Part A: Curricular Connections and Background

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

Students will extend their exploration of rules and societal order to the workings of the various governing systems in Canada including First Nations and Métis governance and those patterned on the Westminster parliamentary systems. Students will extend their understanding of the impact of the differing levels of government and develop a greater understanding of the nature of the treaty relationships between the First Nations and Canada’s federal government. Finally students will examine the role of diversity and multiculturalism in the development of the Canadian persona/identity.

• 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 constitutional responsibility to support First Nation, Métis and Inuit people.
• 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/laws they develop so they can determine fairness, sphere of influence, and advocate effectively to support or change the rules/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 people of Canada

• What are the organizing structures to support society living together?
• Why do we need rules? How much do rules matter?
• Who monitors the rule makers/members of governance bodies?
• How much power should leaders have?
• To whom are leaders/rule makers responsible?
• Why are treaty relationships important to all Canadians?
• What role does affirmation of diversity play in Canadian identity?

Outcomes: (Sask. Curriculum/Student Friendly)

PA5.2
Explain the purposes and functions of governance structures in Canada, including Métis and First Nations systems and those patterned on the Westminster parliamentary systems.
Indicators:

• Represent, in graphic format, the structure of various levels of government in Canada, including municipal, First Nations, Métis, provincial, territorial, and federal governments.
• Investigate the structure of First Nations governments in Canada, using accurate terminology (e.g., elected chief, hereditary chief, First Nation, band, band council, treaty, self-government).
• Investigate the structure of Métis governance structure and its origin with the laws of the buffalo hunt.
• Develop an understanding of the functions of the following governance bodies and the role of those in leadership positions: House of Commons, Senate, Governor General, Prime Minister, member of the federal parliament, government minister.

PA5.3
Develop an understanding of the nature of the treaty relationship between First Nations and Canada’s federal government.
Indicators:

• Explain what a treaty is, and the purpose of a treaty.
• Affirm that all Saskatchewan residents are treaty people.
• Investigate the spirit and intent of the treaties from the perspective of the Crown and the First Nations in Western Canada.
• Undertake an inquiry to examine the extent to which treaty promises have been met by parties to the treaties, and why the fulfillment of treaty obligations is important for all Canadians

IN5.1
Demonstrate an understanding of the Indigenous heritage of Canada.
Indicators:

• Locate on a map traditional First Nations and Inuit habitation areas in the era prior to European arrival, including the Northwest Pacific Coast, Interior Plateau, Plains, Eastern Woodland, Sub Arctic, and Arctic.
• Research similarities and differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., men’s roles, women’s roles, children’s roles).
• Investigate the significant events and principle First Nations and Inuit leaders prior to and during the period of initial contact with Europeans.
• Assess the coming together of First Nations peoples with the French and British explorers and settlers, including the effect of the fur trade on the First Nations and the Métis in early Canada.
• Trace the evolution of the Métis in Canada, including their origins, language, and major historical events (e.g., the Métis of Red River, the North West Resistance).
• Investigate how the Red River Métis came to see themselves as a distinct nation within Canada.
• Paraphrase a traditional narrative about the origins of the First Nations or Inuit peoples, about the relationship with the natural environment, and connections between spirituality and the natural environment.

IN5.2.
Analyze the evolution of Canada as a multicultural nation.
Indicators:

• Describe Canada’s historical and current demographics, including population numbers, age, and location.
• Identify trends and challenges in Canada’s demographics.
• Differentiate between refugees and immigrants.
• Explain what motivates newcomers to move to Canada (e.g., entrepreneurship, employment, family reunification, refuge, education, reputation as a good place to live).
• Undertake an inquiry which compares the immigration policies and practices of the 19th century to those of the current era, and assess the results of those policies and practices.
• Identify the goals of various ethnic and cultural advocacy organizations in Canada, including First Nations, Inuit, and Métis organizations, as well as organizations supporting new immigrants to Canada.
• Identify the historic origins of a variety of place names in Canada, and investigate the reason for the naming.
• Graphically display the country of origin of immigrants to Canada in the 19th and 21st centuries, and account for similarities and differences in the two eras.
• Examine the Canadian government treatment of various groups of immigrants to Canada (e.g., Chinese immigrants in the 1800s, Japanese Canadians in the 1930s and 1940s, Eastern European immigrants in the late 19th and early 20th century)

• Treaty Essential Learnings: We Are All Treaty People (pages 16-17)
• Treaty areas of Canada and First Nations within those treaty areas
• First Nations not under treaty – names and geographic areas
• Structures of Indigenous governance groups i.e. Assembly of First Nations (AFN), Federation of Sovereign Indian Nations, Métis National Council, Congress of Indigenous Peoples, Métis Nation – Saskatchewan