Gr. 9 EC May 2017 - Home - Concentus Education...

Grade 9

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An Invitation to Learn and Lead:

Become a conscious and explicit practitioner of citizenship education

Citizenshipopportunitiesandchallengessurroundus.Facingthesesituationsrequiresourattention,consideration,andaction,ifourcitizenshipistobesustained.Theresourcesthatfollowprovideanopportunityforyou,theteacher,tothinkaboutthefundamentalnatureofcitizenship.Youmayfeelchallenged,asit’snoteverydaythatyoureflectonwhatyoubelieveaboutcitizenship.Forexample,whataretheconnectionsbetweencitizenshipanddemocracy?Howdoyouteachyourstudentsaboutcitizenship?Whatwillbetheevidencethatyourfocusoncitizenshipprincipleshasbecomeintentional?Theteachersthatcreatedtheseresourcesinviteyoutobecomeawareof,reflecton,and,ifnecessary,changeyourthinkingaboutteachingcitizenshipeducation.Theirworkwillchallengeyoutoidentifycurrentcitizenshipissuesforstudents,andthenfacilitateaclassdiscussionabouttheprinciplesofrespectandresponsibilitythatareevidentinyourexamples.Whatrightsexistwithintheexample?Whatrightsdostudentsneedtouphold?Whatdoyouthinkabout…?Whatdoyoubelieveabout…?Individualsactaccordingtowhattheybelieveandthink.Whattheybelieveandthinkiscolouredbytheirassumptions.Similarly,theteacherswhocreatedtheseresourcesexaminedwhattheythoughtaboutandbelievedwithrespecttothebigquestionsandunderstandingsthatpermeatetheseresources.Theydidnotalwaysagree.Theygatheredadditionalinformation.Theytalked.Theylistened.Theythought.Theybecameawareoftheirassumptionsandoftenchangedtheirthinking.Therewasnotalwaysagreement,buttherewasalwaysanappreciationforandadesiretounderstandanotheropinion.Respectwasevident;respectfortheprocess,forthejourney,andforoneanother.Tousetheseresourcestotheirfulleffectiveness,youareinvitedtoacknowledgethatyouhaveassumptionsthataffectthewayyouviewtheworld,treattheenvironment,andthewayyourespondtosituationsandotherpeople’sbehaviour.Theseresourseswillchallengeyoutosurfacetheassumptionsinyourclassroomsothattheycanbeexploredandchallenged.Whatassumptionswillchange?Whatnewthinkingwillbeembraced?Whatnewbehaviourswillbeadopted?

ColonialPerspectives:Realizetheinfluence“Reconciliationwiththerealityofcolonizationisrequiredinordertocometotermswithapainfulandsuppressedhistory.”

(ShaneHenry,2016,CourageousConversations:EngaginginConversationsthatMatter)Awarenessofhowprivilegeforsomecontributestomarginalizationandinequityforothersinsocietyiscriticalinthedevelopmentofempatheticandethicalteachers.Inthepast,teachers

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learnedhistoryandsocialstudiesfromacolonialperspective.Today,teachersknowthatthisperspectiveimpactshowtheworldisviewedinandoutofourclassrooms.TheTruthandReconciliationCommission’sCallstoActionaskCanadianstorecognizethedetrimentalinfluencethatlearningthroughacoloniallenshashad.Wearebeingaskedtoreflectuponhowinequitablepowerstructuresmeantthatimportantconversationswerelost,andimportantvoiceswentunheard.Wearebeingchallengedtotakestepstocreateamorebalancedapproachtowhatisbeingtaught,andfindwaystochampionmeaningfulinclusioninourclassroomsandinourcommunities.EducatorshaveaparticularlypowerfulroletoplayinhelpinghealrelationshipsbetweenIndigenouspeoplesandallotherCanadians.Animportantpartofyourworkinvolvesreflectingonyourownpre-existingassumptions.Forexample,what,ifany,colonialperspectivesdoyoumaintain?Howdotheyimpactyouractions?Thinkaboutwhatyoubelieve.Havethecouragetotalktopeoplewithotherpointsofview.Whatalternativeperceptionsdoyourstudentshold?Whatchoiceswillyoumaketoensurethatstudentsexplorecitizenshipsituationsfromethicalperspectivesthatrespectmultipleculturesandethnicities?Whatpublictruthswillyouengage?Howwillyouempoweryourstudentstohavecourageousconversations?JointheCitizenshipCommunity“Sowtheseedsofcuriositythatanimateadialogueinvitingeveryonetoamoreinclusive,tolerant,andbeautifulnation.”

(ShaneHenry,CourageousConversation:EngaginginConversationsthatMatter)

Whiletheseresourcesreflectthethinkingatthetimetheywerewritten,theessentialcompetenciesarenottime-bound.Jointhecitizenshiplearningcommunitybyaddingyourexperiences,yourthinking,andyouradditionalideastotheresourcesastheyareused.Makesuggestionstostrengthentheinquiries.Engageyouthinthehistoryandlegacyofresidentialschools.ShowcasethehistoricalandcontemporarycontributionsofIndigenouspeoplestoCanadiansociety.Exploretheimpactsofglobalunrestandtheopportunitiesthatresultwhenmanyculturesandbeliefsystemsstrivetoliveinharmonytogether.Inclosing,Iinviteyoutolearnandlead.Aseducators,youcanchoosetobecomeadeliberateandexplicitpractitionerofcitizenshipeducation.Youractionswillhelpcreatea“responsibilityrevolution,”andyouwillgiveourstudentstheinformationandcompetenciestheyneedtoparticipatefullyasrespectfulandresponsiblecitizens.JudgeDavidArnot,ChiefCommissionerSaskatchewanHumanRightsCommission

MAY2017

CITIZENSHIPSTUDIES

GRADE9:ENGAGEDCITIZENS

Part A

Broad Area of Citizenship

EngagedCitizensaskquestionsandcriticallyexamineissues.Theydothissothattheycanadvocateforanddefendrightsandofademocracyonmultiplelevels,asappropriate.Theycontinuetoexamineissuesandactionsconnectedwithongoingnationalandglobaldiversityandconsidertheirresponsibilitiestoprotectdemocracy.Studentsworktounderstandissuesandactionsconnectedwithdiversity,rightsandresponsibilities,levelsofgovernanceandthinkabouthowrulesandsocialcustomscanhavedifferentimpactsonpeople.Studentsextendtheirexplorationofhowtheiractionscouldhavelong-termeffectsthatcaninfluencethephysicalandsocialenvironmentofwhichtheyareapart.

Desired Results of Citizenship Study

GradeNinestudentsresearchandstudywhatconstitutesasociety.Thisyearofstudyhasstudentslookingtothepasttodeterminetheimpactofhistoryonpresentdaysocietalstructuring.StudentsexplorethehistoricalsocietiesofMacedonia,Rome,England,Spain,France,andMongolia.

Throughthestudyofearliersocieties,studentsanalyzetheimpactsofempirebuilding,territorialexpansionandcolonialismonvariousindigenouspopulations.Intheirresearch,studentscomparethefactorsthatshapeworldviewsincludingtime,place,culture,language,religion,genderidentity,socio-economicsituationsandeducation,andhowthesefactorsareexpressedindailylife.

Studentsarealsoaskedtoconsiderthechallengesofobtainingaccurateinformationaboutsocietiesofthepast.

Asstudentsappreciatetherelationshipbetweenculture,landandresources,andhistoricalevents,theyareencouragedtorecognizetheimpactofworldview,personalandculturalidentitiesoncontemporarysociety.

Enduring Understandings of Citizenship Study

Adeepunderstandingofdemocracyisimportanttobecomeanengagedcitizen.Studentsexaminetheimpactsofearlysocietiesonpresentdemocracy.Theyconsiderthehistoryofcitizenengagementinstrengtheningthedemocraticprocess.

Studentswillunderstandthat:

• Historyandcurrenteventsareunderstoodthroughdiversehistoricalperspectives.

• Democracyrequiresdiscussionandconsiderationofalternatepointsofviewinordertofindabalancebetweenindividualperspectives.

CitizenshipStudies–Grade9:EngagedCitizens MAY2017

EngagedCitizensquestion,criticallyexamine,advocateanddefendrightsandresponsibilities.Theyseektounderstandissuesandtherequiredactionsthatleadtowardsocialjustice.

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• Citizensvaluetheneedsofthecollectivecommongoodandconsiderhowtheiractionsimpactthecollectivewell-being.

• Canadianmulti-culturalpolicieschallengecitizenshiptenetsandrequireconsiderationofmultipleperspectives.

• Canada’shistoryincludesFirstNations,Métis,andInuitgovernanceandperspectivesandeachhavecontributedtoCanadianidentity.

• Decision-makingisacomplexprocesswithfar-reachingimpacts.

• Engagedcitizensstrivetobeknowledgeable,upholdtheirrights,andactontheirresponsibilities.

Knowledge and Skill Development

Inferencestomake:

• Everybodyinademocraticprocess,everyonehasarighttobeheard.

• Democracystrivestofindabalancebetweenindividualperspectives

• Astrongdemocraticsystemenhancesthevalueofallparticipants.

Studentswillbeableto:

• Understandthedemocraticprocesswithinourgovernment.

• Considertheirpersonalplaceandresponsibilityinthedemocraticprocess.

Essential Questions

• Whatmakesdemocracywork?

• Howcoulddemocracybeimproved?

• Whatistherelationshipbetweenrightsandresponsibilities?

• Howdomyactionsinfluence others?Howdotheactionsofothersinfluenceme?

• Whatistheimpactofaffirmingmulticulturalisminademocracy?

ü Enduringunderstandingsarethebigideasthatstimulatethinking,guidetheinquiryandarelinkedtooutcomes.

ü Essentialquestionspointtothe“bigideas’intheinquiryandshouldbeconsideredandreconsideredastheinquiryprogresses.

ü Answerstothesequestionsformtheevidenceoflearningattheendofstudy.

EssentialQuestionsareopen-endedquestionsthatarecontinuallyrevisited,encompassconceptsthatstudentswillexplorethroughouttheunitofstudy,formtheevidenceofunderstandingandframetheassessmentattheendofthestudy.



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Cultural Responsiveness: Honouring First Peoples’ Perspectives and Affirming Canadian Multiculturalism

Thisareaidentifiesaperspectiveandsuggestionsforteacherstofacilitatestudentexplorationofcitizenshipinaculturallyresponsivemanner.Whileculturalawarenessisanimportantfirststep,theultimategoalistodevelopculturalresponsiveness.Culturalresponsivenessallowsindividualstotakewhattheyhavelearnedanduseittorespondrespectfullyandappropriatelyinvariouscontextsandsituations.Byvalidatingtheculturalknowledgeandexperiencesthatalreadyexistinclassroomsandcommunities,teachersareabletotakeapproachestoteachingcitizenshipeducationthatarestrength-based.W.Ermine’sworkexplorestheconceptofethicalspacewhereindividualsmoveintosharedspacetoexploretopicsthatrequireambiguitytoleranceandopenminds.Throughcarefulandthoughtfulpreparationteachersandstudentsareabletocreate“ethicalspaces”inclassroomstoconsidercomprehensive,multidimensional,topicsthatarepresentedinthesecitizenshipresources.Whileexploringthesetopics,teacherscanmodelrespectforFirstPeoplesthroughnotonlyhistorical,butsharedcontemporaryexperiences.Theconceptof“wearealltreatypeople”canbeusedtocreateethicalspaceandtoensurethatallofourstudentsunderstandFirstPeoples’senseofplaceandtheirownsenseofplaceasreflectedinthepersonalworldviewsoftheirhomes,classrooms,schools,province,nationandworld.

Saskatchewanclassroomsareamicrocosmofcitizenshiprealitiesthatreflectthechangingdemographicsofourprovinceandprovideuniqueopportunitiestoexploreourrelationshipswithoneanotherinasafe,caring,andacceptingenvironment.

TheseresourcesaredesignedtosupportSaskatchewan’sconstructivistcurriculumandassistteacherstoformpartnershipswithstudentstothinkaboutcitizenshipchallengesandopportunities,locallyandglobally.Theysupportteacherstobringaphilosophyofcitizenshiptolifethatbringsagencytotheimportanceofencouragingstudentsandteachersalike,torespectfullyacknowledge,respondto,andaffirmdiverseculturalwaysofknowing,aswellastoseektounderstanddifferingperspectives.

Responsiveteachingtopromotestudentinvolvement

Diversityiscentraltoincreasingtherichnessofclassroomdiscussionsparkedbytheinquiries.Alternateviewpointsplayarolenotonlyinstrengtheningcommunicationskills,butalsoinexpandingtheexperiencesandthinkingcapabilitiesofindividualsandgroups.Teachersarechallengedtodevelopaclassroomculturewherestudentsfeelcomfortableenoughtosharetheirheritageandknowledgeandwheredifferentexperiencesandworldviewsareacceptedwithoutjudgmentandrespectedaslegitimate.

Successfuluseoftheseresourcesdependsonteachersrecognizingtheimportancethatcultureplaysinallaspectsoflearningandvalidatingstudents’connectionsoftheirlearningwithintheirculture.Classroomsmustbeplacesoftrustthatallowforthoughtfulandrespectfulconversation.FromKindergartentoGradetwelve,studentsaredevelopingskillsthatallowdifferingworldviewstobeunderstoodwhileencouragingcooperative,workingrelationshipsto



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exist.Sometimesdiscussionsmaybecomeuncomfortable,butifmanagedconstructively,theycanproviderichlearningexperiencesandachievecollaborativeoutcomes.

Teachersbecomefacilitatorsconnectinginquiriestocurrentrealities

Citizenshipexistsintherealworld.Theinquiriesprovideopportunitiesforstudentstomakeconnectionstotheirrealities,theircultures,andtheirlivedexperiences.Itisanticipatedthatteacherswilllearnasmuchabouttheirstudentsasstudentsarelearningabouttheidentifiedoutcomes.Whenteachersconnectclassroomexplorationsofcitizenshipissuestoreallifecitizenshipexamples,theysupportstudentsindevelopingtheunderstandingthatcitizenshipresponsibilitiesrequireconstantvigilanceandmobilization.

Teachersactasfacilitators,guidingstudentstosurfacethemes,andeffectivelyconnecttheirculturallyandcommunity-basedknowledgetotheirdevelopingcitizenshipunderstandings.Studentsareencouragedtoaddtheirquestionstotheinquiries,workcollaborativelytodiscoverinformation,andapplytheirlearninginauthenticcontexts.Theyareinvitedtodemonstratetheirunderstandingofcitizenshipinwaysthatsupporttheirlearningstrengthswhiletakingrisksinareaswheretheyarestilldevelopingunderstandings.

Teachersplayavaluableandcriticalroleinbringingtheseresourcestolife.Ittakescouragetoallowstudentstoauthenticallygrapplewithcitizenshipchallengeswithinthecontextoftheirpersonalcultureandworldview,butitiswithinthoseinteractions,thatcitizenship,nationallyandglobally,willbestrengthened.

Curriculum Outcomes and Indicators

Studentfriendlyoutcomesshouldbepostedthroughouttheinquiryandcontinuallyreferencedsothegoalsofthelearningareclearlyavailabletostudents.

Sask.CurriculumOutcomes:StudentFriendlyOutcomes

IN9.1

Explainwhatconstitutesasociety.

Indicators:

• Relatethefunctionsandservicesofinstitutionsinthecommunity(e.g.,schools,churches,localgovernments,caregivers,parents,elders,traditionalknowledgekeepers)totheneedsofthepeopleinthatcommunity.

• Investigatetherolesofindividualsintheinstitutionsofthelocalcommunity,includingtheexpectationsattachedtothoseroles(e.g.,school:student,principal,teacher,caretaker,secretary;hospital:doctor,nurse,traditionalhealer,receptionist,paramedic,medicaltechnician,patient?

• Researchalistofcharacteristicsandattributesthatformulateadefinitionofasociety.

• Comparetwodifferentsocietiesstudiedincludingtheattributesofleaders,therolesofvariousindividuals,culturaltraditionsandceremoniesandmeansofsustenance.



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• Applythedefinitionofsocietytooneofthecivilizationsstudied,anddetailwaysinwhichthecivilizationmeetsthecriteriatobeconsideredasociety(e.g.,HowcanMesopotamiabecalledasocietyaccordingtotheformulateddefinition?WouldAboriginalgroupingoftheplainsandwoodlandsinNorthAmericameetthecriteria?).

• Investigatediversehistoricalviewsregardingtheterms‘primitive’and‘civilized’,andanalyzetheeffectoftheperceptionsoftheconceptsonethnocentrismincolonizers.

• Analyzetheeffectsofethnocentrismonindigenouspeoples.

IN9.2

Comparethefactorsthatshapeworldviewsinasociety,includingtimeandplace,culture,language,religion,genderidentity,socio-economicsituationandeducation.

StudentFriendly:Comparefactorssuchastime,place,culture,language,religion,genderidentity,socio-economicsituationandeducationanddiscusstheirinfluenceontheCanadiansocietyoftoday.

Indicators:

• Explorepersonalstudentbeliefsaboutsomecontemporaryissuesorproblems(e.g.,makingfriends;theroleoftechnologyindailylife;affordablehousing;intergenerationalfamilies;globalwarning;post-secondaryeducation;participatinginreligiousorculturalceremonies;designerclothing;healthyfoodchoices;drinkinganddriving;violence).

