Part A: Curricular Connections and Background

• Understand the different types of government locally, nationally and globally.
• Examine elements of Canadian citizenship including the relationship between rights and responsibilities.
• Begin to explore forms of governance other than democracies.
• Consider the impact of historical and current events locally, nationally and globally.

Grade seven students are beginning to investigate and understand the various types of power and governance within their own country at the local, regional, provincial, national and global levels.  As the understanding of the levels of power that govern Canada develop, students compare and contrast those structures and processes with countries operating within Pacific Rim and circumpolar regions that do not operate as democracies.  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.

The inquiries offer students opportunities to use various types of maps to situate current issues in Canada and Pacific Rim countries. Knowledge of the geographic features, specific resources, population clusters and economic relationships will help the students to draw their own understandings and perspectives.

Students will use information to understand:

• 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 multi-cultural 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.

Inferences to make;

• The democratic process involves discussion and consideration of alternate points of view in order to find the best solution for the greatest common good. Consequently, everyone has a right to be heard and understood. (i.e. individual perspectives on various issues)
• A strong democratic system enhances the significance of all participants and works toward achieving the greatest common good.

• question,
• critically examine,
• consider another perspective,
• consider the responsibilities that changing situations,
• evoke/require,
• advocate, and defend rights and responsibilities of a democracy on a local, national, and global level.

• Does democracy work? How could democracy be improved?
• What is the relationship between rights and responsibilities?
• How do my actions influence others? / How do the actions of others influence me?
• What is the impact of affirming multiculturalism in a democracy?

Outcomes:

PA7.1

Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries.

Indicators:

• Describe the source of power (resources, numbers, organization) and forms of power (force, authority, influence) used by individuals in a position of leadership in the local community or organization.
• Analyze the sources of power, including organization, resources (technological, human, and military), and numbers, evidenced in the exercise of power by an individual, organization, or nation as described in a current events article.
• Assess the sources of power held by the First Nations and the Europeans respectively in the negotiations of the treaty which governs the local area.
• Identify examples of the use of co-operation balance and harmony as sources of power used to effect change in the local, provincial, national, or international community (e.g., service organizations, trade unions, First Nations and Métis organizations, co-operative movements, advocacy groups).
• Analyze the sources of power of a national leader of a Pacific Rim or circumpolar country.

PA7.2

Investigate the structures and processes of democratic government in Canada.

Indicators:

• Investigate the federal, provincial or territorial, or local election processes in Canada.
• Chart the structures of Canadian government at the local, provincial, and national levels.
• Survey the principles of democracy as defined by family, school, and community members, and synthesize into a definition of democracy.
• Compare the responsibilities of municipal, provincial or territorial, and federal and First Nations governments in Canada.
• Describe the roles of the elected representatives in the local (reeve, mayor, councillor), provincial or territorial (member of the legislative assembly), federal (member of parliament), First Nations (councillor, chief) system of government and Métis governance structures.

PA7.3

Compare the strengths and weaknesses of oligarchy, dictatorship and democracy as systems of government. 

Indicators:

• Examine the systems of government of circumpolar or Pacific Rim countries which are not democracies (e.g., China, North Korea, Vietnam, Fiji).
• Contrast the systems of government of the non-democracies in circumpolar and Pacific Rim countries with Canada’s system of government.
• Identify the criteria by which countries are described as dictatorships, oligarchies, or democracies.

DR7.1

Analyze and use various types of maps (that provide differing perspectives and information for differing purposes) in order to situate current issues in Canada, and in a selection of Pacific Rim and northern circumpolar countries.  (Embed this outcome in the various studies that students are doing in the citizenship studies.)

Indicators

In Pacific and northern Canada and a selection of Pacific Rim and circumpolar countries

• Examine maps of various projections and scales to determine characteristics and application of each kind and propose the advantages, limitations, and potential uses :
  • Mercator
  • Peters
  • circumpolar
  • plate tectonics
• Describe the nature/kind of the physical, political, and population geography and construct generalizations about the nature of the physical, political, and population geography
• Locate and identify Treaty territories on a map of Canada.
• Locate and identify the homeland of the Métis on a map of Canada.*
• Locate the continents and significant physical features
  • landforms
  • water bodies
  • climatic zones
  • vegetation zones
• Identify the major population clusters