Part A: Curricular Connections and Background

Lifelong Learning Citizens understand that change is ongoing and develop skills for action.  In this area of citizenship study, students develop skills, attitudes, and knowledge to assist them in understanding change.

Lifelong learning citizens learn to appreciate the need for on-going learning regardless of one’s age.  The world is continually changing and students are encouraged to adopt an inquisitive attitude to the changes. Students will be invited to reflect on their activities and personal choices to determine the effects of their impact in the world.

Students will develop their understandings of diversity and the uniqueness of individuals and begin to understand that people have differing points of view which are shaped by experiences.

Critical thinking exploration in this area of citizenship asks students to examine the steps and processes required to learn new information and to develop awareness that they must be actively involved in acquiring new information.

Prekindergarten and kindergarten students will begin to talk about past events and think about how present and future are connected to the past.  Students will begin to understand that actions and behaviours are learned and can be influenced by individual choice.  They will start to examine their behaviours to develop an awareness of the steps and processes they go through to learn a new task. They will examine their present behaviours to see how they may impact the future, exploring the relationship between cause and effect.  They will understand that promises are commitments to act and that actions now have an impact on the student’s future and the future of the world.  They will begin to understand that their actions affect others and that they have the ability to control their actions to make changes for the future.  Students will be encouraged to think about their thinking in order to develop an awareness of their thought processes. 

Students will understand that:

• Their actions affect others
• Actions now can affect the future
• Promises are commitments to act in a particular manner

Students will develop their understanding of the diversity and uniqueness of people and also understand that people have different points of view that cause them to think differently about the same subject.  Those points of view are developed by one’s previous experiences, cultural and family traditions, and beliefs.  They will examine past events and think about how present and future are connected to the past. 

They will further examine their present behaviours to see how they may impact the future, thinking about cause and effect.  They will begin to understand that their actions affect others and that they have the ability to control their actions to make changes for the future.  Students will be encouraged to think about their thinking in order to develop an awareness of their thought processes and understand how to initiate personal change. 

Students will consider how:

• Actions, behaviours, and relationships are learned and affected by the past.
• Events and ideas from the past influence the present and can influence and serve as models of how to live as a contributing citizen.
• People develop rules so that we can live together peacefully.
• Rules have differing levels of impact so people who make rules need to consider the individual good and common good.
• Diversity can have a variety of impacts and can impact points of view
• Individuals have the power to affect others and make a difference.
• Canada has a long relationship with First Nations Peoples through treaty relationships.
• Decisions have far-reaching effects, so it is important to think about the choices we make.
• Active participation leads to belonging and symbols can support belonging;
• People are connected to each other and to their environment and have a responsibility to take care of the world.

Students will:

• Practice different steps and processes to solve problems
• Consider how present actions will affect future choices
• Consider the impact of culture on behaviours and worldview
• Become aware of their thinking
• Consider the perspectives of others when trying to understand behaviours.

Students will practice the skills of:

• Observing
• Describing
• Thinking about their thinking

• How are present events related to past events?
• How does the past influence your present? Your future?
• What is my behaviour saying about what I think?/What story is my behaviour telling?
• How does my behaviour add to being a citizen?
• What might be another way to look at this?

DRK.1 – Overarching Outcome – use in all areas of Citizenship

Describe the spatial relationships among people, places, and environments.

Indicators:

• Demonstrate understanding of personal directions (e.g., left/right, up/down, front/back) and relative location (e.g., near/far, above/below).
• Recognize that some cultural groups describe earth and sky according to traditional spiritual beliefs (e.g., Mother Earth, Creator, Heaven, God, Odin, The Dagda, Tangaroa).
• Identify cardinal directions (north, south, east, and west) on a simple map, when in the classroom, and on the playground.
• Locate and name places in the school and playground, and illustrate their functions (e.g., water fountain, washroom, library, playground equipment).
• Describe characteristics of the local physical environment, including natural (e.g., plains, forests, lakes, rivers) and constructed elements (e.g., buildings, roads, farms).
• Explore the world beyond the immediate environment, through stories of personal travels, recollection of books and other narratives, and various map representations (including a map of the local community, the province, the nation, and a globe).

DRK.2

Explore examples of promises made through actions and words, and why it is important to keep promises.

Indicators:

• Identify situations where a promise has been made in personal stories, recollection of books, and other narratives.
• Describe the consequences of when promises are kept and when they are not (e.g., hurt feelings, misunderstandings).

DRK.3

Analyze ways in which place and physical systems influence daily life, including the influence of place on the daily life of First Nations and Métis people.

Indicators:

• Name, and describe the physical characteristics of, the four seasons.
• Give examples of how daily life is influenced by environment (e.g., work, play, clothing). Identify how weather affects everyday life, and describe how adaptation for seasonal change is evident in daily life (e.g., clothing, food, home construction, recreational and sporting activities, transportation).
• Investigate ways in which place influences identity (e.g., leisure activities, sports, arts, and culture are all influenced by place).

INK.1

Demonstrate an understanding of similarities and differences among individuals in the classroom.

Indicators:

• Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).
• Identify and categorize factors that individuals have in common, including basic physical needs of all people (e.g., food, water, clothing, shelter, love, and belonging).
• Explore and describe various ways in which people meet their needs, and describe how these ways are similar and different.

INK.2

Describe the diversity of groups represented in the classroom.

Indicators:

• Investigate the diversity of languages and cultural traditions represented in the classroom and school, and recognize the role language and culture play in an individual’s unique identity.
• Describe various cultural traditions, festivals, and celebrations recognized by children’s families and communities, and discuss the importance of these cultural traditions, festivals, and celebrations.
• Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, Elders, senior citizens, friends, storytellers, classmates, members of activity groups to which children belong).