• Definetheconceptofaworldview.

• Hypothesizeaboutthereasonsunderlyingthesimilaritiesanddifferencesbetweentheworldviewofoneindividualandthatofanotherperson.

• Constructacomparisonoftheworldviewsofthesocietiesstudied.

• Determinereasonsforthesimilaritiesanddifferencesbetweentheworldviewsoftwosocietiesstudied.

• Illustratethesimilaritiesanddifferencesbetweenapersonalmodernworldviewandthatofasocietystudied,andspeculatewhythesesimilaritiesanddifferencesoccur.

IN9.3

Analyzethewaysaworldviewisexpressedinthedailylifeofasociety.

StudentFriendly:Thinkofwaysaworldviewisshowninyoureverydaylife.

Indicators:

• Distinguishtheworldviewsrepresentedintheliteraturestudied.

• Identifythearchitecturalfeatureswhichcommunicatetheworldviewofasocietystudied.

• Analyzehowworksofartofasocietystudiedrevealelementsofthatsociety’sworldview.

• Examinetheroleofeducationinperpetuatingtheworldviewofasocietystudied.



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• Investigatetheworldviewofthelocalcommunityasrepresentedthroughfeaturesincludingliterature,thearts,culturalcelebrationsandtraditions,education(includingElder’steachingsifindigenouspeoples),sportsandrecreation,andarchitecture.

DR9.1

Examinethechallengesinvolvedinobtaininginformationaboutsocietiesofthepast.

StudentFriendly:Whatarethechallengeswhenobtaininginformationaboutsocietiesofthepast?

Indicators:

• Analyzetheadvantagesanddisadvantagesoforalaccountsassourcesofinformationabouthistoricalevents.

• Describetheroleofarcheologyinobtaininginformationaboutsocietiesofthepast.

• Explainvarioustechnologiesusedinarcheology(e.g.,shovels,brushes,carbondating,GPScartography,satelliteimagery).

• Presentresultsobtainedandtechniquesusedinongoingarchaeologicaldigs(e.g.,Wanuskewin,EagleCreek;Point-a-Callieres,Montreal;Pompei,Italy;DufferinTerrace,QuebecCity;FortTemiscaming,Quebec;Ahuorongo,Easterisland).

• Investigatetheroleofliterature,visualarts,music,newspapers,photographsandotherartifactsinobtaininginformationaboutpastsocieties.

• Recognizethedynamicnatureofhistoricalknowledgebyidentifyingexamplesofchangesoccurringintheinterpretationofhistoryasaresultofnewinformationuncoveredoracknowledged.

DR9.2

Synthesizethesignificanceofkeyhistoricaleventsinsocietiesstudied.

StudentFriendly:SelectandrepresentkeyhistoricaleventsinCanadiansocietyandothersocietiesstudied.

Indicators:

• Representinatimelinethekeyhistoricaleventsinthesocietiesstudied.

• Relatetheoriginsandtherepercussionsofaneventinthehistoryofthesocietiesstudied.

• Judgetheimportanceofaneventinthehistoryofthesocietiesstudiedtothepeopleinthesocietyinhistoricalcontextaswellasthecurrentera.



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DR9.4

DeterminetheinfluenceofsocietiesofthepastoncontemporarylifeinCanada.

StudentFriendly:ExplainhowthesocietiesofthepastinfluencedcontemporaryCanada.

Indicators:

• Identifyideas,images,andsymbolsincontemporarylifethathavetheirrootsinsocietiesofthepast(e.g.,political,artistic,recreational,technological,mathematicalandscientific).

• Analyzetheimpactofknowledgeacquiredfromeventsonthefutureofcontemporarysocieties(e.g.,thedeclineoftheRomanEmpire,theattemptedannihilationofindigenousculturesandlanguages,thepowerintheorganizationoflargecorporations,thecontributionofindigenouspeoplestothesurvivalofnewcomersatthetimeofcontact,andthewillingnesstosharethebountyandabundanceoftheland,sometimesthroughsophisticatedarrangementsknownastreaties.

• Constructaninventoryofreferencestotraditionaloralnarrativesfoundincurrentpopularmedia,anddeterminetherelevanceoftraditionalnarrativestocontemporarysociety.

Outcome:

PA9.1

Examineconceptsofpowerandauthorityinthegovernanceofthesocietiesstudied.

Indicators:

• Differentiatetheessentialcharacteristicsofvarioussystemsofgovernment,includingdemocracy,consensus,monarchy,autocracy,andmilitaryregime.

• Investigateandclassifythesystemsofgovernmentinplaceatdifferentperiodsinthehistoryofthesocietiesstudied(e.g.,democracy,consensus,monarchy,autocracy,militaryregime).

• Interprettheeffectofthesystemofgovernmentontheworldviewofthesocietiesstudied,intermsofwhohadpower,andhowgovernmentleadersobtainedpower(e.g.,Iroquoischiefschosenbyclanmothers,Europeanleadersselectedbyelitemales)andhowpowerwasexercised.

• Explainthereasonsunderlyingtheexistenceofaparticularsystemofgovernmentataspecificmomentinthehistoryofthesocietiesstudied.

• Definetheconceptoftheruleoflawandtraceitsoriginsinthesocietiesstudied.

• Drawconclusionsabouttheeffectoftheruleoflawontheworldviewofthesocietiesstudied.

• ComparethedistributionofpowerandtheapplicationofauthorityofasocietystudiedtocontemporaryCanadiansociety.



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Part B

Learning Plan

Throughoutthisstudy,studentswillbeconsideringthechallengesthatoccurwhiletryingtoobtainaccurateinformationaboutpastsocieties.(DR9.1)

TeacherNote

Guidingquestionsaresuggestedtosupportteachersastheyexploretheessentialquestions.Teachersareencouragedtousethequestionsthatsupporttheirclassroomworkandmakewordingchangesoraddadditionalquestionsasrequired.Guidingquestionsaremorecloselyrelatedtotheinquiry.

Studentsarealwaysinvitedandencouragedtoaddtheirownquestionsfordiscovery.

Studentswill:

• Learnwhatconstitutesasociety.(IN9.1)

• Explorevariousfactorsthatcaninfluencethedevelopmentofasocietalworldview.(IN9.2)

• Understandhowworldviewisexpressedthroughhistory.(IN9.3)

• Identifykeyhistoricalevents.(DR9.2)

• DeterminetheinfluenceofpastsocietiesoncontemporaryCanadiansociety.(DR9.4)

• Understandtheconceptsofpowerandauthorityandthewaysinwhichgovernancewasestablished.(PA9.1)

Questions to Guide Inquiry

Essentialquestionsarediscussedovermultipleyears.Guidingquestionsareadaptedtoconnectmoredirectlytotheoutcomesoftheparticulargrade.

EssentialQuestions:GuidingQuestions

• Whatmakesdemocracywork?Howcoulddemocracybeimproved?o Howdoesdemocracyaffectyouonadailybasis?o Isdemocracythefairestwaytorepresent

people?o Howis“fairness”determinedinademocracy?o Whoseperspectiveispredominant?o DoyouthinkourdemocraticCanadian

governmentisfairtoallCanadians?o Should/Canademocraticgovernmentbefairto

itsconstituents?

• Whatistherelationshipbetweenrightsandresponsibilities?o Whatrightsdoyouhaveandwhat

responsibilitiesdothoserightscreate?o Whatresponsibilitiesdoeslivinginademocracy

create?o Whatresponsibilitydoyouhavetobalance

personalneedswithcommunityneeds?



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Connecting to topic and surfacing students’ thinking Thissectionintroducestheconceptsandhelpsteachersgainanunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandquestionstopiquestudents’interests.Allowstudentstothinkaboutandtalkaboutthetopicsraised.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Vocabularyshouldbenotedhere.Recordstudentthinkingforreflectionthroughouttheinquiry.TeacherNoteThisinquiryleadsstudentstothinkaboutpresentdayreasonsastowhyweorganizeourselvesinsocietiesandthenmovetoexploreandconsiderthesameconceptsinhistoricalcommunities.Seeappendixforgraphicorganizer:HowSocietiesStructureThemselvestosupportstudentresearch.Completeasaclass,thencompleteforancientsocietystudy.

InquiryWhydowechoosetolivetogetheringroupswithrules?Havewealwaysdonethat?Whatconstitutesasociety?(IN9.1)Howissocietalworldviewreflectedinthethingsasocietyvalues?(IN9.2IN9.3)

Questionsthathook

Thinkabout…Talkabout…• Whatisasociety?

• Whydopeoplecreate/organizethemselvesintosocieties?

• Whatdoesasocietyhavetohaveinordertobetermedasociety?

• Aresocietiesunique?• Aresocietiesequal?• Whodecideshowasocietywillfunction?

• Aresocietiesdemocratic?• Whatistherelationshipbetweenasocietyand

commongood?• Havesocietiesalwaysexisted?

Surfacestudents’thinkingonthequestionsposedhere.Capturetheirthinkingforlaterreflection.

• Developadefinitionofsocietythatidentifiesthecharacteristics,roles,andfunctionofasociety.

• Usingthegraphicorganizer,fromtheappendix,brainstormandresearchtheinstitutionsandimportantpeoplewithinthestudent’scommunityandsociety.ThiswillincludedFirstNationscommunities.

• Surfacestudents’understandingofthefunctions,roles,andresponsibilitieswithinthoseinstitutionstosociety.

• Chartforlaterreflection.Dotheseinstitutionsfulfillthecriteria/characteristicsidentifiedforsuccessfulsocietalfunctioning?Whatdotheyaddtotheroleandfunctionsofcurrentsocietalstructures?Adjusttheoriginaldefinitionifnecessary.



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Studentsareexaminingtheimpactofancientcivilizationsonthepresent.Teachersareencouragedtohavestudentgroupschooseorassigngroupsspecificancientcivilizationsandhistoricalindigenouscivilizationstoresearch.Havestudentsstudythosesamecivilizationsrepeatedlysothatstudentscangainastrongerunderstandingofthediversitiesofthosecivilizations.Throughoutalloftheresearch,studentsareencouragedtoconsidertheinherentdifficultiesofresearchingancienthistory.Historicalcivilizationsinclude:• Macedonia• Rome• England• Spain• France• MongoliaHistoricalIndigenouscivilizationsinclude:• OneIndigenouscivilization

ofNorthAmerica• MesopotamiaorAncient

Egypt• AncientGreeceorRome;• Aztec,Incan,orMayan

civilizations• MedievalEuropeor

RenaissanceEurope• AncientChinaorJapan

Studentsnowmovetheirthinkingtoexaminationofancientcivilizations.Usingthejig-sawresearchandstudyapproachhavethemcompletethegraphicorganizeridentifyingsocietalinstitutionsforeachofthespecifiedgroups.

Connectbacktotheinquiryquestions:• Whydowechoosetolivetogetheringroupswith

rules?Havewealwaysdonethat?• Whatconstitutesasociety?

Thinkabout…Talkabout…

Thiscanbedoneasaclassoringroups.• Whatarethecriterianeededforacivilizationtocall

itselfasociety?o Whatdoesasocietyhavetohavetobecalleda

society?/Whatconstitutesasociety?o Whichofthecivilizationsstudiedwouldbe

termedasociety?Defendyourthinking.o Whywouldn’tallcommunitiesbeincluded?o Whatwerethestrengthsofyourcommunity?o Whatareascouldhavebeenimproved?

Thesequestionsofferstudentsanopportunitytoconsiderhowethnocentrismimpactedtheunderstandingandacceptanceofdifferentsocieties,especiallythesocietiesofindigenouspeople.• Havesocietiesalwaysexisted?• Aresocietiesunique?• Aresocietiesequal?• Whodecideshowasocietywillfunction?• Aresocietiesdemocratic?• Whatistherelationshipbetweenasocietyand

commongood?• Whydoyousupposesomecivilizationswere

consideredsocietieswhileotherswerenot?



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Developing Understanding

Thissectionisthecoreoftheinquiry.Itdescribesthemainactivity(ies)involved.Ininquiry-basedlearning,theteacherfacilitatestheactivitiesthatleadtotheunderstandingsthatstudentsmakeoftheessentialquestions.Itiscriticalthen,thatstudentsbeallowedtoraisequestionsandtalkaboutissuesthatdevelopastheyexplorethelearningactivities.Thisformsthe“Theydo”sectionoftheinquirywherestudentsarefindinganswerstotheoverarchingquestionsandthensearchingforthemesandpatternsaspossibleexplanations.Teachersworkwithstudentstoclarifyunderstandingsandhelpthepatternsbecomemorevisible.


• Howdodiverseworldviewsimpacttheacceptanceofsocietalrules?

Brainstormwaysthatyourworldviewisshownbyyoureverydaylife-activities,hobbies,choiceofclothing,music,food.

Linkingbeliefstoworldview

• Reviewandclarifystudents’conceptofaworldview.Ingroupsorinacirclehavethemreflectontheirpersonalbeliefs,whichframetheirworldviews,aboutsomecontemporaryissuesorproblems:o makingfriends;o affordablehousing;o education,K-12andpost-secondary;o intergenerationalfamilies;o roleofchildren,elders/seniors;o participatinginreligiousorculturalceremonies;o healthyfoodchoices;o theroleoftechnologyindailylife;o drinkinganddriving;o violenceo globalwarming;o designerclothing;o other-lookforadditionalcommunityissuesfor

whichstudentshaveopinionsi.e.recycling,etc.

Charttheirthinkingandlookforthemes.• Whatarethecommonalities?Whataccountsforthe

differences?• Whatworldviewsareevident?• Howdothesefactorsaffectyourcommunity/Canadian

society?• Whatistheirthinkingsayingaboutwhattheybelieve?

/Theirworldview?• Howmightsomeonefromanothercountry,culture

describetheworldviewofthestudents?

• IsCanada’smulticulturalismreflectedintheworldviewofthestudents?

Studentsextendtheirthinkingofsocietallivingtoconsiderhowworldviewsimpactsociety.Againtheyconsidercurrentdayexamplesandthenextendtheirthinkingtohistoricalcivilizations.Theyconsiderhowworldviewsdevelopandthencomparediverseworldviewsandtheirimpactonsociety.



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TeacherNote

Ifyourclassroomdoesnothaveawidediversityofstudentworldviews,considerexpandingthequestionstoincludethecommunityortheprovincetoincorporategreaterdiversity.

Researchtofindlinksbetweenpracticesofhistoricalcivilizationsthatdemonstratedbeliefsandworldview.

Havestudentsidentifysomeoftheothercultureswithintheircommunity,includingIndigenouscultures,andexploreoneorseveraloftheoptionsbelow:

• Interviewsomeonefromthoseculturesaskingfortheirthoughtsonthesameissuesstudentsexploredasagroup;

• Haveapanelofinvitedgueststospeaktotheclass;

• Inviterepresentativesfromcultureswithinthecommunitytosharetheirviews;or,(Coulddothisusinganinside/outsidecirclestrategy).

• Hostaknowledgeexchange.

Notesimilaritiesanddifferencesbetweenstudents’thinkingandthoseofthepeoplesharingtheirthoughts.Whatmightbesomeofthereasonsforthedifferences?Havestudentshypothesizeaboutthereasonsunderlyingthesimilaritiesanddifferencesbetweentheworldviewofoneindividualandthatofanotherpersonandlookforthemes.Possiblereasonsorthemesmightbe:

• Timeandplace,culture,language,religion,genderidentity,socio-economicsituationandeducation.


• Canthesepersonalbeliefsbesummarizedintospecificworldviews?

• Areworldviewsreflectiveofspecificcultures?

• Whatistheimpactofhistoryonworldview?o Howlonghavethevariousculturesheldthese

worldviews?

• Gobacktoyourhistoricalcivilizationstudied.Identifyandconsider:o theattributesofleaderso therolesofvariousindividualswithin

communitieso culturaltraditionsandceremonieso meansofsustenanceo familystructureso educationalstructureso caringforthemarginalized

StudentsalsodoaworldviewreflectionintheLifelongLearningCitizeninquirieswhentheystudyMalalaYousafzai.



13

• Giveasummarystatementabouttheworldviewasidentifiedinthebeliefsandactionsofthecommunity.

• Identifysimilaritiestoyourcurrentsociety.Whataccountsforthedifferences?



14

Apply and Extend Knowledge

Thissectionincludesideastoextendtheinquiryorapplyconceptsexplored.Thissectionmayalsoincludeadditionalreflectivequestionstopromotestudentconnectiontothetopic.Thisformsthe“Youdo”section–extendthinkingbeyondtheclassroomdiscussionsandinquiryexperiences.Poseadditionalreflectivequestionsthathavebeenraisedtoencouragecriticalandcreativethinking.

Thinkabout...Talkabout…

Howisworldviewexpressedinthedailylifeofasociety?

• InCanadaandidentifiedhistoricalculturesshowhowworldviewiscommunicatedandreflectedinthefollowing:o literature,o thearts,o culturalcelebrationsandtraditions,o education(includingElder’steachingsif

indigenouspeoples)o sportsandrecreation,o architectureo fashion

• Whatroledoeseducationplayinperpetuatingtheworldview?

