response to this issue?

Part A

Citizens connected to Self, Community, and Place value and demonstrate a commitment to understanding the connections between people, the societies they create, and the environment in which they live.   They strive to right inequities of social injustice.

Students begin by examining causes of injustice and the considerations that must occur when trying to redress wrongs (10).   They move to understanding the implications of injustice at the international level (20) and consider the additional complications of working with many countries with differing ideologies and political structures.  In the final year of study (30) students continue to examine the historical and contemporary issues that arise from injustice and the structures, societal and political, that perpetuate ongoing inequities, including accepting the status quo.

Students reflect on how society and its institutions support or impede citizenship and the ability of citizens to redress injustices.  They will also understand the implications of history on the present social contract but strive to commit themselves to bringing about positive change to contemporary Citizenship issues as an aspect of participation in the democratic process.

• Social Studies students will consider how our social structures and institutions have supported or impeded citizen empowerment to act on issues of social injustice.
• Historical Studies students will consider how our historical perspectives and ideologies contributed to the current state of social contract.
• Native Studies students will examine how existing political processes and structures attempt to address contemporary issues.

• Injustices of today have roots in the past.
• Canadian society is challenged to manage the co-existence of diverse worldviews.
• Canadian citizens work to achieve a balance between rights and responsibilities through learning and action.
• Canadian society has inequities and elimination of these is beneficial for all Canadians.
• For each individual, becoming aware of racism in Canadian society is an evolutionary process and a precursor to change.
• As citizens of local, national, and global communities, Canadians are conscious, self-reflective, and critical of their own beliefs and actions and seek to make positive change.
• Citizens show flexibility of mind.

• Identify and analyze social justice issues
• Compare and contrast strategies to address those issues
• Investigate the underlying causes of social injustice

• What is social justice?
• Why do injustices exist?
• What responsibility do individuals have to address injustices in society? How could this be accomplished?
• What responsibilities do governments have to address injustices in society? How can this be accomplished?
• How does an ethical and democratic society define and pursue justice?

Students will:

• Investigate a variety of injustices, contemporary and historical, in social, economic, religious, and/or cultural areas;
• Understand that in order to have security, stability and predictability, humans tacitly agree to conform to the beliefs, values and mores imposed on them, implicitly and explicitly, by the various organizations of society or nations;
• Explore the processes that groups or organizations use to resolve differences and develop strategies to provide resolution so that a collective course of action can be carried out;
• Examine the importance and purpose of community stewardship and take action at provincial, national, and global levels;
• Compare and contrast the prevailing Canadian worldview with worldviews from around the globe in order to foster cooperation and respect among cultures; and,
• Determine and implement an action plan to affect change on a specific social justice issue.

Part B Learning Plan – 10 Social Studies, History, Native Studies

Inquiries are identified and connections to Big Ideas are noted.  Teachers may begin with any inquiry or combine inquiries to use the approach that resonates best with their students.

Inquiry

What responsibility do we have to each other?

• How do make things better?
  • What are the considerations when trying to redress injustice?

Big Ideas:

• Injustices, historical and contemporary, continue to exist with effects that are evident in social, economic, religious, and cultural areas.
• Humans tacitly agree to conform to the beliefs, values and mores imposed on them, implicitly and explicitly, by the various organizations of society or nations, in order to have security, stability, and predictability;
• Groups and organizations have processes and strategies to resolve differences and reach resolution so that a collective course of action can be carried out;
• Social media plays a significant role in societal and national actions; and,
• Plans to affect change for a specific social justice issue requires consideration of multiple issues.

• What is social justice?
  • What is injustice?
  • How do we know it is injustice?
• Why do injustices exist?
  • Why do injustices exist in free and democratic societies?
  • What can be done about injustice?
• What responsibility do individuals have to address injustices in society?
  • How do we decide which injustice to address?
  • How can engaged citizens affect positive change?
• What responsibilities do governments have to address injustices in society? How can this be accomplished?
  • What are the agreements that citizens agree to adopt and support so that they can live together?
  • Who is responsible for determining the parameters of these agreements?
  • What happens when alternate perspectives are not considered?
  • What are the processes that are used to resolve differences?
  • How has time impacted current thinking on conflict resolution?

Considering an Action Plan

This inquiry asks students to choose an issue of conflict and propose an action plan or make recommendations to address the ongoing issues.  To do this, students will need to understand the social agreements that exist in power relationships and interactions, and identify alternate strategies of behaviour to achieve plausible solutions.  Because this plan will take time to understand and develop, students should be encouraged to choose an area to address early in their studies so they can continue to work on their action plan through the semester.

