Part A: Curricular Connections and Background

• Exploring the relationships between beliefs, rights, and responsibilities on a school, community, and national level; and,
• Understanding the different types of governance at the local and national levels.

Students will extend their exploration of rules and societal order to the workings of the various governing systems in Saskatchewan including First Nations and Métis governance and provincial governance structures. Students are beginning to understand the impact of the differing levels of government and understand the connections between varying levels of responsibility. They also see that rules have different impacts on groups of people. Students will continue to develop their understanding of the relationship between rights and responsibilities as they pertain to engaged citizenship.

• Decision-making is a complex process with far-reaching impacts and is influenced by history.
• A person’s worldview frames their understanding of the world.
• 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.
• 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.
• 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.
• 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.

• Determine the governing body and the rules or laws they develop so they can determine fairness, sphere of influence, and advocate effectively to support or change the rules or laws;
• Determine the impact of rules on diverse groups that live in Canada;
• Determine the sphere of influence of rules that govern behavior of the province of Saskatchewan; and,
• Determine a process for advocacy.

• How do people who live together organize themselves?
• How much do rules matter?
• Who monitors the rule makers?
• How much power should leaders have?
• To whom are rule makers responsible?
• Why do all Canadians have an investment in treaty relationships?

• Differentiate between rules and laws.
• Differentiate between rights and responsibilities.
• Describe the relationship between three levels of government in Canada, including local (i.e., municipal, band), provincial or territorial, and federal.
• Identify elected local, provincial, and federal heads of government.
• Compare how laws are made at the local and provincial levels.

PA4.3 + 4.4
Demonstrate an understanding of First Nations and Métis systems of governance: Students will be able to explain the First Nations and Métis systems of Governance.
Indicators:

• Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).
• Compare the traditional processes for selection of leaders in First Nations communities to current practices for selection of leaders in First Nations.
• Compile an inventory of issues of current focus for First Nations governments in Saskatchewan.
• Research the structures of governance of Métis people in Saskatchewan (e.g., Métis local, Métis Nation of Saskatchewan, Métis National Council).
• Compare the traditional processes for selection of leaders of Métis people to current practices for selection of leaders by the Métis people.
• Compile an inventory of issues of current focus for Métis governments in Saskatchewan.

PA 4.1
Analyze the relationship between governance institutions in Saskatchewan and the scope of influence on various groups of people in the province: Students will learn how the different governance groups in Saskatchewan work together and how they impact people.
Indicators:

• Identify ways in which Saskatchewan people can be involved in making decisions, which affect their local communities (e.g., run as a candidate for school board, local government, or band elections; vote during elections; attend community forums).
• Illustrate the organization of the municipal or band decision-making process, including the name of the sitting mayor, reeve, or chief.
• Describe ways in which Saskatchewan people can be involved in the democratic process regarding decisions which affect their province, and explain why it is important to be an active participant in the democratic process (e.g., vote in provincial elections; belong to a political party; run for member of the provincial or First Nations legislative assembly; communicate with the member of the legislative assembly about issues of concern).
• Represent the structure of the provincial decision-making process in Saskatchewan naming the sitting premier, the leader of the opposition, and the local member of the legislative assembly.
• Investigate the methods the provincial government uses to raise revenue (e.g., resource revenues, taxes on consumption, provincial sales tax, fuel tax, tax on cigarettes and alcohol) to pay for services and evaluate the impact on quality of life for Saskatchewan people (e.g., health care, education, highways, social services, justice).
• Analyze how the symbols of Saskatchewan, including the coat of arms, the flag, and the provincial motto, Treaty flags and anthem, Métis flag, etc. reflect the values and qualities of the people and the government of Saskatchewan.

• First Nations and Métis governance Organization
  • Band decision making processes – power distribution
  • Teachers are reminded to talk with and use information from the local First Nations within their respective treaty areas when researching and teaching these concepts.