• Giveasummarystatementidentifyingtheworldviewofthesocietystudied.

JigSawResearchandStudyProcess

Divideclassintogroupsandhaveeachgroupfollow-upontheircivilizationofstudy.Eachgroupmustfindouttheinformationinthequestionsposed.Encouragestudentstopresentinformationlearnedinavarietyofmodesincludingspeaking,writing,drama,multimedia,orothermodessothatallstudentshaveanentrancepointfordemonstratingtheirlearningandunderstanding.



15

Connect to Topic and Surface Students’ Thinking About …

Thissectionintroducestheconceptsandassiststeachersingaininganunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandquestionstopiquestudents’interests.Allowstudentstothinkaboutandtalkaboutthetopicsraised.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Vocabularyshouldbenotedhere.Recordstudentthinkingforreflectionthroughouttheinquiry.

Teachernote

Teachersmaychoosetoselectspecifichistoricaleventstoresearch.Checkoutthesewebsites:• http://canadaonline.about.com/od/history/u/canadianhistory.htm

• http://globalnews.ca/news/1420149/timeline-notable-dates-in-the-history-of-canada/

• http://hrsbstaff.ednet.ns.ca/smileymi/Canadian%20History%2011%20Revised/Craft%20of%20History/Top%2010%20Events%20in%20Canadian%20History.htm

InquiryWhatistheimpactofhistoryonthedevelopmentofContemporaryCanada?Currentsociety?(DR9.2)

Inpreparationforthebrainstormingactivityhavestudentsinterviewfamilymemberstofindoutwhichhistoricaleventstheyrememberandwhy.

Withtheclassbrainstorm…

Whathistoricaleventsdostudentsremember?

• Listeventsandidentifywhytheyremember.

• Categorizeeventsidentifyingkindofhistoricaleventandimpact.

Comparestudenteventsagainstfamilyevents.Whydodifferencesexist?

• Whatarethekeyhistoricaleventsinthecountry’s/civilization’sdevelopment?Representinatimeline.o Identifyeventandfactorsthatallowedeventto

happen.o Whatwastheimpactofthateventonthe

developmentoftheidentifiedsociety?§ historicalimpacts§ currentimpacts

o HavestudentsdecidewhicheventsaremostsignificanttothedevelopmentofCanadaanddefendtheirthinking.

• Designahumantimelinewherestudentsspeakoutsharinganimportantdatelineofakeyhistoricalevent.

Thinkabout…Talkabout….

• WhatwerethekeyeventsandwhowerethekeypeopleinvolvedinthedevelopmentofCanadiansociety?

• Howdoesthehistoricaleventimpactyoutoday?

• Whichmembersofasocietyhaveavoiceindecision-making?Whatroledoesageplayindecision-making?



16

Graphicorganizersareavailableintheappendixtosupportstudentresearch.

AfterstudentshaveexploredCanada,havestudentgroupsextendstudytoincludesignificanthistoricaleventsofspecifichistoricalsocieties.Identifysimilaritiesbetweencountries.Whatthemesarearising?

WhatistheinfluenceofsocietiesofthepastoncontemporarylifeinCanada?(DR9.4)

Usingthegraphicorganizer,havestudentsidentifytheideas,images,andsymbolsincontemporarylifethathavetheirrootsinsocietiesofthepast?

Afterresearchingyourhistoricalcivilization,Thinkabout…Talkabout….

• Whatwerethekeyeventsandwhowerethekeypeopleinvolvedinthedevelopmentofyourhistoricalsociety?

• Whatcategoriesarerecurring?

• Howdoesthehistoryofyoursocietyimpactyoutoday?

• Whichmembersofthesocietyhadavoiceindecision-making?Whatroledoesageplayindecision-making?

• Whatcircumstancesallowedtheeventtooccur?

WhatarethesimilaritiestocriticalCanadianevents?Whatthemesarearising?

Historical

• Whathasbeentheimpactoncontemporarysocietyofthesehistoricalevents?o thedeclineoftheRomanEmpire;o theattemptedannihilationofIndigenous

culturesandlanguages,o thepowerintheorganizationoflarge

corporations;o thecontributionofIndigenouspeoplestothe

survivalofnewcomersatthetimeofcontact,and

o thewillingnesstosharethebountyandabundanceoftheland,sometimesthroughsophisticatedarrangementsknownastreaties.

Throughoutthesestudieshavestudentsreflectuponthedifficultiesandinconsistenciesthatareassociatedwithreviewinghistorywrittenfromasingularperspective.

Evaluatetheauthenticityandvalidityofinformationsourcesusedintheinquiry.



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FirstNationsInfluence

• Whatconnectionscanyoumakebetweentraditionalandoralhistoriesandculturalidentity?

• Whatistheimpactoftraditionalnarrativesoncontemporarysociety?



18


Thissectionisthecoreoftheinquiry.Itdescribesthemainactivity(ies)involved.Ininquiry-basedlearning,theteacherfacilitatestheactivitiesthatleadtotheunderstandingsthatstudentmakeoftheessentialquestions.Itiscriticalthen,thatstudentsbeallowedtoraisequestionsandtalkaboutissuesthatdevelopastheyexplorethelearningactivities.Thisformsthe“Theydo”sectionoftheinquirywherestudentsarefindinganswerstotheoverarchingquestionsandthensearchingforthemesandpatternsaspossibleexplanations.Inthispartoftheinquirystudentscomparedifferingformsofgovernancetoconsidertheinfluenceonthepresent.(SeeGovernanceComparisonsgraphicorganizerinappendix)

InquiryHowhavetheconceptsandrolesofpowerandauthoritybeendemonstratedinthehistoryofgovernance?WhataretheirimpactsonCanadatoday?(PA9.1)

Questionsthathook:

• Whichismoreeffective,powerorauthority?

• Whoisthebossofyou?Whohasauthorityoveryou?

• Howhavetherolesofpowerandauthoritychangedfromancienttimestotoday?

"CanadaisfoundeduponprinciplesthatrecognizethesupremacyofGodandtheruleoflaw."

• Whatdoesthismeantostudents?

• Surfaceandrecordstudentthinking.

Usingthejig-sawstudyprocesshavestudentsinvestigatethesignificanthistoricaleventsstudiedandwithintheirchosencountry(BesuretoconsiderIndigenousandnon-Indigenouscivilizations)

Identify:

• Thesystemsofgovernmentinplaceatdifferentperiodsinthehistoryofthesocietiesstudied.o Whohadpower?o Howgovernmentleadersobtainedand

maintainedpower?o i.e.

§ Iroquoischiefschosenbyclanmothers,§ Europeanleadersselectedbyelitemales

• Explainthereasonsfortheexistenceofaparticularsystemofgovernmentatthespecificmomentinhistoryofthesocietiesstudied.

Inthisinquirystudentsareexaminingalternateformsofgovernanceandconsideringtheirimpactonhistoryandvarioussocieties.Theyarebecomingexpertsonthatparticularsocietyandteachingtheirinformationtootherstudents.



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AsaclassThinkabout…Talkabout…

• Differentiatetheessentialcharacteristicsofthesystemofgovernmentsidentifyingwhethertheywere:o democracyo consensus,o monarchyo autocracyo militaryregime

• Whatwastheeffectofthesystemofgovernmentontheworldviewofthesocietiesstudied?

• Whatwastheeffectofthedevelopmentoftheruleoflawontheworldviewofsocietystudied?

• Whathavebeentheimpactsofthegovernancemodelsie.distributionofpowerandtheapplicationofauthorityinthestudiedsociety,oncontemporaryCanadiansociety?

• WhatweresomeofthemostsignificanteffectsonCanada’sdevelopmentoftheruleoflaw?



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Thissectionincludesideastoextendtheinquiryandapplyconceptsexplored.Thissectionmayalsoincludeadditionalreflectivequestionstopromotestudentconnectiontothetopic.Thisformsthe“Youdo”section–extendthinkingbeyondtheclassroomdiscussionsandinquiryexperiences.Poseadditionalreflectivequestionsthathavebeenraisedtoencouragecriticalandcreativethinking.

Thinkabout…Talkabout…• WhyaretheresportsteamsnamedafterFirstNation

names?• Isitappropriatetousesymbolsorlogosfromanother

onesculture?• Whatdoyouthinkofspiritualconnectionstocultural

connections?

Resourcestosupportstudents’studyorstimulatethinking• NationalMuseumoftheAmericanIndianWinter2013-

“ATribeCalledRed”

http://www.americanindianmagazine.org/story/tribe-called-red

Thegroupsentamessage,

“Non-Nativeswhocometoourshows,pleasedon’twearheaddressesorwarpaint.It’smakingfunofourraceandcultureandisextremelyinsultinganddemeaning.Pleasestop”.• AlaoraArnold.UrbanNativeMagazine“Decolonizing

theMind”Coachella.

“Westernizedculturehascreatedafeelingofentitlementandtheabilitytoblatantlytakefromothercultures.Whenenteringthesediscussionsaboutculturalappropriationitproveshelpfultomakeeffortsto“decolonizethemind”.-Seemoreat:http://urbannativemag.com/decolonize-the-mind-coachella/#sthash.fch6QUdU.dpuf• MeganRedShirt-Shaw.CBCNewsPharrelWilliam:

PleaseThinkBeforeyouputonaheaddress.http://www.cbc.ca/news/aboriginal/pharrell-williams-please-think-before-you-put-on-a-headdress-1.2667315

“Eachfeatherwasearned.ThesignificanceofeaglefeathersisstillhonouredtodayincontemporaryindigenouscultureandthewarbonnetspecificallyisnotdefinitiveofallNativeAmericanpeopletoday.Everycommunitypracticestheirownbeliefsystem.”

“Symbolsliketheheaddressareownedbythetribes.Theyaresacredtoourcommunities.Itishurtfultoseethemusedinanyotherway”.



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Evidence of Learning

Thissectionsuggestswaysinwhichstudentsmaydemonstratetheirunderstanding.Idealdemonstrationswillbeinauthenticperformancetasks.Eachcitizenshipstudymayhaveitsownsmallerassessmentpieceorbecompiledtosupportonelargerperformancetaskassessment.Assessmentpiecesvary,butshouldallowstudentstodemonstratetheirunderstandinginavarietyofways.

Assessmentofthelearningwillvarybutshouldallowstudentstodemonstratetheirlearningandunderstandinginavarietyofways.

Studentsshouldbeabledemonstrateanunderstandingof:

• Whatconstitutesasociety?

• Howthefactorssuchastime,place,culture,language,religion,genderidentity,socio-economicsituationandeducationshapeanindividual’sworldview.

• Theinfluencethatsignificantpasteventsinfluencecontemporarysociety.

Self-Assessment/Reflection

• Whatyouthinkismoreeffective“power”or“authority”inthegovernanceofasociety.Explainyourthinking.

• Whatisthebalancebetweenfreedomandorderinasociety?

• Howdowedecidewhatisneededbothindividuallyandasasociety?

• Whoseperspectiveismostoftenrepresentedinestablishingsocietalnorms?Howwouldyouincludeotherperspectives?

• WhatisthemostimportantcontributionofhistoricalsocietiesonpresentdayCanada?Explainyourthinking.



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Student Citizenship Journal Opportunities

StudentswillcontinuetoexploretheirunderstandingoftheirroleasaCanadiancitizenandreflectontheirperspectiveinanongoingjournal.Considervideojournalingasanoption.Artmaybeincludedthroughoutthejournal;sometoaccompanythejournalentryandsomethatarerandomdrawingsandsketching.Thejournalentriesarearecordofthestudent’sthinkingandreflecttheirjourneyascitizens.

StudentsarekeepingaCitizenshipJournaltoreflectupontheirdevelopingviewsofcitizenship.Thissectionprovidespromptsforstudentjournals.Studentsareinvitedtochooseonethatintereststhemorproposetheirown.Studentscanalsorespondtoanyoftheessentialquestions.Studentsareencouragedtorespondusingavarietyofgenres.

! Whatdoyouthinkismoreeffective“power”or“authority”inthegovernanceofasociety?

! Whatisthebalancebetweenfreedomandorderinasociety?

! Howdowedecidewhatisneededbothindividuallyandasasociety

! Respondtoanyoftheessentialquestions



23

Part C

Inquiry Resources

• KenLeyton-Brown,UniversityofReginaprofessor-KennethLeyton-BrownspecializesinCanadianlegalhistory,withaparticularemphasisonthelegalhistoryofSaskatchewan.(GoodwebsiteforinformationonSaskatchewanHistory)

http://www.canadashistory.ca/Education/U-of-History/Universities/University-of-Regina/Kenneth-Leyton-Brown

• CriticalThinkingConsortium–www.tc2a

• HowGlobalizedareourLives?–GlobalizingConnectionstc2.ca/shop/download/CollectionCC/FreeSamples/GlobalizingConnections_Sample.pdf

• CriticalChallenges:http://www.tc2.ca/en/teaching-resources/online-resource-collections/critical-challenges/critical-challenges-collection.php

• PivotalVoices:http://www.tc2.ca/en/teaching-resources/online-resource-collections/pivotal-voices.php

• NFBInteractive:allowsyoutodoasearchforrelevantresourcesbutsnooparoundasverygood–https://www.nfb.ca/interactive/

• CBCDigitalArchives–www.cbc.ca/archives

• SaskatoonPublic,SecondaryLibraryGuides–NativeStudiesGuides

http://secondarylibguides.spsd.sk.ca/content.php?pid=303853&sid=2672173

• TheHistoricalThinkingWebsite–www.historicalthinking.ca

• EducationalTechnologyandMobileLearning-http://www.educatorstechnology.com/2012/08/great-free-web-resources-on-language.html

• NationalMuseumoftheAmericanIndianWinter2013-“ATribeCalledRed”

http://www.americanindianmagazine.org/story/tribe-called-red

• AlaoraArnold.UrbanNativeMagazine“DecolonizingtheMind”Coachella.

http://urbannativemag.com/decolonize-the-mind-coachella/#sthash.fch6QUdU.dpuf

• MeganRedShirt-Shaw.CBCNewsPharrelWilliam:PleaseThinkBeforeyouputonaheaddress.http://www.cbc.ca/news/aboriginal/pharrell-williams-please-think-before-you-put-on-a-headdress-1.2667315



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Cross Curricular Connections

LanguageArts

Themes

• PersonalandPhilosophical:Studentswillreflectupon:o self-imageandself-esteem;and,o selfandlife,andontheirbeliefsandvaluesandthoseoftheirsociety.

• Social,Cultural,andHistorical:Studentswillo lookoutwardandexaminetheirrelationshipswithothers,theircommunity,and

thatoftheworld;and,o considerthehistoricalcontext.

• EnvironmentalandTechnological:Studentswill:o exploretheelementsofthenaturalandconstructedworldandtheroleof

technologyandrelateddevelopmentsintheirsociety.

• Communicative:Studentswill:o considertheroleofcommunicationintheirlivesandtheideasandtechnologiesthat

helppeoplebecomeeffectivecommunicators.

TreatyEducation

• TR9:InvestigatethetreatyexperiencesofIndigenouspeoplearoundtheworld.

• SI9:ApplyunderstandingoftreatiesandtreatymakingwithworldIndigenouspeoples.

• HC9:Analyzehowtreatymakingrecognizespeoples’rightsandresponsibilities.

• TPP9:ExaminetheeffectivenessoftreatymakinginaddressingthecircumstancesofIndigenouspeoples.

Health

Understanding,Skills,andConfidences(USC)

• USC9.2Analyzehowthewell-beingofself,family,community,andtheenvironmentisenhancedbyacomprehensive,communityapproachtosafety.

• USC9.3Interpret,critique,andquestionthestigmaassociatedwithindividuals,families,andcommunitieslivingwith/affectedbynon-curableinfections/diseases,includingHIV/AIDSandHepatitisCandforthosewhoadvocateforthem.

• USC9.4Analyzethenormsandexpectations(e.g.,community,cultural)associatedwithromanticrelationshipsasameanstoeffectivelyplanforrelatedhealthpromotion.

• USC9.5Evaluateavarietyofhealthyfoodpoliciesandplantoparticipateinthedevelopment,revision,and/orimplementationofahealthyfoodpolicy(e.g.,fundraising,feasts,canteensales,extra-curricularevents)inthecommunity(e.g.,home,school,arena,youthcenter).



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• USC9.6Analyzethehealth,economic,andsocialsupportsandchallengesofaddictions(e.g.,tobacco,shopping,alcohol,gambling,Internet,drugs)onself,family,community,andtheenvironment.

• USC9.7Analyzetragicdeathandsuicideasdistressingcommunityissuesandappraisewhatsupportsandhealthpromotionsexistinthecommunitytoaddresstheseissues.

• USC9.8Assessthewaysself,family,andcommunityfacilitatehealthylivingforpeoplewithchronicillness.

DecisionMaking

• DM9.11Analyzethehealthopportunitiesandchallengesandestablishpersonalhealthpromotiongoalstatementsrelatedtocomprehensiveapproachestosafety,non-curableinfections/diseases,romanticrelationships,addictions,tragicdeathandsuicide,chronicillness,andsexualhealth.

Further Investigation Suggestions

• Invitealocalactivisttospeakwiththeclassregardingalternativechoicestoliving.

