Part B: Learning Plan

• Learn about the provincial system of government.
• Learn about the First Nations and Métis systems of governance.
• Investigate how the different governance groups in Saskatchewan interact and what the sphere of influence is for each governing level or who each group affects.

Essential Questions – Guiding Questions:

• How do people who live together organize themselves?
  • What do people do to get along?
• Why do we need rules? How much do rules matter?
  • How do rules differ from home, school, community, and nationally?
  • How do rules differ from one group of people to another?
• How much power should leaders have?
  • How do our leaders get power?
  • How do we regulate our rule makers?
• Who monitors the rule makers?
  • How do the rule makers decide what rules/laws to make?
  • What should they consider when making a rule?
• To whom are rule makers responsible?
• Should a rule be fair?
  • Do rules affect everyone the same way?
• Why do all Canadians have an investment in treaty relationships?
  • What are the benefits of understanding treaty promises?
  • What are the hazards of not understanding treaty promises?

• What rules do you have to follow? Your siblings? Caregivers? Parents? Elders? Teachers? Police? School? City? Province?
• Who makes up these rules? Who has to follow the rules?

Begin to list the different people or groups that make up rules. Keep these lists and use later to categorize and identify spheres of influence.

• What do these rules have in common? How are these rules different?

Begin to categorize rules according to purpose. Students will begin to see that rules serve different purposes.

• What is the purpose/reason for these rules? Who do these rules impact?

Have students make a general statement about their thinking on why we have rules.

• What is the difference between a rule and a law?

Create Know, Want to know, Learned Chart. Identify vocabulary that requires development- include derivatives of word i.e. govern – governing, government. Surface additional student questions.

Begin the inquiry by having students consider an organization that they belong to or with which they have some form of reference, their school.

Questions posed here form the basis of the later inquiry of differing levels of governance. Use the discussion with students to clarify any misunderstandings so that students will be clear on what they are being asked to research later in the inquiry.
Area of Responsibility

i) Does a school make laws or rules? Give examples.

ii) What is the process for doing this?

iii) Who has to follow their rules or laws? (Sphere of influence)

Organizational Structure

i) How is this school organized? Who are their leaders? (chart)

ii) How do people get those positions? Who can get these positions?

iii) To whom are these governing groups/bodies responsible? (Who do they look after?

)
Citizenship Connection

i) As a member (citizen) of this school what is your responsibility to this school? (How do you provide support?)

ii) If you wanted to make some changes at this school how could you do that?

iii) What things/issues is this school concerned about?

• Towns, cities, Rural Municipalities, Bands (as appropriate)
• Province
• First Nations – Bands, Federation of Sovereign Indigenous Nations (FSIN)
• Métis Nation – Métis Locals, Métis Nation of Saskatchewan
• Federal

Examine the governance of one of the governance models identified above.

Area of Responsibility

i) Does this governing body make laws or rules? Give examples.

ii) What is the process for doing this?

iii) Who has to follow their rules or laws? (Sphere of influence)

Organizational Structure

i) How is this governing body organized? Who are their leaders? (chart)

ii) How do people get those positions? Who can get these positions?

iii) To whom are these governing groups/bodies responsible? (Who do they look after?)

iv) How do they support themselves? (Where does the money come from?)

Citizenship Connection

i) As a citizen what is your responsibility to this level of governance? (How do you provide support?)

ii) How can someone influence leaders/rule makers in this organization?

iii) What are some things this organization is concerned about?

In each of the three areas studied:

• What do all these governing bodies have in common?
• What is different about them?
• How are these governing bodies connected to one another?
• How do these governing bodies support my rights?
• What is my responsibility to these governing bodies?

• Throughout this inquiry clip newspaper, magazine articles that pertain to the topic and post them in a central place. Have students think about and talk about the level(s) of governance that has responsibility for these issues. Assign each level of governance a coloured pin and have students identify the level of governance responsibility associated with each issue. Students can begin to see the overlap between the areas of responsibility and the varying levels of governance.

Have students…

• Choose a local, provincial, or national issue – from the bulletin board or from a current inventory of issues facing people in the province. Identify the issue from their perspective indicating who this issue impacts and the levels of governance involved.
• Identify ways in which they as an engaged citizen can be involved in the democratic processes regarding the outcome of this specific issue or decision. Explain why it is important to be concerned about this issue.

Consult Rubric options to determine understanding of identified outcomes.

• Why do we need rules/laws? Could we exist without them? Explain your thinking.
• Does our present government structure work? How could you make it better?
• Would you like to become a decision-maker? Why or why not?
• What would you do to promote citizenship if you were the mayor?