Part C: Engaged Citizens Resources

• Take Actions! – A guide to Active Citizenship by Craig Kielburger and Marc Kielburger
• Canadian Citizenship in Action – 3 books published by Weigl Education Publishers Ltd.
  • What is Citizenship
  • Individual Power
  • Citizenship in a Democracy
• Take Action – Make a difference – A social Studies Handbook by J. Craig Harding & Alan Sears
• Canadian Citizenship in Action – Weigl Education Publishers ltd. –Textbook
• Action Magazine – Heroes and Idols – Who is your Hero – Pearson
• www.liveinonline.ca – Heroes or Zeros (link no longer active)
• Courage and Compassion – Ten Canadians who made a difference – A wow Canada Book Rona Arato
• Peace by Piece – Red Cross Classroom – Canadian Red Cross – FREE RESOURCE
• Canadian Government – Grades 4-6 – Popular Book Company Canada Ltd.
• Local Government in Saskatchewan – An Instructional Resource for Gr. 4 https://web.archive.org/web/20060613070242/http://www.ssta.sk.ca/
• Video – “Lisa Visits the Legislature”
• Who Runs this Country Anyway? A Guide to Canadian Government by Joanne Stanbridge
• Canadian Citizenship by Don Wells
• Provincial and Territorial Governments by Anita Yasuda
• Municipal Government by Steve Goldsworthy
• Canada Votes by Linda Granfield
• The Charter for Children – 10 books by Dustin Milligan – These books introduce children to the Canadian Charter of Rights and Freedoms and explain their rights as a citizen. This series aims to empower children by providing them with a basic awareness of their rights and by fostering a respect for the basic values that Canadians cherish
• Let’s Do Something About Poverty (Poverty Free Saskatchewan) www.povertyfreesask.ca This website has many strategies to eliminate poverty (Promoting Health strategy used to start our healthy food drive. See further investigation section below)
• https://web.archive.org/web/20190227231140/http://dc-canada.ca/Charter_for_Children.html Charter of Rights and Freedoms books series for children. Also good for primary students.

• Themes
  • Social, Cultural, and Historical: Students will:
    • examine the relationships with others, their community, and the world
    • consider the social and historical context
    • explore their connections in families, schools, groups, and communities and to understand the diverse needs and wants of others
    • show concern for other people in their relationships, groups, and communities.
  • Environmental and Technological: Students will:
    • explore the elements of the natural and constructed worlds and the role of technology and related developments in their society
    • explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes.
  • Personal and Philosophical: Students will:
    • believe in their own self-worth and to feel that they have control over the things that happen to them
    • focus on self-image and self-esteem
    • reflect on self and life, and on their beliefs and values and those of their society.

Treaty Education

• HC43: Explore the historical reasons why people entered into treaty.
• TPP44: Examine the objectives of the First Nations and British Crown’s representatives in negotiating treaty.

Health

• USC4.3: Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships
• USC4.4: Determine basic personal responsibility for safety and protection in various environments/situations
• USC4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
• DM4.1: Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

• Organize a petition
• Contact an elected official, band office
• Become a student representative
• Volunteer at your city councilors office, band office, mayors
• Lobby governments
• Choose a current issue – make a plan – and begin action
• Do something in the school that shows you understood what it meant to be an engaged citizen. i.e. Students organize a healthy food drive to support citizens of Saskatoon who are going through tough times. Collect items for the Saskatoon Food Bank. Write an article for the Star Phoenix talking about the impact of the cost of poverty in Saskatchewan.
• Use current events to spark conversations and debates.
• Students create an assembly to teach the other classes in the school all about being a good and engaged citizen. Present information they learned through the inquiry study at the assembly.