• Visitalocalhistoricalorculturalmuseum,takingnoteofpastinfluences.Havestudentstakeamomentofsolotimealongthewaywheretheysitandtakeintheambiance.Writeareflectivepieceofwriting.

• Constructaninventoryofreferencestotraditionaloralnarrativesfoundincurrentpopularmedia

• Researchyourownculturalbackgroundandgenealogy.Findastoryinyourfamilyhistoryandsharethatstoryinadramaticpresentation.Reflectonhowthatstorymayhaveinfluenceyourfamilyhistory.

• FindarefugeefamilyandinterviewthemastotheirjourneytocometoCanada.Sharetheirstorythroughanartisticrepresentationofart,poetry,dramaorprose.

• Identifyaspecificsystemofgovernmentinacountryintheworldandfollowtheircurrentpoliticalsituation.HowdoestheirgovernmentcomparetothedemocraticgovernmentinCanada?

• Usingtheresearchdoneonsocietiesstudiedprepareanewsreleasethroughvariousformsofsocialmedia.Inyournewsreleaseanswerthefive“W’s”ofjournalism(who,what,where,when,why).

• Createaroleplaythatidentifiesthevariousformsofgovernment.Besuretoincludestrongcharacteristicsinyourpoliticalleadersandcurrentevents.

• Createa“how-toguide”thatexplainshowtoestablishagovernmentwithvarioussystemsofgovernment(democracy,consensus,monarchy,autocracy,militaryregime)



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Appendix

GLOSSARY www.vocabulary.com

Autocracy

Anautocracyisagovernmentcontrolledbyonepersonwithabsolutepower.Asunlimitedpowerdoesn'tusuallybringoutthebestinpeople,autocraciesareoftenbrutalregimes.

ThewordautocracycomesfromtheGreekrootsauto("self")andkratos("power").Ifyourbossdictatesyoureverymoveandleavesyounosayatallinhowyoudoyourwork,thenyou'renotinademocraticworkplace,you'reinanautocracy.

Consensus

Whenthere'saconsensus,everyoneagreesonsomething.Ifyou'regoingtoamoviewithfriends,youneedtoreachaconsensusaboutwhichmovieeveryonewantstosee.

Evernoticehowpeopledisagreeaboutjustabouteverything,fromwho'sthebestbaseballplayertohowhightaxesshouldbe?Wheneverthere'sdisagreement,there'snoconsensus:consensusmeanseveryoneisonthesamepage.Whenyou'retalkingaboutallthepeopleintheworld,it'shardtofindaconsensusonanything.Therearejusttoomanyopinions.However,inasmallergroup,reachingaconsensusispossible.

Democracy

Whetheryou'retalkingaboutyourgleecluborapowerfulnation,theworddemocracydescribesgovernmentbasedonparticipationofthepeople,eitherdirectlyorthroughelectedrepresentatives.

DemocracytracesbacktotheGreekwordsdemos,meaning"people,"andkratia,meaning"power.""Peoplepower"remainscentraltodemocracy,whetheryou'redescribingacountryoramuchsmallerorganization.Ifyourgleeclubisrunasademocracy,theneverybodygetstovoteonquestionslikewhatyou'regoingtosingandwhatkindofoutfitsyou’regoingtowear.Becausedemocracyassumessomeideaofequality,it'softenusedtomeanajustsociety,oneinwhicheveryoneistreatedequally.

Ethnocentrism

Anyonewhojudgespeopleortraditionsbasedonhisownculturalstandardsisguiltyofethnocentrism.Itmeansbelievingthatthewayyou'reusedtodoingthingsistheonlyrightwaytodothem,andthatpeopleorculturesthatdothingsdifferentlyarewrong.EthnocentrismcomesfromtheGreekethno,or"people"andcentric,"center;"sowhenyouputyourownpeople,orculture,atthecenteroftheworld,you'relettingyourethnocentrismshow.

Genderidentity

Youridentityasitisexperiencedwithregardtoyourindividualityasmaleorfemale;awarenessnormallybeginsininfancyandisreinforced

Indigenous



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Indigenous,aboriginalandnativeallmeanthesamething.Aboriginal,however,iscommonlyusedinconnectionwithAustralia,andnativewithNorthAmerica.Themostneutralofthethreeterms,indigenouscomesfromtheLatinword,indigenameaning"anative."Anindigenousceremonyorreligionisonetraditionallyusedbyacertaingroupofpeople.

Institution

Thenouninstitutionalsoreferstoalongheldcustomorpracticeinsociety.Evenifyourparentsdivorcedwhenyouwereyoung,youmightstronglybelieveintheinstitutionofmarriage.Oryoumightbelievethatonceyouentertheinstitutionofmarriage,yournextstopwillprobablybeamentalinstitution.Institutioncanalsodescribetheactofputtingsomethinginplace.Theinstitutionofnewtrafficrules—greenmeansstopandredmeansgo—causedabitofconfusion.

Military

StemmingfromtheLatinwordfor"soldier,"militaryisawordthatgoeshandinhandwithwar.It'sthemilitarythatprotectsacountry'sinterests,leadbygeneralsandpoweredbybravesoldiers.Whenusedasanadjective,militarydescribesanythingthat'srelatedto,well,themilitary:salutes,campaigns,uniforms,etc.

Monarchy

Amonarchyisacountrythatisruledbyamonarch,andmonarchyisthissystemorformofgovernment

Amonarch,suchasakingorqueen,rulesakingdomorempire.Inaconstitutionalmonarchy,themonarch'spowerislimitedbyaconstitution.Butinanabsolutemonarchy,themonarchhasunlimitedpower.Monarchyisanoldformofgovernment,andthewordhasbeenaroundalongtime.ItderivesfromGreekmonarkhiā,frommonarkhos"monarch."

Multiculturalism

Multiculturalismisanoptimisticphilosophythatsaysifwelearnaboutandacceptothercultures,we'llallgetalongbetter.Sometimesmulticulturalismiscelebratedbyeatingfoodfromothercountriesorlearningabouthowpeopleliveindifferentpartsoftheworld.Whenyoustudymulticulturalism,youusuallylearntwothings:howdifferentotherpeopleare,andhowsimilartheyare,too.

Regime

RegimetakesitsmilitaristicandgovernmentfeelfromtheLatinwordregimen"torule."Apoliticalregimehasanegativeassociationtoitthatmakesyouthinkoftotalitariangovernments.Howdiditcometomean"diet"or"programofexercise"aswell?Ifyouareputonaregimeofexerciseandhealthyeating,youareorderedbyadoctortodothesethingsanditprobablyfeelslikeyou'rebeingruledsometimes!

Society

Thenounsocietyreferstopeoplelivinginsocialorder.Unlessyouareareclusiveperson,youareapartofsocietyinsomewayoranother.



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Societycanalsorefertofashionableelite,the"beaumonde"or"smartset."Anorganizationorclubformedaroundacommoninterestissometimesalsocalledasociety.Toaddtoitsmystique,thistypeofsocietymightcreatespecialrules,greetings,orhandshakes.CertainnationalsocietiesthatmayhavebranchesinyourcommunityincludetheElksLodgeortheNationalAssociationofProfessionalWomen.

OrganizationAformalassociationofpeoplewithsimilarinterestsThefashionableeliteThestateofbeingwithsomeone

Worldview

Acomprehensiveviewoftheworldandhumanlife



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HowSocietiesOrganizeThemselves:SocietalInstitutionsInstitutions Functions/Services Roles/Responsibilities PeopleNeeds

CommunityNeedsAddressed

Funding/Howsustained

Schools

Churches

LocalGovernment

Hospitals

Other?



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KeyHistoricalEvent Society-EventTimePeriodFactorsthatsupportedeventhappening

Impact:HistoricalCurrent

Peopleinvolvedinevent

ImportanceofeventtoSociety



31

GovernanceComparisons

CharacteristicsLeaders:

Howpowerobtained?

Leaders:Howpower

exercised?

Historicalprominence:

DatesDemocracy

Consensus

Monarchy

Autocracy

MilitaryRegime



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SystemsofGovernanceInfluence Country/SocietySystemofGovernanceDatesandLengthofTime

LeadersHowpowerobtainedandmaintained?

ReasonforExistence

ImpactonSocietyworldview

ImpactonRuleofLaw

ImpactonCanadiansociety





33

TracingtheRootsofSociety Ideas Images Symbols LogosPolitical

Artistic

Recreational

Technological

Mathematical

Scientific

MAY2017

CITIZENSHIPSTUDIES

GRADE9:LIFELONGLEARNINGCITIZENS

Part A


LifelongLearningcitizenscontinuouslystrivetounderstandthedynamicsofchangeandcriticallyseeknewinformationsothattheycanmakereasoneddecisions.Theystrivetodevelopacriticalunderstandingof,activelyexploreandanalyzeevents,andconsidertheimpactsofdecisionsmadeatlocal,national,andgloballevels.Theyarelearningthattherearedifferentpointsofvieworperspectivestoissuesandthinkabouthowrulesandlawshavedifferentimpactsondifferentgroupsofpeople.ThisareaofCitizenshipstudydevelopsskills,attitudesandknowledgesothatstudentscanappreciatethepowerthatcomesthroughadvocatingforspecificcauses.

Overview of Citizenship Study

Grade9studentsstudytheRootsofSociety.TheyexplorehistoricalsocietiesofMacedonia,Rome,England,Spain,France,andMongoliatounderstandtheimpactontoday’sthinking.TheywillalsostudyatleastonehistoricalindigenoussocietyofNorthAmericaaswellasMesopotamiaorAncientEgypt,AncientGreeceorRome,Aztec,Incan,orMayancivilizations,MedievalEuropeorRenaissanceEurope,or,AncientChinaorJapan.

Grade9studentscontinuetoaddtotheirunderstandingsregardingthecomplexitiesofdiversity,theimpactofhumansontheenvironmentandtheprocessesfordecisionmakinginthedemocraticprocess.StudyinthisgradeexaminestheRootsofSocietyandconnectsstudentswithhistoricalperspectivesofearlysocietiessothatstudentscanhaveabetterunderstandingoftherolethathistoryplaysonpresentsocietalstructures.

Studentscomparedifferinghistoricalperspectivestoacquisitionofwealthanduseofresourcesandexaminetheeffectsofsocietalworldviewoneconomicpractices.Economies,impactsoftrade,transportationandtechnologyarecomparedacrosssocieties.Studentsareaskedtothinkabouttheimpactoflifestylechoicesonnaturalenvironmentalissuesoccurringatlocal,national,andgloballevels.

CitizenshipStudents–Grade9:LifelongLearningCitizens MAY2017

LifelongLearningCitizensdevelopcriticalthinkingskills,consideralternateperspectives,andanalyzetheeffectsofdecisions.

2


Theforcesthataffectpeopleareconstantlychanging.LifelongLearningcitizenshavearesponsibilitytocontinuallyexploreissuesandseektounderstandpresentdayrealities.Studentsexaminehistoricaleventstounderstandtheperspectivethathistoryandcontextplacesonpresentdecisionmaking.





• Canadianmulticulturalpolicieschallengecitizenshiptenetsandrequireconsiderationofmultipleperspectives.





Studentswill:

• Examineandseektounderstanddiversehistoricalperspectives.

• Considertheinequitiesofpowerandauthoritythatcanaccompanydiversity.

• Understandtheimportanceofanddevelopskillsforadvocacy.

• Realizethevalueoflifelonglearning.

ü Enduringunderstandingsarethebigideasthatstimulatethinking,guidetheinquiryandarelinkedtooutcomes.

ü Essentialquestionspointtothe“bigideas’intheinquiryandshouldbeconsideredandreconsideredastheinquiryprogresses.




3

Essential Questions

• Howdoyoudeterminefairness?

• Whatinfluencesyourdecision-making?

• Howlargeisyoursphereofinfluenceandwhatcanyoucontrol?

• Whatistherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety?

• Whatresponsibilitiescomewithaffirmingamulticulturalsociety?








4



Successfuluseoftheseresourcesdependsonteachersrecognizingtheimportancethatcultureplaysinallaspectsoflearningandvalidatingstudents’connectionsoftheirlearningwithintheirculture.Classroomsmustbeplacesoftrustthatallowforthoughtfulandrespectfulconversation.FromKindergartentoGradetwelve,studentsaredevelopingskillsthatallowdifferingworldviewstobeunderstoodwhileencouragingcooperative,workingrelationshipstoexist.Sometimesdiscussionsmaybecomeuncomfortable,butifmanagedconstructively,theycanproviderichlearningexperiencesandachievecollaborativeoutcomes.







5




Outcome:

IN9.4

Determinetheinfluenceofworldviewonthechoices,decisions,andinteractionsinasociety.

StudentFriendly:Lookathowasociety’sperspectivemightinfluencechoices,decisionsandinteractionswithinthatsociety.

Indicators

• Explaintheinfluenceofworldviewonpersonalchoices,decisions,andinteractions(e.g.,choiceoffriends,choiceoffashion,thesignificanceofeducation,participationornon-participationinevents,choiceofpastimesandrecreationalactivities,approachestonatureandecology,approachestoconsumerism).

• Analyzetheinfluenceofworldviewsuponattitudestowardterritorialexpansion,colonization,orempire-buildinginthesocietiesstudied,andassesstheimpactofsuchactivitiesontheindigenousculturesandpeoples.

• ExplainhowtheworldviewofCanadianFirstNations,includingthevalueplacedonharmonyandtrust,ledtothesigningofTreaties.

• Judgetheinfluenceandimpactofworldviewontheprogressordeclineofthesocietiesstudied.

RW9.1

Comparedifferingperspectivesregardingtheacquisitionanddistributionofresourcesandwealthinthesocietiesstudied.

StudentFriendly:Lookatthedifferentwaysthatsocietiesacquireanddistributewealth.

Indicators:

• Investigatethestrategiesusedtoacquireanddistributeresourcesinthesocietiesstudied.

• Comparetheperspectivesregardingthedistributionofresourcesinthesocietiesstudied,andassesstheresultsintermsofconsequencesforthepopulationsofthesocieties.

• Researchtheprocessesfordecisionmakingregardingproductionanddistributionofwealthandresourcesinthesocietiesstudied.

• Inferthevaluesofthesocietiesstudiedaccordingtothecategoriesofacquisitionanddistributionofresourcesandwealth.



6

RW9.2

Appraisethesignificanceoftradeandtransportationinthedevelopmentofthesocietiesstudied.

StudentFriendly:Criticallyviewwaysinwhichtradeandtransportationhaveaffectedthedevelopmentofsociety.

• Analyzetheimpactofphysicalgeographyonmodesoftransportationinthesocietiesstudied.

• Investigatemotivesfortrade,approachestotrade,andtradingpatternsofsocietiesstudied,toassesstheeffectsontheeconomyandprosperityofthatsociety.

• Comparetheprosperityofsocietiesstudied,andinferreasonsforsimilaritiesanddifferences.

• Assesstheimportanceoftraderelationsandtransportationsystemsforprosperityinthesocietiesstudied,andmakegeneralizationswithreferencetocontemporaryCanada.

RW9.3

Determinetheinfluenceoftechnologiesofpastsocietiesstudiedoncontemporarysociety.

StudentFriendly:Lookatthewaysthattechnologyinthepastmightaffectsocietytoday.

Indicators

• Illustrateonatimelinethesignificantscientific,mathematical,technological,artistic,andculturalachievementsofpastsocieties.

• Explaintheimpactoftoolsandothertechnologiesdevelopedinpastsocietiesontheeconomiesandlifestylesofthosesocieties.

• Discerntheinfluenceofthetoolsandothertechnologiesofonesocietystudieduponanothersocietystudied.

• Representachievementsandtechnologiesofthecontemporaryworldthathavetheiroriginsintheachievementsandtechnologiesofsocietiesstudied(e.g.,weapons,dyes,medications,tools,transportationmethods,navigationinstruments,architecture,printing,mathematics).



7

Part B

Learning Plan

Questionsarepostedanddiscussedwithstudentsatthestartoftheexplorationofstudy.Theseopen-endedquestionsarecontinuallyrevisited;encompassconceptsthatstudentswillexplorethroughouttheunitofstudy;formtheevidenceofunderstanding;and,frametheassessmentattheendoftheunitofstudy.Guidingquestionsareposedtosupportstudentthinkingastheyexploretheanswerstothelargeroverarchingquestions.

Teachersmaywanttoconsiderputtingthequestionsintoa“Before,During,After”charttonotethechangesinstudents’thinkingasaresultoftheinquiries.

Studentswill:

• Determinehowworldviewinfluencesthedecisions,choices,andinteractionsofsociety(IN9.4);

• Comparedifferingperspectivesregardingtheacquisitionanddistributionofresourcesandwealth(RW9.1);

• Evaluatehowtradeandtransportationimpactedthedevelopmentofsocieties(RW9.2);and,

• Determinehowpasttechnologiesimpactedcontemporarysociety(RW9.3).



• Whatistherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety?o Doesyourenvironmentandwhereyou

live/senseofplace/relationshipaffecthowyourculturalandsocialbehavioursdevelop?

o Areyouauserorprotectoroftheenvironment?o Doestheenvironmentimpactyourbeliefsand

values?

