Part A: Curricular Connections and Background

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 have been trying to understand the range of power and governance within their own country.  As their understanding of the forms of power develop, students begin to compare and contrast those structures and processes operating within Canada with those operating within Pacific Rim countries and northern circumpolar regions.  Students will continue to explore the relationship that citizens have with the environment; examine the impact of cultural and personal beliefs on how the environment is used; and, consider their responsibilities as stewards of the environment.  Students further explore the variance in the distribution of power and privilege at a global level, and reflect upon their role as a Canadian citizen in contributing to the status quo.  Through examination of environmental and economic decisions at local, national, and global levels, students consider the impact of disparity between cultures and countries.  Opportunities to discuss the importance of geography, power and governance, in both Canada and Pacific Rim countries is the focus of this area of study.

Students are asked to use many different types of maps as they research identified issues.  Knowledge of the geographic features, specific resource, population cluster and economic relationships will help the students to draw their own understandings and perspectives.

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 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.

• Expand their sense of identity with respect to local, regional, provincial, national, and global diversities.
• Exhibit an awareness and understanding of natural environmental issues on a local, national, and global level.
• Model being active and responsible citizens, including respect for self, others, and the environment.

Students will continue to develop skills for:

• Examining issues from a variety of perspectives.
• Looking for alternate points of view.

Students will use their independent learning to:

• Develop skills for treating self and others with respect.
• Demonstrate empathy in social situations.
• Continually reassess where they belong (changing contexts/roles and expectations) i.e. School, family, community.
• Reflect upon the impact of their choices.

• What is government’s responsibility to sustain and address common good?
• What is the appropriate citizenship response to the marginalization witnessed daily?
• What is the relationship between the natural environment and the development of society?
• What responsibility do you have to balance personal needs with the community’s (global) needs?
• What is the power and responsibility of the individual to make a difference in the world?
• What role does empathy play in citizenship?

(Sask. Curriculum / Student Friendly)

Outcome: DR7.2

Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern circumpolar countries. / Students will assess how humans affect the natural environment in Canada and chosen Pacific Rim and Northern circumpolar countries.

Indicators:

• Identify the influence of physical features such as water bodies, topography, and natural resources on the location of people in Pacific and northern Canada (including the traditional homelands of indigenous peoples) and in a selection of Pacific Rim and circumpolar countries.
  • Examine the effects of humans and their technology on the natural environment in Canada, and in a selection of Pacific Rim and circumpolar countries, including the consequences for indigenous peoples who inhabit those regions (e.g., over harvesting of salmon fishery, increased incidence of severe weather, influence of logging industry on the natural world and ecosystems, effects of deforestation and coral removal, and efforts to reclaim shorelines and restore the natural barriers).
  • Explore situations where changes in the environment, induced naturally or by humans, have resulted in the relocation of peoples in Canada, and in a selection of Pacific Rim and circumpolar countries, including indigenous peoples who inhabit those regions. Explain the reasons for the relocation and its consequences.
  • Trace examples of current effects of climate change on the movement of peoples (e.g., melting of the polar icecap and greater accessibility to the North-West Passage and the oil underneath) and hypothesize about the potential effects of climate change on the movement of peoples in the future.
  • Explore the Treaty relationship and the values and beliefs associated with sharing the land.

Outcome: RW7.2

Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries. / Students will explore how resources can influence an economy in a circumpolar and Pacific Rim Countries.

Indicators:

• Identify the locations of natural resources of circumpolar and Pacific Rim countries using appropriate maps, and analyze the impact of the resources on local communities.
• Formulate a definition of a natural resource, and differentiate between renewable and non-renewable resources.
• Differentiate between primary, secondary, and tertiary industry.
• Correlate the presence of resources and industries to the gross national product of circumpolar and Pacific Rim countries.
• Draw conclusions about the standard of living of people in Pacific Rim and circumpolar countries using material wealth measures (gross national product, gross domestic product) and non-material measures (the quality of life index, happiness index).

Outcome: RW7.3

Assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries.  Responsibility for environmental quality shared by all those who actions impact the environment. / How well do Canada, circumpolar and Pacific Rim countries do in maintaining environmental stewardship?

Indicators:

• Research and illustrate the origins and current meanings of the words “steward” and “stewardship”.
• Define the word “sustainable”, and discriminate between the concepts of sustainable and unsustainable as they apply to resources and industry.
• Examine the sustainability of the economies of a selection of circumpolar and Pacific Rim countries, and propose practices which might increase the level of sustainability.

Outcome 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.