Inquiry

What responsibilities do we have to each other? How do we make things better?

• Why do some events trigger change and some not?
• What are the considerations when trying to redress injustice?

Hook Questions – Think about… Talk about…

• How do we create positive and meaningful change?
• What are the agreements that citizens agree to adopt and support so that they can live together?
  • Are all stakeholder perspectives represented?
• Who is responsible for determining the structure of these agreements?
  • How are decisions made?
• What happens when alternate perspectives are not considered?

Students explore a variety of social contracts that exist to understand that in order to have security, stability and predictability in our interactions, humans tacitly agree to conform to beliefs, values and mores imposed on them by various organizations of society.  Teachers will be asked to help students identify the agreements that exist between organizations and nations that allow them to work together.

In the action plan, students develop a strategy for resolution of their chosen social justice issue.

• What are the processes that are used to resolve differences?
• How has time impacted current thinking on conflict resolution?

Note and record student thinking; surface additional questions.

What agreements govern how citizens work together?

• What are the agreements that citizens agree to adopt and support so that they can live together?
• Who is responsible for determining the structures of these agreements?
• What happens when alternate perspectives are not considered?
• What are the processes that are used to resolve differences?
• How has time impacted current thinking on conflict resolution?

What social justice issues are students interested in?

• Possible areas of injustices:
  • First Nations issues
  • Gender based issues
  • Environmental issues
  • Socio-economic issues
  • Cultural issues

Identify

• What were/are the issues?
  • Identify the various stakeholders’ perspectives.
  • Why are/were they significant?
• What actions were taken to make a difference/effect a change and what was the impact of those actions?
• What challenges were/are faced in trying to right this wrong?
• How has time impacted current thinking on the resolution of this issue?
• How has social media impacted the issue?

Vocabulary

• Justice
• Injustice
• Privilege
• Marginalization
• Equity
• Fairness

• What are the similarities and differences between the issues?
• What themes are students noticing?

Teachers are encouraged to use the Historical Thinking Concepts constructs in exploring any of the inquiries.

Historical Significance: How do we decide what is important to learn about the past?

Primary Source Evidence: How do we know what we know about the past?

Cause and Consequence: Why do events happen and what are their impacts?

Historical Perspectives: How can we better understand the people of the past?

Continuity and Change: How can we make sense of the complex flows of history?

Ethical Dimension: How can history help us to live in the present?

Action for Change Symposium/Inquiry

Clarify with students, reasons for choosing the issue they will be focusing on.

• Criteria to narrow their focus may include:
  • relevance,
  • importance,
  • proximity,
  • interest,
  • possible impact [racial, social, economic, political],
  • urgency,
  • timeline,
  • likelihood of success,
  • available resources (Might need to examine the availability of resources before moving forward)?

Action Plan to Affect Change

For your particular Social Justice issue, research and identify:

• Stakeholder and the issues from stakeholders’ perspectives
• What has already been done?
• What can be done?
• What are the short term and long term targets for change?
• What skills/resources do we need to affect this change?
• What allies can I access?
• What barriers will I face?
• How will this help my own growth? (intellectual, moral, spiritual and/or social)

In reporting and reflecting upon their process in addressing a specific social justice issue have students:

A.

• Explain, examine, and evaluate their strategy for change.
• Identify the impact of their actions.

B.

• What criteria did you use in choosing your specific social justice issue?
• What were the root causes of the issue?
• Where did you find your information?
• What criteria did you use in selecting the action you took?

C.

• What success did you have?
• What challenges did you experience?
• What are the barriers to implementing change?

D.

• Who has a vested interest in maintaining the status quo, and why?
• What are the implications of change for all stakeholders (those with power, those seeking change, those indirectly affected, etc)?

E.

• What would you do differently next time?
• How did your thinking about the issue evolve during the process?
• What are the next steps you will take?

• Have the students assess the impact of their actions. Did they achieve the desired results? What more needs to be done?
• Conduct the Action for Change Symposium as a class.
• Explore the relationship between economic, social, and environmental efficiencies and the responsibility of Canadian citizenship.

Possible Inquiry Questions for Extension

• Do citizens have an obligation to get involved in all social justice issues?
• What is needed to encourage people to get involved in social justice issues?
• How do citizens determine which social justice issues to undertake?
• What influence does social media have in resolution of current social justice issues?

• What do you think now about…?
• What has caused your thinking to change?
• What evidence supports your thinking?
• Why is this information important to know?
• How will you use this information?

Inquiry

What responsibility do we have to each other?

How do make things better?