• Whatinfluencesyourdecision-making?o Howimportantisunderstandinghistoryto

currentdecision-making?o Whatcausesyoutochangeyourmind?o Whatdoesittakeforsocietytomakeachange?

• Howlargeisyoursphereofinfluenceandwhatcanyoucontrol?o Whatistheimpactofthoseinfluences:positive

ornegative?o Isitpossibletocontroltheimpactofthose

influences?o Whatinfluencesontheworlddoesourlifestyle

create?



8

• Howdoyoudeterminefairness?o Whoseperspectiveshouldbeconsideredwhen

determiningwhatisfair?

• Whatresponsibilitiescomewithaffirmingamulticulturalsociety?o Howaremultipleperspectivesconsideredinthe

decisionmakingprocess?o Whoseperspectivehasframedmostofhistorical

decision-making?o Howimportantisculturetoaperson’sidentity?o Whataretheimpactsofmanyculturesliving

together?o Whatinfluencedoesworldviewhaveona

person’sidentity?o WhatistheimpactofCanada’smulticultural

policyonthedevelopmentofCanadiancitizens?

Vocabulary• acquisition• colonization• distribution• empathy• empirebuilding• imperial• imperialism• marginalization• territorialexpansion• worldview



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Connect to Topic and Surface Students’ Thinking About…

Thissectionintroducestheconceptsandhelpsteachersgainanunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandallowstudentstothinkaboutandtalkabout.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Vocabularyshouldbenotedhere.Recordstudents’currentthinkingforreflectionthroughoutinquiry.

Inquiry:

Whatistheinfluenceofworldviewonthechoices,decisions,andinteractionsinasociety?

Posetheseessentialquestionstostudentstosurfacetheirthinking.

• Whatinfluencesyourdecision-making?o Howimportantisunderstandinghistoryto

currentdecision-making?o Whatcausesyoutochangeyourmind?o Whatdoesittakeforsocietytomakeachange?

• Howlargeisyoursphereofinfluenceandwhatcanyoucontrol?o Whatistheimpactofthoseinfluences:positive

ornegative?o Isitpossibletocontroltheimpactofyour

decisions?

• Whatresponsibilitiescomewithaffirmingamulticulturalsociety?o Howimportantisculturetoaperson’sidentity?o Whataretheimpactsofmanyculturesliving

together?o Whatinfluencedoesworldviewhaveona

person’sidentity?

Thinkabout…Talkabout…Writeabout…

• Whatisyourworldview?o Whatdoyouthinkaboutthewaypeopleshould

betreated,theimportanceofhumanrights,thewayweshouldlivewithothersinourworld?

o Howdoyouresolvedifferencesofopinionthatresultfromdifferingperspectivesandexperiences?

o Whatdoyouthinkisyourresponsibilitytotheenvironment?

Theintentofthisexerciseistohavestudentsconnecttoandconsidercurrent,ongoingissuesthatpeopleoftheiragefaceintheworld-toputamodernfaceandconnectiontowhattheywillbelearning.(Increaserelevance)However,theoutcomesandindicatorsaskstudentstounderstandtheroleofhistoryinthedevelopmentoftoday’ssocietiesandmoressoitisimportanttoexaminehistoricalsocietiesandmakelinkstothecurrentpracticeandbeliefs.Thisisaconnectingactivity.Itcannotbecometheentirefocusoftheinquiry.



10

Grade9studentsstudytheRootsofSociety.

StudentswillexplorehistoricalsocietiesofMacedonia,Rome,England,Spain,France,andMongolia.TheywillalsostudyatleastonehistoricalIndigenoussocietyofNorthAmericaaswellas:• MesopotamiaorAncient

Egypt;• AncientGreeceorRome;• Aztec,Incan,orMayan

civilizations;• MedievalEuropeor

RenaissanceEurope;• AncientChinaorJapan.Historicalindigenoussocietiesinclude:• OneIndigenoussocietyof

NorthAmerica• MesopotamiaorAncient

Egypt;• AncientGreeceorRome;• Aztec,Incan,orMayan

civilizations;• MedievalEuropeor

RenaissanceEurope;• AncientChinaorJapan.Theseinquirieshavestudentsexaminingtheimpactofancientcivilizationsonpresentsociety.Teachersareencouragedtoassignstudentsspecificancientsocietiesandhavestudentsstudythosesamecivilizationsrepeatedlysothatstudentscangainastrongerunderstandingofthediversitiesofthosecivilizations.

Givestudentstimetothinkaboutthis,talkaboutthisandwriteaboutthis.Laterstudentswillbeaskedtoexaminetheirbehaviourtoseewhatstoryittells.Doestheirbehaviourmatchwhattheythinktheybelieve?

WatchonlinevideoofMalalaYousafzai,femalePakistanstudentshotforattemptingtoattendschool,onwww.Youtube.com.AfterthevideosurfacewhatstudentskneworlearnedabouttherulesoftheTalibangovernmentinregardstofemalesattendingschool.(seeappendixforarticleandgraphicorganizertosupportresearchonMalalaYousafzai)

• WhatthingswereevidentaboutMalala’sworldview?

• WhatdidstudentslearnorcaninferabouttheinfluenceofMalala’sworldviewonherpersonalchoices,decisions,andinteractions?i.e.o choiceoffriends,o choiceoffashion,o thesignificanceofeducation,o participationornon-participationinevents,o choiceofpastimesandrecreationalactivities,o approachestonatureandecology,o approachestoconsumerism

• WhatpersonalconnectionsaretheymakingtoMalala’sexperiences?o Filloutyoursideofthegraphicorganizerand

compareexperiences.o Lookforsimilaritiesanddifferences.Whydo

theyexist?

• Whatdoyourchoices,yourbehaviours,yourexperiencessayaboutyourworldviews?

• CouldMalala’sexperiencehappeninCanada?Justifyyouranswerandexplainyourthinking.o Recordyourreflectioninyourjournal.o Howhasthepast(culturalbeliefsand

behaviours)influencedMalala’spresentsocietalexperience?

o Whatistherelationshipbetweenhistoryandthepresentinhercircumstances?



11


Thissectionisthecoreoftheinquiry.Itdescribesthemainactivity(ies)involved.Ininquiry-basedlearning,theteacherfacilitatestheactivitiesthatleadtotheunderstandingsthatstudentmakeoftheessentialquestions.Itiscriticalthen,thatstudentsbeallowedtoraisequestionsandtalkaboutissuesthatdevelopastheyexplorethelearningactivities.Thisformsthe“Theydo”sectionoftheinquirywherestudentsarefindinganswerstotheoverarchingquestionsandthensearchingforthemesandpatternsaspossibleexplanations.Teachersworkwithstudentstoclarifyunderstandingsandhelpthepatternsbecomemorevisible.

Seeappendixforgraphicorganizerstosupportstudentresearch

• Usingtheresearchandbasedontheactionsoftheirresearchedcountries,havestudentsanalyzeandinferwhatthecountrybelievedabout:o territorialexpansion,o colonization,o empire-building

• Whatwastheimpactofsuchactivitiesontheindigenousculturesandpeoples?

• Whatwastheinfluenceandimpactofworldviewontheprogressordeclineofthesocietiesstudied?

• ExplainhowtheworldviewoftheIndigenouspeopleimpactedtheprogressordeclineoftheirsociety.


Thissectionhasstudentsmakingconnectionstotheessentialquestionsandtheirpreviousexplorationsonworldviews.Studentsarelookingforpatternsandthemes.

• Wheredoyouseetheimpactofhistoryoncurrentdecision-making?

• GobacktoyourworldviewexplorationofMalalaandyourself.Wheredoyouseetheimpactofhistoryoncurrentworldviews?

• ExplaintheimpactoftheworldviewofCanadianFirstNations,inthesigningofTreaties.Includethevalueplacedonharmonyandtrust.Throughoutthesestudieshave

studentsreflectuponthedifficultiesandinconsistenciesthatareassociatedwithreviewinghistorywrittenfromasingularperspective.

Evaluatetheauthenticityandvalidityofinformationsourcesusedintheinquiryprocess.



12


Thissectionintroducestheconceptsandgainanunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandallowstudentstothinkaboutandtalkabout.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Vocabularyshouldbenotedhere.Recordstudents’currentthinkingforreflectionthroughoutinquiry.

TeacherNoteTeachersmaychoosetobeginthediscussionconnectingtheuseofresourcestotheeconomybytalkingaboutpresentdaySaskatchewanexamples.Byusingmorecurrentandconcreteexamples,teacherscanjudgethebaselineknowledgeoftheirstudentsregardingtheseconceptsandbeabletoprovidenecessarysupportswhenresearchonhistoricalsocietiesbegins..

Inquiry:

Howdoeshistoryaffectyoutoday?

Howdiddifferingperspectivesandworldviewimpactthedevelopmentofsocietiesstudied?

Whatistheimpactofpastbeliefsoncurrentsociety?

Studentswill:

• Considertheviewsandbehavioursaroundthe:o acquisitionanddistributionofresourcesand

wealth;o thesignificanceoftradeandtransportation;and,o theimpactsoftechnology.

ImpactofResourcesandWealth:

Acquisition,UseandDistribution

Inyourrespectivecountryidentify:

• Theresourcesthatcontributedtothewealthofthosesocieties.

• Howthoseresourceswereacquiredanddistributed.

• Howthoseresourceswereproduced/refined/manufactured.

• Howthewealthfromthoseresourceswasdistributed.

• Whatwastheimpactofthosedecisionsonthepopulationsstudied?

• Whatcanyouinferaboutthevaluesofthesocietiesbasedontheirbehaviours?


Comparetheperspectivesregardingthedistributionofresourcesinthesocietiesstudied,andtheresultsforthepopulationsofthesocieties.

• Whatarethesimilaritiesanddifferences?

• Whatpatternsarestudentsnoticing?

• Whatcurrentconnections/impactsoncontemporaryCanadaresultedfromthesehistoricalbehaviours?



13

TeacherNoteIfstudentsarehavingdifficultywiththeirresearch,checktheirunderstandingoftheconcepts.DothisbyconnectingthequestionstopresentdaySaskatchewanexamples.

ImpactofTradeandTransportation:

Inyourrespectivecountryidentify:

Transportation• Whatwas/werethepreferredmodesof

transportation?• Howdidthephysicalgeographyimpact

transportation?• Howsuccessfulwerethetransportationmodes?

Trade• Whatwerethemotivesfortrade?• Howwastradeconducted?/Whatwerethe

approachestotrade?• Whowerethetradingpartners?• Whatweretheeffectsoftradeontheeconomyand

prosperityofthatsociety?


Comparetheperspectivesregardingthetradingpracticesinthesocietiesstudied,andtheresultsforthepopulationsofthesocieties.• Whatarethesimilaritiesanddifferences?• Whatpatternsarestudentsnoticing?• Whatcurrentconnections/impactsoncontemporary

Canadaresultedfromthesehistoricalbehaviours?

ImpactofTools/Technology:

Inyourrespectivecountry:

• Illustrateonatimelinethefollowingachievements:(Useonetimelineforcomparison)o scientific,o mathematical,o technological,o artistic,ando cultural

• Explaintheimpactoftoolsandothertechnologiesdeveloped:o ontheeconomiesandlifestylesofthose

societies.o uponothersocietiesstudied

JigSawResearchandStudyProcess

Divideclassintogroupsandgiveeachgrouporhavegroupschooseaspecificareaofresearchtolearnaboutandpresenttoclass.Eachgroupmustfindouttheinformationinthequestionposedbelow.Encouragestudentstopresentinformationlearnedinavarietyofmodesincludingspeaking,writing,drama,multimedia,orothermodessothatallstudentshaveanentrancepointfordemonstratingtheirlearningandunderstanding.



14

Thinkabout…Talkabout…Comparetheimpactsoftoolsandtechnologyinthesocietiesstudied,andtheresultsforthepopulationsofthesocieties.


• Whatpatternsarestudentsnoticing?

• WhatcurrentimpactsoncontemporaryCanadaresultedfromthesehistoricaldevelopments?

• Withinthefollowingareas,identifyandrepresenttheachievementsandtechnologiesofthecontemporaryworldthathavetheiroriginsintheachievementsandtechnologiesofsocietiesstudied:o weapons,o dyes,o medications,o tools,o transportationmethods,o navigationinstruments,o architecture,o printing,o mathematics.

Thesearevery“big”concepts.Throughoutthisstudy,itiscriticalthatteachershelpstudentstostepbacktoseethebigpicture.

• Whatthemeseareemerging?


• Whydostudentsthinkthisisso?

Theindependenceleveloftheclass,willdeterminehowmuchteacherdirectionisrequiredtodothis.



15


Thissectionincludesideasto“wrapup”theinquiryorapplyconceptsexplored.Thissectionmayalsoincludeadditionalreflectivequestionstopromotestudentconnectiontothetopic.Thisformsthe“Youdo”section–extendthinkingbeyondtheclassroomdiscussionsandinquiryexperiences.Poseadditionalreflectivequestionsthathavebeenraisedtoencouragecriticalandcreativethinking.

CompareCanada’sUniversalHealthSystemandtheHealthSystembasedoninsuranceintheUnitedStatesofAmerica.Discusstheimportanceofbeingabletotakecareofyourowncitizensinacountry.

ResearchthebeginningsofMedicareintheprovinceofSaskatchewan,1962,undertheleadershipofTommyDouglas.Reflectinyourjournalonthevaluesofasocietythatwouldvoteforuniversalhealthcare.

Examineothercountriesthathaveuniversalhealthcareanddiscovertherootsorimpetusforthatdevelopmentinthatparticularcountry.Whatvaluesaredemonstratedinthosecountries?

Preparearadioortelevisionshowonthehistoricaleventsthatshapedourcountryduringtheyearsofterritorialexpansionandempirebuilding.Highlightthepersonallivesandstoriesthatcomefromyourresearch.



16



Studentsshouldbeabledemonstrateanunderstandingof:

• Theimpactofterritorialexpansionandempirebuildingonthelivesofindigenouspopulations.

• Therelationshipbetweenthenaturalenvironmentandthedevelopmentofasociety.

• Tthedifferingperspectivesregardingtheacquisitionanddistributionofresources.

FinalreflectiononInquiryQuestions

Inquiry:

• Whatistheinfluenceofworldviewonthechoices,decisions,andinteractioninasociety?o Howimportantisunderstandinghistoryto

understandingcurrentdecisionmaking?o Whatdoesittakeforasocietytomakea

change?

• Whatresponsibilitiescomewithaffirmingamulticulturalsociety?o Whatinfluencedoesworldviewhaveona

person’sidentity?o Whataretheimpactsofmanyculturesliving

together?

Inquiry:

Howdoeshistoryimpactyoutoday?

• Howdiddifferingperspectivesandworldviewimpactthedevelopmentofsocietiesstudied?o Whoseperspectiveismostcommonlyreflected

indecision-making?o Whatwouldittaketomakeachange?

• Whatistheimpactofpastbeliefsoncurrentsociety?

• Whyisitimportanttoknowthisinformation?

• Whatwillyoudowiththisinformationasacitizen?



17


StudentswillcontinuetoexploretheirunderstandingoftheirroleasaCanadiancitizenandreflectontheirperspectiveinanOngoingJournal.Consideralsoopportunitiesforvideojournaling.Artmaybeincludedthroughoutthejournal;sometoaccompanythejournalentryandsomethatarerandomdrawingsandsketching.Thejournalentriesarearecordofthestudent’sthinkingandincreasingunderstandingoftheircitizenshipresponsibilities.

StudentsarekeepingaCitizenshipJournaltoreflectupontheirdevelopingviewsofcitizenship.Thissectionprovidespromptsforstudentjournals.Studentsareinvitedtochooseonethatintereststhemorproposetheirown.Studentscanalsorespondtoanyoftheessentialquestions.

Studentsareencouragedtorespondusingavarietyofgenres.

! Inareflectivepieceofwriting,exploretheimpactofsocialprogressonthenaturalenvironmentandindigenousculturesoftheworld.

! Doyouthinkindigenouspeoplehavepaidagreaterpriceinorderforsocietiestoprogress?(naturalresourcesandhealthnaturalresources)

! Doyouthinkthenaturalenvironmenthaspaidagreaterpriceforsocietiesprogress?(naturalresourcesandhealthnaturalresources)

! Whatisprogress?

! Whatmightbethevaluesofasocietythatwouldvoteforuniversalhealthcare?



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Part C

Inquiry Resources

• KenLeyton-Brown,UniversityofReginaprofessor-KennethLeyton-BrownspecializesinCanadianlegalhistory,withaparticularemphasisonthelegalhistoryofSaskatchewan.(GoodwebsiteforinformationonSaskatchewanHistory)http://www.canadashistory.ca/Education/U-of-History/Universities/University-of-Regina/Kenneth-Leyton-Brown


• HowGlobalizedareourLives?–GlobalizingConnectionstc2.ca/shop/download/CollectionCC/FreeSamples/GlobalizingConnections_Sample.pdf





• SaskatoonPublic,SecondaryLibraryGuides–NativeStudiesGuideshttp://secondarylibguides.spsd.sk.ca/content.php?pid=303853&sid=2672173




LanguageArts

Themes




• EnvironmentalandTechnological:Studentswill:



19

o exploretheelementsofthenaturalandconstructedworldandtheroleoftechnologyandrelateddevelopmentsintheirsociety.

