Part A: Curricular Connections and Background

Students continue to develop opinions regarding the distribution of power and privilege at a national and global level and reflect on their role and responsibility as a Canadian citizen. This area of citizenship focuses on the student using critical thinking skills in order to better understand, the relationship between geography, resources, culture and historical events.

Students extend their understanding that their actions may have long-term effects that can influence the physical and social environment of which they are a part.

Students will understand that:

• History and current events are understood through diverse historical perspectives.
• Democracy requires discussion and consideration of alternate points of view in order to find a balance between individual perspectives.
• Citizens value the needs of the collective common good and consider how their actions impact the collective well-being.
• Canadian multicultural policies challenge citizenship tenets and require consideration of multiple perspectives.
• Canada’s history includes First Nations, Métis, and Inuit governance and perspectives and each have contributed to Canadian identity.
• Decision-making is a complex process with far-reaching impacts.
• Engaged citizens strive to be knowledgeable, uphold their rights, and act on their responsibilities.

• Explore diverse historical perspectives;
• Understand the inequities of power and authority that can accompany diversity;
• Appreciate diverse cultural perspectives;
• Understand the importance of and develop skills for advocacy;
• Appreciate that citizenship requires involvement, thought, discussion; and, learning about issues that impact others nationally and globally.

• How do you determine fairness? / Whose perspective should be considered when determining what is fair?
• If opinions are personal perceptions then can everyone’s opinion be right?
• What is the impact of past experience on decision-making?
• What do you need to consider when you choose to influence others?
• How does the impact of the natural environment affect the development of society?

Student friendly outcomes should be posted throughout the inquiry and continually referenced so the goals of the learning are clearly available to students.

Sask. Curriculum Outcomes /Student Friendly 

IN7.2

Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries. 

Indicators:

• Identify the countries of origin of people, or of personal objects or tools (e.g., clothing, foods, friends, classmates, teachers, electronic equipment, favourite websites).
• Investigate the international links of a Saskatchewan business.
• Define globalization, and identify examples of globalization in the local community.
• Analyze the economic impact of globalization in relation to the effects on the environment.
• Articulate and interpret the main arguments for and against globalization.
• Conduct an inquiry to determine the effects of globalization on the local community.

IN7.3

Analyze the relationship of technology to globalization

Indicators:

• Identify technological connections that exist in the student’s life, and classify them as local, national, or international.
• Analyze the risks and benefits related to various technologies.
• Develop an argument that addresses the impact of technology and globalization on societies.

DR7.3

Analyze the relationship between current and historical events and the physical and social environments in Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries. / Students will see how current and historical events have affected the physical and social environments in a selection of Pacific Rim and Circumpolar Countries.

Indicators:

• Examine the effects of natural or human catastrophes on affected populations, and, by extension, on the history of human habitation of the region.
• Investigate relationships within and among select circumpolar and Pacific Rim countries to determine reasons for current political and economic relationships.
• Relate current issues to location by using physical maps, political maps, and population maps of Canada, and a selection of Pacific Rim and circumpolar countries in order to understand the role of geography in shaping political events (e.g., sovereignty over the North-West Passage, Western intervention in other countries, political alliances, adoption of a system of government) and economic activity (e.g., economic alliances, trading partners, exploitation of resources, impact of the reserve system on First Nations populations) in Canada, and a selection of Pacific Rim and circumpolar countries.
• Analyze the influence of contact with another culture on the Indigenous peoples of Canada, circumpolar countries, and a selection of Pacific Rim countries (e.g., the influence of Europeans on the indigenous peoples of Canada, Mexico, and Australia).
• Assess the effects of relocations and deportations of affected groups in Canada, and in circumpolar and Pacific Rim countries (e.g., the Acadian deportation, the treatment of European immigrants during WWI, the internment of Japanese-Canadians in WW2, First Nations children in Canada and Australia abducted from their homes to attend residential schools).
• Conduct an inquiry synthesizing the link between historical events, population dynamics, and environment.
• Debate the positions of circumpolar and Pacific Rim countries with respect to climate change.

RW7.1

Explain the role of barter, trade and sharing in traditional economies in Canada and circumpolar and Pacific Rim Countries. / In what ways did barter, trade, and sharing (past and present) affect the economy and history of Canada and Pacific Rim Countries.

Indicators:

• Describe examples of barter, trade, and sharing in the local community.
• Question whether economies based on barter, trade, and sharing are sustainable.
• Role play the practices of barter trade, and sharing used to obtain goods and services.
• Present the experiences of Elders and senior citizens in the local community regarding barter, sharing, and trade.