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French Immersion and Fransaskois resources have been posted for Kindergarten, Grade One, Grade 3, Grade 9, Grade 10 and Grade 11. Other grade level documents will be available soon.

Grade 2 students will continue to understand the decision-making process and explore the rights and responsibilities associated with belonging to society.

Educational Resources Leaves

Grade 2 Resources 30-Level French Resources Continuum of Study



Other educational resources that may be of interest to you:

◄ Grade 1
Essential Citizenship
Grade 3
Resources ►
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What does it feel like to be “an insider”?  An “outsider”?

What can a person do to make friends in a new situation?

These are just some of the questions that can be used with Creative Friendships dramatic shorts. Prepared by Sherry Van Hesteren, these resources are suited for children in Grades 1-4. The Pass System is available from the Stewart Resources Centre.


Download: Creative Friendships Teacher Support Materials


The Big Ideas Correlation With Essential Citizenship Competencies

This table shows how the five big ideas tie into the Essential Citizenship Competencies.

ECC ConnectionPrimary K – gr. 2Elementary Gr. 3 – 5Middle Years Gr. 6 – 9High School 10, 20, 30
Historical events have an impact on today’s decisions and today’s understandings impact our perception and interpretation of historical and current events.
• Actions, behaviours, and relationships are learned and affected by the past.

• Events and ideas from the past influence the present and can influence and serve as models of how to live as a contributing citizen.

• A person’s worldview frames their understanding of the world.

• Decision-making is a complex process with far-reaching impacts and is influenced by history.

• History and current events are understood through diverse historical perspectives.• Injustices of today have roots in the past.

• Citizens show flexibility of mind.

Governance and public decision-making reflect rights and responsibilities, and promote societal well-being amidst different conceptions of the public good.
• People develop rules so that we can live together peacefully.

• Rules have differing levels of impact so people who make rules need to consider the individual good and common good.

• Citizens value the need of the collective common good and consider how their actions impact the collective well-being.

• Governments and the people who elect them are responsible to one another.

• Democracy requires discussion and consideration of alternate points of view in order to find a balance between individual perspectives.

• Citizens value the needs of the collective common good and consider how their actions impact the collective well-being.

• Canadian citizens work to achieve a balance between rights and responsibilities through learning and action.
Diversity is a strength and should be understood, respected and affirmed.
• Diversity can have a variety of impacts and can impact points of view.

• Individuals have the power to affect others and make a difference.

• Empathy and respect for diversity in cultural and social groups help strengthen one’s community and requires appreciation of different perspectives.

• Individuals have the power to affect others and make a difference.

• Canadian multi-cultural policies challenge citizenship tenets and require consideration of multiple perspectives.• Canadian society is challenged to manage the co-existence of diverse worldviews.
Canadian citizenship is lived, relational and experiential and requires understanding of Aboriginal, treaty and human rights.
• Canada has a long relationship with First Nations Peoples through treaty relationships.

• Decisions have far-reaching
effects so it is important to think about the choices we make.

• Canada has a long relationship with First Nations Peoples through treaty relationships.

• Societies create rules, written and unwritten, to promote order that lead to inclusion or exclusion and are enforced by social behaviours and expectations.

• Canada’s history includes First Nations, Métis, and Inuit governance and perspectives and each have contributed to Canadian identity.

• Decision-making is a complex process with far-reaching impacts.

• For each individual, becoming aware of racism and other social oppression in Canadian society is an evolutionary process and a precursor to change.
Each individual has a place in, and a responsibility to contribute to, an ethical civil society; likewise, government has a reciprocal responsibility to each member of society.
• Active participation leads to belonging and symbols can support belonging;

• People are connected to each other and to their environment and have a responsibility to take care of the world.

• Belonging requires participation and is a fundamental right of all citizens.

• Active citizens become engaged in discussions, negotiations, debates and consider action regarding Canadian issues.

• Engaged citizens strive to be knowledgeable, uphold their rights, and act on their responsibilities. • Canadian society has inequities and elimination of these is beneficial for all Canadians.

• 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.