• Communicative:Studentswill:o considertheroleofcommunicationintheirlivesandtheideasandtechnologies

thathelppeoplebecomeeffectivecommunicators.

TreatyEducation


• SI9:Applyunderstandingoftreatiesandtreatymakingwithworldindigenouspeoples.



Health











20

DecisionMaking



• CompareCanada’sUniversalHealthSystemandtheHealthSystembasedoninsuranceintheUnitedStatesofAmerica.Discusstheimportanceofbeingabletotakecareofyourowncitizensinacountry.

• ResearchthebeginningsofMedicareintheprovinceofSaskatchewan,1962,undertheleadershipofTommyDouglas.Reflectinyourjournalonthevaluesofasocietythatwouldvoteforuniversalhealthcare.

• Examineothercountriesthathaveuniversalhealthcareanddiscovertherootsorimpetusforthatdevelopmentinthatparticularcountry.Whatvaluesaredemonstratedinthosecountries?

• Preparearadioortelevisionshowonthehistoricaleventsthatshapedourcountryduringtheyearsofterritorialexpansionandempirebuilding.Highlightthepersonallivesandstoriesthatcomefromyourresearch.



21

Appendix

Thefollowingdefinitionsarefoundat:Vocabulary.com

"TextfromVocabulary.com,Copyright©1998-2016Thinkmap,Inc.Allrightsreserved."

GLOSSARY

Acquisition-issomethingyouacquire—abook,askillorifyouareamogul,acompany.Itdescribesthingsyouhavepurchased,thingsyouhavelearned,orthingsyouhavegot.

Colonization-istheactofsettingupacolonyawayfromone'splaceoforigin.RememberwhenthePilgrimslandedatPlymouthRock?Thatwasthebeginningofaperiodofcolonization.

Distribution-meansthepassingoutofsomething.

Empire-anempireisagroupofcountriesorterritoriesthatareunderthecontrolofasingleentitybutitcanbeusedfigurativelytoo.

Imperialism-imperialismisatypeofgovernmentthatseekstoincreaseitssize,eitherbyforcing(throughwar)orinfluencing(throughpolitics)othercountriestosubmittotheirrule.

Society-referstopeoplelivinginsocialorder.Unlessyouareareclusiveperson,youareapartofsocietyinsomewayoranother.

Territory-acertainareathat'sownedorunderthecontrolofsomeoneiscalledaterritory.Countriesdefendtheirterritoriesduringwars.

Worldview-acomprehensiveviewoftheworldandhumanlife.



22

PositivePeerPressurecanMakeaChange

http://www.leaderpost.com/news/Positive+peer+pressure+make+change/10030235/story.html

ByMarcandCraigKielburger,TheLeader-PostJuly15,2014

MalalaYousafzaithinkstheworldissmall-"afamily,"shetoldus,"inonehouse."

Whenshemetwiththeparentsofsomeofthe276schoolgirlskidnappedbyBokoHaramonhertriptoNigeriathispastweekend,shecalledthegirlsher"sisters,"promisingtospeakoutuntiltheirrelease.

BeforehertriptoNigeria,shetookherfirsttriptoAfricawithustwomonthsago.InKenya'sMaasaiMaratohelpbuildagirls'school,shewaswelcomedlikeasibling,laughingandquietlyconspiringwiththelocalgirlswhileshehauledcementatOleleshwa,aFreeTheChildrenschool.

Teachingageographyclass,Malalaheldhercomposureatthechalkboarduntilsheeruptedingiggleswiththeotherstudents,aperfectenactmentofhertwinrolesforthem-mentorandpeer.Sheisafteralljust17,havingcelebratedherbirthdayandMalalaDay-aUN-designateddayofawarenessforuniversaleducation-onJuly12whileinNigeria.ThelatestcampaignfromherMalalaFundiscultivatingthehashtag#strongerthan,withsupporterspostingphotosandmessagestoprovetheyarestrongerthantheenemiesofeducation.

TheworldknowsherasthegirlwhowasshotbytheTaliban.Inherhomecountry,Malalawaswellknownasanactivistbythetimeshewas11.FromherbedroominherhomeinPakistan'sSwatValley,shelistenedtothebombsoutsideandbloggedanonymouslyfortheBBC.ThedaytheTalibancameforher,shewas15,shotintheheadwithaColt.45pistol.

Theworld,andespeciallyitsyouth,ralliedaroundher.WehadachancetospeaktoMalalaabouttheadviceshewouldgivetochildrenintheWestwhowanttolivehermessageforuniversalrightstoeducation.

RemembertheworldissmallMalala:Thisworldislikeafamily,andinonehouseifyoudon'tthinkaboutyourbrotherandyoursister,youdon'thaveabrightfuture.Thatismymessagetothewholeworld-thatweshouldthinkaboutthosechildrenwhoaresufferingfromchildlabour,fromterrorism,fromchildtrafficking.Weneedtoworktogetherforeducation.Iwouldrequestthattheyounggenerationespeciallyspeakout.WhenIwasinSwat(Valley),Ispokeonlyafewwordsbutithadagreatimpact.

BegratefulforyoureducationMalala:Before(theshooting),peopleknewthatchildrenaredeprivedofeducation.Butsomechildrenwerethinkingthatgoingtoschoolissuchaburden:'Oh,Ihavetodoalotofhomework,andthisexperiment,andthisresearchandI'mtired.'Inotherpartsoftheworld,thereweresomanychildrenwhowantedtogotoschool,whowantedtostruggleforitandwhosaid,'Iwanttolearn,Iwanttositinaclassroom.'

I'mreallyhappythatpeoplearesupportingmeinthiscause.Theydonotsupportme,butrathertheysupportthosechildrenforwhomwearespeaking.



23

RecognizelifelessonsintheclassroomMalala:Iwouldgivesomesmalladvice.Eventhoughitwouldlookhardtoyou:WhyamIdoingalotofhomework?WhydoIgotoschooleverydayandwakeupearlyinthemorning?-that'shardformeaswelltowakeupearlyinthemorning.Butgoingtoschoolmeansbuildingupthefuture.Whenyougotoschool,youbuildupyourfuture;youbuildupthefutureofyourcountry.

(School)canfurnishandcanpolishyourtalent.Itcanpolishyourskills,sotomorrowyoucangetabetterjob,youcanliveabetterlife.Ifyouareanartist,inschoolyouwilllearnmoreaboutyourart.

Youalsolearnotherbasicthings.Youlearninafriendlyenvironmentabouthowwewouldlivewitheachother.Wesitonthesamebench-itshowsequality;itshowsthatallareequal.

BrothersCraigandMarcKielburgerfoundedaplatformforsocialchangethatincludestheinternationalcharity,FreeTheChildren,thesocialenterprise,MetoWe,andtheyouthempowermentmovement,WeDay.

©Copyright(c)TheReginaLeader-Post



24

WorldviewImpact

Personalchoices/DecisionsInteractionsChoices Malala’sWorld Myworld

AncientCivilizations/Past

SocietiesChoiceofFriends

Fashion

ImportanceofEducation

ParticipationinEvents

RecreationalPastimes

ApproachtoNature

Consumerism

Other

WorldviewSummaryStatement



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HISTSOCIETY

Territorialexpansion Colonization Empire

building

ImpactonINDG

cultures

Impactofworldviewonprogress

ImpactofINDG

worldviewon

progressEngland

Macedonia

Rome

Spain

France

Mongolia



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HISTINDGSOCIETY Territorialexpansion Colonization Empire

building

ImpactonINDG

cultures

Impactofworldview

onprogress

ImpactofINDG

worldviewon

progressIndigenoussocietyofNorthAmerica

MesopotamiaorAncientEgypt;

AncientGreeceorRome;

Aztec,Incan,orMayancivilizations;

MedievalEuropeorRenaissanceEurope;

AncientChinaorJapan.



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WorldviewInfluenceinSociety–ProgressandDeclineCountry Worldview

TerritorialExpansionBeliefsEvidence

ColonizationBeliefsEvidence

EmpireBuildingBeliefsEvidence

ImpactonIndigenousCulture–IndigenousCulture-PositiveNegative PositiveNegative PositiveNegative

IndigenousCultureWorldviewWorldview–ContributiontoProgressiveSocietyRuling/GoverningCultureIndigenousCultureWorldview–ContributiontoDeclineofSocietyRuling/GoverningCultureIndigenousCulture

MAY2017

CITIZENSHIPSTUDIES

GRADE9:CITIZENSCONNECTEDTOSELF,COMMUNITY,ANDPLACE

Part A


“Diversityisafundamentalaspectofhumaninteraction.Livingtogetherasmembersofsocietyrequiresunderstandingandappreciationofhumandiversityanddiverseperspectives.”(SocialStudies9(2009).MinistryofEducation)Thisareaofcitizenshipaimstodevelopcitizenswhovalueanddemonstrateacommitmenttounderstandingtheconnectionsbetweenpeople,thesocietiestheycreate,andtheenvironmentinwhichtheylive,andtomakesenseoftheinterconnectednessoftheseconceptsascitizens.connectednesstocommunity,thenaturalenvironmentandconsidertheirplaceasaglobalcitizen.Theydothisbyreflectinguponthechoicestheymakeandtheimpactofthosechoicesonselfandothersandtheircommunitybothnearandfar.Itisthroughtheexplorationofcitizenshipresponsibilitiesinherentintheserelationshipsatalocal,regional,provincial,national,andgloballevelthattheircitizenshipisexamined.

Overview and Desired Results of Citizenship Study

Studentsconsidertheinfluenceofhistoryonthedevelopmentofworldviewsandconsiderhowtorespectfullydealwithdiversityintheirworld.Studentsconsidersociety’srelationshipwiththenaturalenvironmentandhowthatrelationshipimpactedthedevelopmentofsociety.Theyreflectontherepercussionsthatdiverseperspectivesrelatingtotheuseofnaturehaveontheongoingmaintenanceofplace.Theeffectsofempirebuildingandterritorialexpansiononspecificpopulations,notablyIndigenouspeopleisexamined.Tradeandtransportationwithinthedevelopingsocietyareanalyzedfrombothahistoricalandcontemporaryview.StudentsconsidertheirroleascitizensandtheirresponsibilitytosustaintheneedsofthecollectivecommongoodincontemporaryCanada.


Inquiriesinthisyearhavestudentsexaminewhatconstitutesasociety.Intheirresearchstudentscomparefactorsthatshapeworldviewsincludingtime,place,culture,language,religion,genderidentity,socio-economicsituationsandeducation,andhowthesefactorsimpactedtherecordingofhistoricaleventsandperspectives.

Asstudentsseektounderstandtherelationshipbetweenculture,theuseoflandandresources,andtheimpactsofhistoricalevents,theybegintoappreciatepersonalandculturalidentitiesandacknowledgetheirinfluencesonanycontemporarysociety.

CitizenshipStudies–Grade9:Self,Community,andPlace MAY2017

Citizensstronglyconnectedtoself,communityandplacereflectupontheirdecisionsandactionsasitrelatestotheirworld.

2





• Canadianmulti-culturalpolicieschallengecitizenshiptenetsandrequireconsiderationofmultipleperspectives.




Inferencestomake:

• Empathyrequiresunderstandingandappreciationofanother’sperspective.

• Citizensvaluetheneedofthecollectivecommongoodandconsiderhowtheiractionsimpactthecollectivewell-being.

• Citizenswilldeveloptheabilityandwillingnesstocontributetocollectivewell-beingthroughtheirpersonalandcollectivedecisionsandactions.


Studentswillbeableto:

• Expand/extendasenseofidentitywithrespecttolocal,regional,national,andglobaldiversities;

• Exhibitanawarenessandunderstandingofnaturalenvironmentalissuesonalocal,regional,national,andgloballevel;and,

• Modelbeingactiveandresponsiblecitizens.

ü Enduringunderstandingsandquestionsstimulatethinking,guidetheinquiryandarelinkedtooutcomes.

ü Theypointtothe“bigideas”intheareaofinquiryandshouldbeconsideredandreconsideredastheinquiryprogresses.




3

Essential Questions

• Whatisgovernment’sresponsibilitytoensurecommongood?

• Howshouldcitizensrespondtomarginalization?

• Howdoestheimpactoftheenvironmentaffectthedevelopmentofsociety?

• Whataretheimpactsofsupportingmylife-styleonthelocalandglobalcommunity?

• WhatroledoesempathyplayinCitizenship?

• WhatdoesitmeantobeCanadian?








4



Successfuluseoftheseresourcesdependsonteachersrecognizingtheimportancethatcultureplaysinallaspectsoflearningandvalidatingstudents’connectionsoftheirlearningwithintheirculture.Classroomsmustbeplacesoftrustthatallowforthoughtfulandrespectfulconversation.FromKindergartentoGradetwelve,studentsaredevelopingskillsthatallowdifferingworldviewstobeunderstoodwhileencouragingcooperative,workingrelationshipstoexist.Sometimesdiscussionsmaybecomeuncomfortable,butifmanagedconstructively,theycanproviderichlearningexperiencesandachievecollaborativeoutcomes.







5




DR9.3

Assesstherelationshipofthenaturalenvironmentinthedevelopmentofasociety.

StudentFriendly:Evaluatetherelationshipbetweenthenaturalenvironmentandthedevelopmentofasociety.

Indicators:

• Explaintheinfluenceofthemajorwatersystems,thetopography,andtheclimateonthewaysoflifeandworldviewsinthesocietiesstudied.

• Connectthecharacteristicsofthenaturalenvironmentwiththesettlementandmovementofpeopleinthesocietiesstudied.

• Giveexamplesofwaysinwhichthenaturalenvironmentinfluencedtechnologicaldevelopmentinthesocietiesstudied.

• Giveexamplesofwaysinwhichthedevelopmentofsocietiesstudiedimpactedthenaturalenvironment.

• Explaintheeffectofthenaturalenvironmentintheprogressordeclineofthesocietiesstudied.

• Analyzetheinfluenceofthenaturalenvironmentontheterritorialexpansion,colonization,orempire-buildinginthesocietiesstudied.

• Analyzetheeffectsofcolonization,territorialexpansion,andempire-buildingonthenaturalenvironment.

PA9.3

InvestigatetherolesandresponsibilitiesofmembersofthesocietiesstudiedandthoseofcitizensincontemporaryCanada.

Indicators:

• DifferentiatethecriteriaforcitizenshipinthesocietiesstudiedwiththatincontemporaryCanadiansociety.

• InvestigateexamplesoftheoppressionofrightsofparticulargroupsorindividualsinsocietiesstudiedincludingexamplesinCanada(e.g.,slavery,limitedfranchise,restrictionsonpropertyownership).

• Examinetherightsandresponsibilitiesofpeople,astheyexistedwithinthesocietiesstudied,andcomparefindingstocontemporaryCanadiansociety.



6

• Explainthemeanstoachievingrightsinthesocietiesstudied,andcomparethistocontemporaryCanadiansociety.

• Compileaninventoryofthediverserolesandresponsibilitiesofpeoplewithinthesocietiesstudied,accordingtovariousclassifications(e.g.,gender,age,vocation,socialclass).

• CompareroleswithinsocietiesstudiedtothoseincontemporaryCanadiansociety.

PA9.2

Analyzetheimpactofempire-buildingandterritorialexpansiononindigenouspopulationsandothergroupsinthesocietiesstudied.

StudentFriendly:Researchandanalyzetheeventsofempire-buildingandterritoryexpansionontheindigenouspopulationofasociety.

Indicators:

• Researchtheimperialactivitiesofasocietystudied,andcritiquethereasonsforimperialisminthecontextofthetimeperiod(e.g.,Macedonia,Rome,England,Spain,France,Mongolia).

• Assessthetreatmentofindigenouspopulationsbytheimperialistsinthesocietiesstudied.

• ConductaninquiryregardingtheinitialinteractionofNorthAmericanAboriginalpeopleswithEuropeans,comparingtheworldviewsofthetwo.

• Evaluatetheauthenticityandvalidityofinformationsourcesusedintheinquiryprocess.



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Part B

Learning Plan

Studiesthisyearexaminetheimpactofbeliefs,lifestyles,responsibilities,anddecisionsofancientsocietiesoncontemporaryCanada.

Inthisinquirystudentswill:

• Assessandreflectontherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety.(DR9.3)

• Investigateandcomparetherolesandresponsibilitiesofmembersofstudiedsocietiestocontemporarysociety.(PA9.3)

• Analyzetheimpactofempire-buildingandterritorialexpansiononindigenouspopulationsandothergroups.(PA9.2)



• Whatisgovernment’sresponsibilitytoensurecommongood?o Whatiscommongood?Isitconstant?o Whoseperspectiveisrepresentedincommon

good?o Whatistheimpactofcultureandcommunityon

commongood?o Howdoesgovernmentbalancetherightsofthe

individualwithcommongood?

• Howshouldcitizensrespondtomarginalization?o Howdowecontributetomarginalization?

• Whatistherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety?o Whatistheimpactoftheenvironmentand

relationshipwiththelandonyourpersonalbeliefsandvalues?

o Doesyourenvironmentandyoursenseofplace/relationshipaffecthowyourculturalandsocialbehavioursdevelop?