• Why do some events trigger change and some not?
• What are the considerations when trying to redress injustice?
• How does the process change when higher levels of government become involved? e. regional vs. provincial vs. national

Social Justice Issue Reflection

For each prompt give your reasons and explain your thinking.

• How would you rate your resolution of your social justice issue?
• What were you most pleased about?
• What continues to cause you concern?
• What needs to change in order for you to achieve a stronger resolution?

Additional Inquiry Questions for Assessment:

• Can all social justice issues be resolved satisfactorily?
• Do citizens have an obligation to get involved in all social justice issues?
• What would be your criteria for satisfactory resolution of social justice issues?
• What is required from the Canadian citizens in order for successful resolution of social justice issues to occur?
• What are some of the barriers that keep citizens/people from becoming involved in social justice issues?

• What is social justice?
  • What is injustice?
  • How do we know it is injustice?
• Why do injustices exist?
  • Why do injustices exist in free and democratic societies?
  • What can be done about injustice?
• What responsibility do individuals have to address injustices in society?
  • How do we decide which injustice to address?
  • How can engaged citizens affect positive change?
• What responsibilities do governments have to address injustices in society? How can this be accomplished?
  • What are the agreements that citizens agree to adopt and support so that they can live together?
  • Who is responsible for determining the parameters of these agreements?
  • What happens when alternate perspectives are not considered?
  • What are the processes that are used to resolve differences?
  • How has time impacted current thinking on conflict resolution?

• How much did you think about human rights before this inquiry?
• What role does privilege play in human rights?
• What is required for true equality?
• What surprised you about your learning?

Part C

• Democracy Watch – democracywatch.ca
• Take Action: A Guide to Active Citizenship (Kielburger)
• Service-Learning: From Classroom to Community to Career (Watkins and Braun)
• Active Citizenship: Student Action Projects (Case, Falk, Smith and Werner)
• The Complete Guide to Service Learning: Prove, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action (Kane)
• The Kid’s Guide to Social Action: How to Solve the Social Problems You Choose – And Turn Creative Thinking Into Positive Action (Lewis)
• Weday.com
• Upworthy.com
• The Rise of the Occupy Movement (R.O.V.E.R.)
• BC Teacher’s Federation
• Canadian Teacher’s Federation
• Teaching for Peace
• Canadian Civil Liberties Association
• Fighting Anti-Semitism Together (FAST): http://www.fightingantisemitism.ca/
• Voices into Action: http://www.voicesintoaction.ca

“If students are to become lifelong learners, develop a sense of self and connection to others, and become engaged citizens and achieve the Cross-curricular Competencies and the outcomes for English language arts, students require meaningful, authentic contexts for learning. Students need many opportunities to explore questions and concerns about themselves and about the world.”

The Concentus Citizenship Education Resources provide teachers with a framework of inquires with which to further students’ explorations of their roles and responsibilities as Canadian citizens, in authentic contexts.  These inquiries are directly connected to Social Sciences (History, Native Studies, Social Studies) foundational outcomes and the broad goals of learning identified above.  Specific connections to English Language Arts and Treaty Education are identified and suggested as starting points for teachers.

English Language Arts B10 (Unit 1):

Contexts/Themes

Equity and Ethics (Who and What is Right?; Empowerment; Degrees of Responsibility; Rights and Responsibilities; Justice and Fairness)

Essential Questions

• What are some of the factors that create inequalities? How have inequalities shaped our world?
• What is my role and responsibility in addressing inequalities?
• What is the relationship between rights and responsibilities?
• Who decides what is right? Why should we do the right thing? How can I act on the right thing?
• How does one become an ethical person?

English Language Arts B10: (Unit 2):

Contexts/Themes

The World Around and Within Us (Perspectives; Diversity of Being; The Natural and the Constructed Worlds; Individuals and Communities; Stewardship)

Essential Questions

• What are our relationships and responsibilities to the communities and environments of which we are a part? How are we related to and responsible for natural and constructed environments? For technology?
• Why is it important to be in touch with the world?
• The world is a difficult text: how can we read it and respond to it critically?
• How can I have a positive influence upon my world?
• How must we show respect and care for the community of life?

Treaty Education

• TR10: Examine contemporary economic implications of Treaties for all the people of Saskatchewan and other Canadian jurisdictions.
• SI10: Analyze the spirit and intent of Treaties and investigate the extent to which they have been fulfilled.
• HC10: Investigate opportunities and challenges faced by First Nations and the Government of Canada in relation to governance issues.
• TPP10: Investigate issues related to resource development and Treaties.

• Have students assume the historical persona of someone in the position to be able to combat a historical injustice. Present their issue and tell how they would combat the issue.  Identify why the outcome would be different.