Part C: Engaged Citizens Resources

• Human Rights Declarations: https://web.archive.org/web/20141022021328/http://cyberschoolbus.un.org:80/
• The True Story of the Three Little Pigs! by A. Wolf as told to Jon Scieszka – https://www.youtube.com/watch?v=m75aEhm-BYw
• http://www.grandviewlibrary.org/ReadersTheater/The_True_Story_of_the_3_Little_Pigs.pdf

The Canadian Charter of Rights and Freedoms

• Charter for Children Book Series – DC Canada Education Publishing: www.dc-canada.ca
  http://www.bestlibrary.org/ss11/files/charterguide.pdf
• Youth Guide to the Canadian Charter of Rights and Freedoms:
  http://www.charterofrights.ca/en/02_00_01 – website with variety of resources for teachers to help them understand charter
• Charter of Rights and Freedoms – Saskatchewan Advocate – http://www.saskadvocate.ca/children-youth-first/the-canadian-charter-rights-and-freedoms
• Our Country, Our Parliament website with information about Charter of Rights and Freedoms – http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/TeacherGuide/activities-sect1-e.asp

The United Nations Declaration of the Rights of the Child

• Declaration of the Rights of the Child- https://web.archive.org/web/20141018195003/http://www.un.org/cyberschoolbus/humanrights/resources/child.asp
• Convention on the Rights of the Child – http://www.unicef.org/crc/
• ToolKit for Teaching the Rights of the Child-
  http://createsolutions.org/docs/resources/CRE%20Toolkit/UNICEF_CRE_Toolkit_FINAL_web_version170414.pdf
• Discovery Education Videos: “A Kid’s Guide to Rules” – http://www.discoveryeducation.ca/Canada/
• `How to Bullyproof your Classroom by Caltha Growe – Responsive Classroom: https://www.responsiveclassroom.org/product/how-bullyproof-your-classroom

• Personal and Philosophical: Students will:
  • believe in their own self-worth and feel that they have control over the things that happen to them;
  • look inward and focus on self-image and self-esteem; and,
  • reflect on self and life, and on their beliefs and values and those of their society.
• Social, Cultural, and Historical: Students will:
  • look outward and examine their relationships with others, their community, and the world;
  • consider the social and historical context;
  • explore their connections in families, schools, groups, and communities to understand the diverse needs and wants of others; and,
  • show concern for other people in their relationships, groups, and communities.
• Communicative: Students will:
  • consider the role of communication in their lives and the technologies and strategies that help people become effective communicators; and,
  • practice the skills to interact effectively with others.

Treaty Education

• SI3: Examine how various teachings people have about the natural world guide behaviour and actions.
• HC3: Explore the benefits that each of the parties to treaty enjoy.
• TPP3: Explore how the use of different languages in treaty making presented challenges and how those challenges impact people today.

Health

Understanding, Skills, and Confidences (USC)

• USC3.4 Understand what it means to contribute to the health of self, family and home.
• USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.