• Whatresponsibilitydoyouhavetobalancepersonalneedswiththeglobalcommunity’sneeds?o Howdoyoucontroltheimpactofyouractions

anddecisions?o Whatareyourresponsibilitiesregardingthe

impactsofyourlife-styleasaglobalcitizen?

Essentialquestionsarepostedanddiscussedwithstudentsatthestartoftheexplorationofstudy.Theseopen-endedquestionsarecontinuallyrevisited;encompassconceptsthatstudentswillexplorethroughouttheunit of study; form the evidence of understanding; and, frame theassessmentattheendoftheunitofstudy.Guidingquestionsareposedtosupportstudentthinkingastheyexploretheanswerstothe largeroverarchingquestions.

Teachersmaywant to considerputting thequestions intoa “Before,During,After”charttonotethechangesinstudents’thinkingasaresultoftheinquiries.



8

Studentsareexaminingtheimpactofancientcivilizationsonthepresent.Teachersareencouragedtohavestudentschooseorassignstudentgroupsspecificancientsocietiesandhistoricalindigenoussocietiesforresearch.Havestudentsstudythosesamecivilizationsrepeatedlysothatstudentscangainastrongerunderstandingofthediversitiesofthosecivilizations.Itisinthelayeringofinformationthatpatternsarediscoveredandunderstandingsreached.Historicalsocietiesinclude:• Macedonia• Rome• England• Spain• France• Mongolia

Historicalindigenoussocietiesinclude:• OneIndigenoussociety

ofNorthAmerica• MesopotamiaorAncient

Egypt• AncientGreeceorRome• Aztec,Incan,orMayan

civilizations• MedievalEuropeor

RenaissanceEurope• AncientChinaorJapan

• Whatroledoesempathyplayincitizenship?o Whatisthepowerandresponsibilityofthe

individualtomakeadifferenceintheworld?Throughoutalloftheresearch,studentsareencouragedtoconsidertheinherentdifficultiesofresearchingancienthistory.



9


Thissectionintroducestheconceptsandhelpsteachersgainanunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandallowstudentstothinkaboutandtalkabout.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Vocabularyshouldbenotedhere.Recordstudents’currentthinkingforreflectionthroughoutinquiry.Thissectionalsoframesthe“Wedo”portionofthelessonwhereteachersguidetheinitialstructureoftheinquiry.

TeacherNoteThesequestionssurfacestudents’thoughtsabouttheirrelationshipwiththeenvironmentpriortotheresearch.Teachersmaychoosetoputstudents’responsestothequestionsina“Before,During,andAfter”charttonotethechangesinthinkingasaresultoftheinquiry.

Inquiry:

Whatistherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety?(DR9.3)

• Whatresponsibilitydoyouhavetobalancepersonalneedswiththeglobalcommunity’sneeds?o Howdoyoucontroltheimpactofyouractions

anddecisions?o Whatareyourresponsibilitiesregardingthe

impactsofyourlife-styleasaglobalcitizen?Thinkabout…Talkabout…

Choosethe“hook”exercisethatbestsuitsyourclassroomculture.

Hook1

“ItistheindustrialnationsoftheFirstWorld,notthepooronesoftheThird,thatdevoursome80%oftheworld’sresourcesandposethegreatestthreattotheplanet’secology”.

RethinkingGlobalization:TeachingforJusticeinanUnjustWorldbyBillBigelowandBobPeterson.Pg.65

Whatdoesthisquotesaytostudents?Havethestudentsdiscussandsharetheirthinkingabouttheglobalimpactofthequote.

Hook2

UsetheMaclean’sarticle“HowCanadaBecametheNewClimateChangeVillains”asprompt.(seeappendix)

• Agree/Disagreewiththequote/article–Why?

• Whatdoesthequote/articlesayaboutourrelationshipwithandvalueoftheenvironmenttoCanadiancitizens?

• Whatdoesthequote/articlesayabouttheideaof“globalcommongood”?

• DoyouthinkCanadiansvaluetheirenvironment?

• Whatotherquestionsdostudentshave?



10

Strategiestodevelopandexploreinquiriesinclude:

• Surfacingstudentthinking,posting,andthenreflectingonthinkingtonotehowthinkinghaschangedandwhathascausedthechanges.

• Jig-sawstrategyapproach:Students,individuallyoringroups,exploresimilarquestions,presenttheirfindingstothegroup.Theteacherhelpstonotesimilarities,differences,themes.Studentsareencouragedtodevelopsummarystatementstoclarifytheirthinkinganddescribenewlearning.

• Reflectoninitialthinkingtonotehowthinkinghaschanged.Whatistheevidencetosupportthenewlearning?

EnvironmentandDevelopmentofSociety

• Whatistherelationshipbetweenthenaturalenvironmentandthedevelopmentofsociety?o Whatimpactdoestheenvironmentandyour

relationshipwiththelandhaveonyourpersonalbeliefsandvalues?

o Howdoesyourenvironmentandwhereyouliveaffecthowyourculturalandsocialbehavioursdevelop?

o Howdoestheplaceinwhichweliveaffectthewayweviewtheworld?(Thinkinglobalperspectives)

o Givenourtechnologicaldevelopments,doestheenvironmenthavelesscontroloveroursocietaldevelopmentthanitdidinthepast?

CommonGoodandGovernments

• Whatiscommongood?Isitconstant?Whoseperceptionsarerepresented?

• Whatistheimpactofcultureandcommunityoncommongood?Whatimpactdoeshistoryhaveoncommongood?

• Whatis/wasgovernment’sresponsibilitytoensureandsustaincommongood?

• Whatisgovernment’sresponsibilitytobalancetherightsoftheindividualindeterminingcommongood?

• Howhasthisresponsibilitychangedovertimeandwhatcausedthechanges?



11

Developing Understanding Thissectionisthecoreofthelesson.Itdescribesthemainactivity(ies)involved.Ininquiry-basedlearning,theteacherfacilitatestheactivitiesthatleadtotheunderstandingsthatstudentmakeoftheessentialquestions.Itiscriticalthen,thatstudentsbeallowedtoraisequestionsandtalkaboutissuesthatdevelopastheyexplorethelearningactivities.Thisformsthe“Theydo”sectionoftheinquirywherestudentsarefindinganswerstotheoverarchingquestionsandthensearchingforthemesandpatternsaspossibleexplanations.

TeacherNoteStudentshaveexploredthesequestionsrelatingtoCanadainotheryears,butmostrecentlygr.8.TeachersmaychoosetoreviewtheseconceptsbyrelatinginitialdiscussionstoSaskatchewanorCanada.Studentresponseswillindicatetoteachershowmuchspecificreviewoftheseideasisrequiredbeforemovingintoindependentresearch.

Seeappendixforgraphicorganizerstosupportstudentresearch.

Inyourchosensocietyidentify:

• Whatwastheimpactoftheenvironmentonthe:o settlementandmovementofpeople?o technologicaldevelopmentofsociety?o progressordeclineofthesociety?

• Whatwastheimpactontheenvironmentof:o colonization?o territorialexpansion?o empire-building?

• Howdidthefollowinginfluencethewaysoflifeandworldviewsofthedevelopingsociety:o majorwatersystems,o topography,o climate

Haveadebatediscussingthisstatement:

• “Societyhasdevelopedexactlyastheenvironmenthasallowed.”

ThisresponsecouldalsobetodemonstrateEvidenceofUnderstanding.



12

Connect to topic and Surface Students Thinking About…

Thissectionintroducestheconceptsandhelpsteachersgainanunderstandingofthecurrentthinkingoftheclass.Presentessentialquestionsandallowstudentstothinkaboutandtalkabout.Studentanswerswillgiveteachersabaselineorbeginningunderstandingoftheamountofspecificandincidentalteachingrequiredtoexploretheseoutcomes.Recordstudents’currentthinkingforreflectionthroughoutinquiry.Thissectionalsoframesthe“Wedo”portionofthelessonwhereteachersguidetheinitialstructureoftheinquiry.

Inquiry:

Inthisinquirystudentswillexploretheworldviewsofpastsocietiesinordertounderstandtheconnectionbetweenpastandpresent.

HowdopastsocietiesaffectmylifeasacitizenofcontemporaryCanadatoday?(PA9.3)

• Isthereapatterntothewaythatsocietiesdevelop?

• Doallsocietiesfollowsimilarpatternsofdevelopment?

• Aretherecommonalitiesofsocietaldevelopment?

• Whataretheeffectsofhistoryonsocietaldevelopment?

Linktoessentialquestions

• Whatisgovernment’sresponsibilitytoensurecommongood?o Whatiscommongood?Isitconstant?o Doestheideaofcommongoodchange

dependingontheculture,community,thehistoricalera?

• Whatisgovernment’sresponsibilitytobalancetherightsoftheindividualwithcommongood?

• Hasthinkingonresponsibilitychangedovertimeandwhy?

• Whoseperspectiveisreflectedincommongood?

InvestigateandcomparetherolesandresponsibilitiesofmembersofsocietiesstudiedwiththoseofcitizensincontemporaryCanada.

TeachersmaywishtosurfaceinitialunderstandingoftheseconceptsbydiscussinganswersinrelationtoCanadafirst.

• Withinyourchosensocietyidentify:o Howdidpeoplebecomecitizens?o Whatweretherightsandresponsibilitiesof

citizens?o Howdidcitizensachievetheirrights?

Throughoutthesestudieshavestudentsreflectuponthedifficultiesandinconsistenciesthatareassociatedwithreviewinghistorywrittenfromasingularperspective.

Evaluatetheauthenticityandvalidityofinformationsourcesusedintheinquiryprocess.



13

StudentswillextendthisinquirytoconsiderhistorictreatmentofIndigenouspeoples.

Seeappendixforgraphicorganizerstosupportstudentresearch.

•

Whatimpactdidthefollowinghaveoncitizenshiprolesandresponsibilities:o Gender?o Age?o Vocation?o Socialclass?

• InvestigateexamplesoftheoppressionofrightsofparticulargroupsorindividualstoexamplesinCanada:o slavery,o limitedfranchise,o restrictionsonpropertyownership


• Whatarethecommonalitiesbetweensocieties?

• Whatarethedifferences?

• Whatthemesaredeveloping?

• Whatconnectionstothepresentexist?

• Whatweretheauthenticityandvalidityissuesraisedduringtheresearch?

• Howdidtheideaofcommongoodevolve?

• Whyisthisinformationimportanttoknow?

• Whatwillyoudowiththisinformation?

PA9.2:Whatwastheimpactofempire-buildingandterritorialexpansiononindigenouspopulationsandothergroupsinthesocietiesstudied?

• Conductaninquiryregarding:o theinitialinteractionofNorthAmerican

AboriginalpeopleswithEuropeans,o comparetheworldviewsofthetwo.

• Withinyourchosensocietyindicate:o theimperialactivitiesofthesocietyo critiquethereasonsforimperialisminthe

contextofthetimeperiodo andassessthetreatmentofindigenous

populationsbytheimperialistso identifyandcompareworldviews

Thesearevery“big”concepts.Throughoutthisstudy,itiscriticalthatteachershelpstudentstostepbacktoseethebigpicture.

• Whatthemesareemerging?


• Whydostudentsthinkthisisso?

Theindependenceleveloftheclass,willdeterminehowmuchteacherdirectionisrequiredtodothis.



14

ThisstatementistakenfromanAustralianHumanRightsCommissionDocumentdated2010.

“Wehavehumanrights,nowforaction.

TheexistenceofhumanrightsstandardsisnotthesourceofIndigenousdisadvantage.HumanrightsdonotdispossessIndigenouspeoples,theydonotmarginalisethem,theydonotcausetheirpoverty,andtheydonotcausegapsinlifeexpectancyandlifeoutcomes.Itisthedenialofrightsthatisalargecontributortothesethings.Thevalueofhumanrightsisnotintheirexistence;itisintheirimplementation.

ThatisthechallengefortheworldandforAustraliawiththisDeclaration.”

(MickDodson)TheCommunityGuidetotheUNDeclarationontheRightsof

IndigenousPeoples.pg.8,AustralianHumanRightsCommission,2010.RetrievedMay30,2014from

http://www.culturalsurvival.org/sites/default/files/declaration_guide2010.pdf

Thinkabout…Talkabout…• Whatdoesthisquotetellyouaboutthestateof

IndigenousPeoplesintheworldtoday?• Whathasbeenthehistoricalimpactofempire-

building,imperialism,colonialismonIndigenouspeople?

• Whataresomeoftheprocessesformakingchanges?

RevisittheessentialquestionsfromanIndigenousperspective.• Howwelldidgovernmentsfulfilltheirresponsibilityto

ensurecommongoodforIndigenouspeople?o Whoseperspectiveofcommongoodwas

reflected?• Howdidtheideaofcommongoodchangefor

Indigenouscultures,andcommunitiesthroughouthistory?

• Whatisgovernment’sresponsibilitytobalancetherightsoftheindividualwithcommongood?

• HowhasthinkingonresponsibilitytoIndigenouspeoplechangedovertimeandwhy?



15


Thissectionincludesideasto“wrapup”theinquiryorapplyconceptsexplored.Thissectionmayalsoincludeadditionalreflectivequestionstopromotestudentconnectiontothetopic.Thisformsthe“Youdo”section–extendthinkingbeyondtheclassroomdiscussionsandinquiryexperiences.Poseadditionalreflectivequestionsthathavebeenraisedtoencouragecriticalandcreativethinking.

Thinkabout…Talkabout…• WhatisProgress?

o Havestudentssurveypeopleandbringtheirresponsestotheclass.

o Postsurveyresponsesandsearchforthemes.o Writeareflectioninyourjournalfollowingthe

discussion.

WhySocietiesCollapse–TEDTalk–JaredDiamond

http://www.ted.com/talks/jared_diamond_on_why_societies_collapse



16



Studentsshouldbeabletodemonstrateanunderstandingofthe:

• relationshipbetweenthenaturalenvironmentandthedevelopmentofsociety

• rolesandresponsibilitiesofmembersofstudiedsocietiestocontemporarysociety

• impactofempire-buildingandterritorialexpansiononindigenouspopulationsandothergroups

• difficultiesthatmightberelatedtostudyingancienthistoriesregardingaccuracyofdocumentation.

CommonGoodandGovernments

• Howhastheideaofcommongoodchangedthroughouthistory?o Whatiscommongood?Isitconstant?o Howdoestheideaofcommongoodchange

dependingontheculture,community,thehistoricalera?

o Whatis/wasgovernment’sresponsibilitytoensurecommongood?

o Howhasthisresponsibilitychangedovertimeandwhatcausedthechanges?

o Whoseperspectiveisreflectedincommongood?

Therelationshipbetweentheenvironmentandthedevelopmentofsociety

• Howhastheimpactofthenaturalenvironmentaffectedthedevelopmentofsociety?o Whatwas/istheimpactoftheenvironmentand

relationshipwiththelandonthedevelopmentofpersonalbeliefsandvalues?

o Doesyourenvironmentandwhereyouliveaffecthowyourculturalandsocialbehavioursdevelop?

o Hastheenvironmentalwaysaffectedthewayweviewedtheworld?

• Whyisthisinformationimportanttoknow?

• Whatwillyoudowiththisinformation?



17


StudentswillcontinuetoexploretheirunderstandingoftheirroleasaCanadiancitizenandreflectontheirperspectiveinanOngoingJournal.Consideropportunitiesforvideojournaling.Artmaybeincludedthroughoutthejournal;sometoaccompanythejournalentryandsomethatarerandomdrawingsandsketching.Thejournalentriesarearecordofthestudent’sthinkingandreflecttheirjourneyofcitizenshipexploration.StudentsarekeepingaCitizenshipJournaltoreflectupontheirdevelopingviewsofcitizenship.Thissectionprovidespromptsforstudentjournals.Studentsareinvitedtochooseonethatintereststhemorproposetheirown.Studentscanalsorespondtoanyoftheessentialquestions.Studentsareencouragedtorespondusingavarietyofgenres.

! WhatdoyouthinktheresponsibilityisforaCanadiancitizentoensuretheenvironmentissustainable?

! WhyareIndigenouspeoplemarginalizedthroughoutthehistoryofsociety?

! Manhasbeenabletodevelopmanyaccommodationsofsocietyovernatureandtheenvironment.Canhumankindexistindependentoftheenvironment?



18

Part C

Inquiry Resources

• CulturalSurvival:PartneringwithIndigenousPeoplestoDefendtheirLands,Language,andCultures–www.culturalsurvival.org

ResourcesforAncientCivilization

• http://curriculum.gov.sk.ca/index.jsp?view=resources&lang=en&subj=social&level=9

• PamelaWilliamson&JohnRoberts.2004.FirstNationsPeoples,SecondEd.

• http://www.cbc.ca/archives/

• KenLeyton-Brown,UniversityofReginaprofessor-KennethLeyton-BrownspecializesinCanadianlegalhistory,withaparticularemphasisonthelegalhistoryofSaskatchewan.(GoodwebsiteforinformationonSaskatchewanHistory)

http://www.canadashistory.ca/Education/U-of-History/Universities/University-of-Regina/Kenneth-Leyton-Brown


• HowGlobalizedareourLives?–GlobalizingConnectionswww.tc2.ca/shop/download/CollectionCC/FreeSamples/GlobalizingConnections_Sample.pdf





• SaskatoonPublic,SecondaryLibraryGuides–NativeStudiesGuides

http://secondarylibguides.spsd.sk.ca/content.php?pid=303853&sid=2672173





19


LanguageArts

Themes




• EnvironmentalandTechnological:Studentswill:o exploretheelementsofthenaturalandconstructedworldandtheroleof

technologyandrelateddevelopmentsintheirsociety.

• Communicative:Studentswill:o considertheroleofcommunicationintheirlivesandtheideasandtechnologies

thathelppeoplebecomeeffectivecommunicators.

TreatyEducation


• SI9:Applyunderstandingoftreatiesandtreatymakingwithworldindigenouspeoples.



Health








20




DecisionMaking


ActionPlanning(AP)

• AP9.12Design,implement,andevaluatethreeeight-dayactionplansthatdemonstrateresponsiblehealthpromotionrelatedtocomprehensiveapproachestosafety,non-curableinfections/diseases,romanticrelationships,healthyfoodpolicies,addictions,tragicdeathandsuicide,chronicillness,andsexualhealth.


• RespondtotheMacleansarticle–“Obama’splantofixclimatechange…andhowitputstheheatonCanada”.

• Givearesponseinanymanneronhowhavingadiverseculturalbackgroundhasaffectedyouridentity.

• Readthebook,‘HalfBreed’byMariaCampbell.DiscusstheculturalexpectationsthatsurroundedMs.Campbellthroughoutherlife.Reflectyourobservationsandthoughtsinamannerofyourchoosing.

• ResearchthemovementofthenationalrailwaysastrackwaslaiddownacrossthecountryofCanada.DrawamapillustratingtheRailwayexpansionacrosstheWesternpartofCanada.Highlightthesignificantdatesandeventsofexpansion.Shareyourfindingswiththeclassinapresentation.

• •ReadthestoryoftheLouisRielRebellionof1885.PlanaclassvisittoBatocheCenter.Whathistoricalinjusticesareevident?



21

Appendix

Thefollowingdefinitionsarefoundat:Vocabulary.com

"TextfromVocabulary.com,Copyright©1998-2016Thinkmap,Inc.Allrightsreserved."

GLOSSARY

Acquisition-issomethingyouacquire—abook,askillorifyouareamogul,acompany.Itdescribesthingsyouhavepurchased,thingsyouhavelearned,orthingsyouhavegot.

Colonization-istheactofsettingupacolonyawayfromone'splaceoforigin.RememberwhenthePilgrimslandedatPlymouthRock?Thatwasthebeginningofaperiodofcolonization.

Distribution-meansthepassingoutofsomething.

Empathy–n.understandingandenteringintoanother’sfeelings.Thesharingorunderstandingoffeelings.

Empathyisdifferentfromsympathy,whichispityorsorrowforothers'misfortunes.Theyshareacommonrootin-pathy,fromtheGreekpathos,"feeling."Wheretheydifferisintheirprefixes:sym-means"with,"whileem-means"in."Ifyoucanempathizewithsomeone,it'sbecauseyouhavebeenintheirplace:you've"walkedamileintheirshoes,"asthesayinggoes.

Empire-Anempireisagroupofcountriesorterritoriesthatareunderthecontrolofasingleentitybutitcanbeusedfigurativelytoo.

Imperialism-Imperialismisatypeofgovernmentthatseekstoincreaseitssize,eitherbyforcing(throughwar)orinfluencing(throughpolitics)othercountriestosubmittotheirrule.

Marginalization-thesocialprocessofbecomingorbeingmademarginal(especiallyasagroupwithinthelargersociety)

Society-referstopeoplelivinginsocialorder.Unlessyouareareclusiveperson,youareapartofsocietyinsomewayoranother.

Territory-Acertainareathat'sownedorunderthecontrolofsomeoneiscalledaterritory.Countriesdefendtheirterritoriesduringwars.

Worldview-acomprehensiveviewoftheworldandhumanlife.



22

HowCanadabecamethenewClimateChangeVillain:Obama’splantofixclimatechange…andhowitputstheheatonCanada

MacLeans:AndrewLeachandLuizaCh.Savage-June1,2014

TocombatCanada’sreputationasaclimatelaggardintheUnitedStates,theHarpergovernmentlikestoemphasizethatthetwocountriesarecommittedtothesamegoalforreducingtheirgreenhousegasemissions.ThefederalgovernmenthasevenpaidforadvertisementsinWashingtonstressingthisverypoint.TheproblemisthattheU.S.hasacrediblepathwaytoachievingitstarget,whileCanadais,bythegovernment’sownadmission,unlikelytocomeclosetoachievingit—ourcurrentpathwillonlygetushalfwaythere.

Thecontrastcouldsoongrowdramatically.

OnJune2,U.S.PresidentBarackObamawillunveilthecenterpieceofhispresidentiallegacyonclimatechange:long-awaitedregulationstoclampdownonexistingcoal-firedpowerplants,thelargestsourceofgreenhousegasemissionsintheU.S.Heisalreadyfacingabacklash—notonlyfromRepublicans,butalsofromDemocraticlawmakersrunningforre-electionincoal-heavystates,whoaccusehimofwaginga“waroncoal.”ThethemeislikelytobecomealeadinglineofattackagainstvulnerableDemocratsinthehigh-stakesmid-termelectionsinNovemberthatcouldflipcontroloftheSenatetoRepublicanhands.

Butasheheadsintothefinalstretchofhispresidency,Obamaappearsdeterminedtoleavealegacyonclimatechange.Ratherthanquietlypublishthenewpower-plantruleintheFederalRegister,Obamaplanstoannounceitpersonally,saidEnvironmentalProtectionAgencyadministratorGinaMcCarthy.Thepersonaltouch,shesaid,is“astrongindicationofhowimportantheseesthis.”

AnymuscularactionbyObamawillputrenewedpressureontheHarpergovernment,whichisalreadyfailingtokeeppacewiththeU.S.ButitismoreandmoredifficulttoseehowCanadawillcatchup.

Fiveyearsago,ataninternationalconferenceinCopenhagen,CanadaandtheU.S.bothcommittedtothesamespecificgoal:toreducetheirannualcarbonemissionsto17percentbelow2005levelsby2020.BothcountriesreportedontheirprogresstowardtheirtargetstotheUnitedNationsearlierthisyear,andthedifferenceincommitmentwasobvious.TheU.S.plandeclaredproudlythat“PresidentObama’sclimateactionplanwillkeeptheU.S.ontargettoreachourgoal.”Canada,bycontrast,mutteredthatmeetingitscommitment“couldbechallenging.”

AlthoughtheCanadiangovernmentlikestosayitis“halfwaythere,”amoreaccuratedescriptionisthatabsentnewpoliciesfromOttawa,Canadawillhavefallenshortofitstargetbyhalfbythetimetheclockrunsout.Canada’snationalgoalforemissionsis612milliontonnesofcarbonintotheatmosphereintheyear2020.ButHarper’scurrentpolicieshaveusontracktospew734milliontonnesofcarbonintotheairthatyear.Harperhastakensomesteps,includingtightenedfuel-efficiencystandardsforcarsandtrucks.Withoutthosemeasures,Canadawouldhavebeenontracktoemit862milliontonnesofcarbonby2020.



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TheU.S.isinasimilarsituation,atleastintheabsenceofstringentactiononcoal.Ithascutemissionssignificantlysince2005,butwithoutadditionalpolicies,emissionsareexpectedtogrowslowlybetweennowand2020astheeconomyimproves.ThedifferenceisthattheObamaadministrationhaslaidoutarealpathtoreachingitsgoalandispreparingtomovedownthatpathwiththenewcoal-firedpowerplantrules.Ofcourse,theruleswillfacepoliticalandlegalchallenges,sonothingiscertain.ButtheCanadiangovernmenthasnotevenidentifiedapaththatwouldgetthecountryclosetothegoal.Instead,ithasvaguelytoldtheUNthatbusinesses,individuals,provinces,andcitieswillhavetotakesomekindofactionsontheirowninorderforCanadatomeetitstarget.

AttheheartofthegapbetweenthetwocountriesisahardeconomicrealityforCanada:it’slikelytobemuchmoreexpensivetoreduceemissionsherethanintheU.S.Mostlythisisduetothefactthatourfastest-growingsourceofemissions—theoilsandsofAlberta—areexpectedtocontinuetogrowandareofsignificanteconomicimportancetothecountry.Meanwhile,themostemissions-intensivesectorintheU.S.—coal—isalreadydeclining,evenwithoutObama’scomingpolicyintervention.Americancoal-poweremissionsdropped14percentfrom2005to2011andareexpectedtodeclineanothersevenpercentby2020.Thishascomethankstotheavailabilityofcheapnaturalgas,whichproducesmuchlesscarbonwhenburned,alongwithreductionsintotalelectricitydemandandtheimpactofexistingregulationstargetingmercuryemissionsfromcoal-firedpower.FortheU.S.tomeetits2020commitments,itwillneedtoacceleratetrendsalreadyinprogress—reductionsinemissionsfrompowergeneration—bymovingitselffromcoaltocheapernaturalgasmorequickly.ForCanadatomeetitstargets,itwillneedtoreversetrendsinoilsandsemissionsgrowth.

Itisnowbecomingclearthatwhenbothcountriescommittedtothesamegoalbackin2005,Canadasignedonforfarmoreeconomicandpoliticalpain.Canadawouldneedtoimposeahighercostoncarbonemissionsinordertoincentivizethenecessaryspendingbyindustryorbehaviourchangesbyconsumers.IntheU.S.,itwasestimatedwhenthecommitmentsweremadethatitwouldtaketheequivalentofa$35pertonnecarbontaxtomeetits2020commitments,accordingtoaU.S.leadingthinktank,ResourcesfortheFuture.InCanada,similaranalysessuggestedatthetimethatitwouldtake$100pertonne.

A$100pertonnepriceoncarbonisnotbeingseriouslycontemplatedbyCanada.Alberta’smuch-vauntedcarbon“levy”isjust$15pertonne.Inrecentyears,a$40pertonnechargewasfloatedbutwasquicklywalkedbackbythen-premierAlisonRedford.PrimeMinisterHarper’sgovernmentoncetalkedaboutrequiringcarboncaptureandstoragefromallnewoilsandsfacilitiesandimposingasignificantpriceoncarbonfromfirmsthatdidnotimprovetheiremissionsperformance,buttheideafadedaway.

TheHarpergovernmentforyearshasbeenpromisingtobringforwardspecificregulationsfortheoilandgasindustry,buthasnotacted.ThePrimeMinisterhassaidhewantstoregulatethesectoronly“inconcert”withWashingtonbecauseunilateralmeasuresbyOttawawoulddisadvantageCanadianenergyproducers,whosellalmostalltheiroilandnaturalgasexportstotheU.S.ButproposalstoenactsimilarregulatorystandardsforoilrefineriesintheU.S.have



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languished,andnoregulationofemissionsfromU.S.oilandgasproductionarelikelyatthefederallevel.

ThepoliticalpathfortheU.S.toreachits2020commitmentshasbeenfullofobstacles.Aspirationsforajointcap-and-tradesystemdiedafterconservativesblockedavoteonsuchabillintheSenateearlyinObama’sfirstterm;RepublicancontroloftheHouseofRepresentativessince2011killedanyfurtherchancesofsuchadeal.

Still,Obamahasunilateral,executive-branch,rule-makingpowersunderthefederalCleanAirActtogoaftercoal-poweredplants.Althoughcoalconsumptionisdeclining,withoutnewpoliciesinplace,U.S.coalpowerisstillprojectedtoaccountfor1.6billiontonnesofgreenhousegasemissionsby2020—that’sover30percentoftheU.S.totalemissionsallowedundertheCopenhagenagreement.(Likewise,withoutnewpolicies,Canada’soilandgassectorwillalsoaccountforaboutathirdofits2020goalfortotalemissions,or200milliontonnes.)

AsthePresidentpushesforward,hispartycouldpayahighpoliticalcost.WhilenationalDemocraticactivistssupportstrongcoalregulations,they’recontroversialinconservative-leaningregionsthatcouldbecrucialfordeterminingwhichpartycontrolstheSenate.Lastweek,sevenDemocraticsenators,includingseveralinvulnerableseatsupforre-electioninLouisiana,ArkansasandVirginia,askedObamatoabandonanexistingrulethatrequiresfuturecoalplantstousecostlycarboncaptureandstoragetechniquestoreduceemissions,arguingthetechnologyiscommerciallyunproven.AlisonLunderganGrimes,aDemocraticcandidatewithinreachofoustingtheRepublicanSenateminorityleader,MitchMcConnell,inKentucky,whichhasmanycoalmines,isparticularlyvulnerableontheissue.“Idon’tagreewiththePresident’swaroncoal,”shedeclaredthismonthafterherparty’snominationcontest.

Canadahasalreadyadoptedtoughrulesthatrequirecoalplantsreachingtheendoftheirusefullivestoeithershutdownoradoptretrofitsthatreducetheiremissionstolevelscomparablewithanatural-gaspowerplant.Becausesuchreductionsarenotpracticallyachievablewithouttheexpenseofcarboncaptureandstorage,itisusuallynoteconomicallyviabletoretrofitanoldplantandtheyinsteadshutdown.ButthoseruleswillhaveamuchsmallerimpactonCanada’semissionsthantheywouldifObamaannouncessomethingsimilarintheU.S.nextmonthsimplybecauseweusemuchlesscoal,thankstoCanada’sgreaterrelianceonlow-emissionhydroelectricandnuclearpower.

IfObama’smoveoncoalissubstantive,Canadawillhaveahardtimekeepingup.Oilsandsextractionusesalotofenergytoturnwaterintothesteamandtorefinetheheavybitumenintolighterformsofoil.Carboncaptureandstoragemayholdoutthemostpromisefordeepreductionsinemissions,butthisremainsprohibitivelyexpensive,addingasmuchas$10perbarreltoproductioncosts,withabout50percentofthatreflectedinlowerroyaltiesandtaxesfromoilsands.Moreover,requiringcarboncaptureandstorageonallnewfacilitiescouldcutprojectedoilsandsemissionsbyhalf—butthatwouldstillonlygetCanadato70percentofitsgoalby2020.

Ofcourse,Canadacouldreduceemissionsbyreducingtheproductionofoilsands.Thiswouldbethemostexpensiveoption.Reductionsinproductionwouldlikelycomeatacost,tofirms



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andprovincialcoffers,of$20to$40foreachbarrelofoilnotproduced,or$200to$1,000foreachtonneofcarbonnotspewedintotheatmosphere.

There’snoquestiontheCanadiangovernmentfacesatrade-off.Thecostsofactionarehigh.Yetifthegovernmentdecidesnottotakestringentactiononoilandgasemissions,wewillnotmeetourinternationalcommitments.Whenthathappens,blamewillfallontheoilsands,and,asthenoisyoppositionintheU.S.totheKeystoneXLpipelinehasshown,thiswillmakeithardertoselloilsandsproducts.Profitabilityandtaxrevenueswilltakeahitonewayortheother.

Withstringentcoalregulations,theU.S.canreachitstargetwithnodirectregulationsonoilandgas.Canadacan’t.ThequestionfortheHarpergovernmentiswhetheritwillswallowthepoliticalandeconomiccostsofdoingwhatittakestomeetourcommitments—orcomecleanandadmitthat“halfway”toourgoalisfarasCanadawilleverget.

AndrewLeach

AndrewLeachistheEnbridgeProfessorofEnergyPolicyattheUniversityofAlberta,wherehe

teachescoursesonenergymarkets,energyinvestmentsandenvironmentalpolicy.Leach'sprimaryresearchareasareclimatechangepolicy,oilsandsregulationandcleanenergy

innovationandpolicy.



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EnvironmentalInfluencesSociety Settlement Technology Progress/DeclineEnvironment

Colonization

TerritorialExpansion EmpireBuilding

Geography Settlement WaysofLife Worldviews• WaterSystems• Topography• Climate



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HISTSOCIETY ED POL ECO RELGN ARTS KINSHIP RECRTNEngland

- Past

- Evolution

- Present

Macedonia- Past

- Evolution

- Present

Rome- Past

- Evolution

- Present

Spain- Past

- Evolution

- Present

France- Past

- Evolution

- Present

Mongolia- Past- Evolution- Present

HISTINDSOCIETY ED POL ECO RELGN ARTS KINSHIP RECRTN



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IndigenoussocietyofNorthAmerica

- Past

- Evolution

- Present

MesopotamiaorAncientEgypt;

- Past

- Evolution

- Present

AncientGreeceorRome;

- Past

- Evolution

- Present

Aztec,Incan,orMayancivilizations;

- Past

- Evolution

- Present

MedievalEuropeorRenaissanceEurope;

- Past

- Evolution

- Present

AncientChinaorJapan.- Past- Evolution- Present

EmpireBuilding,TerritorialExpansion,andIndigenousPopulations



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Society:Worldview:

IndigenousSociety:Worldview:

ImperialActivities

TreatmentofIndigenousPeople

Reasonsfor

ImpactonIndigenousSociety

Whathasbeenthehistoricalimpactofempire-building,imperialism,colonialismonthisIndigenoussociety?

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