Grade Eight – The Individual in Canadian Society
Grade 8 students will explore Canada’s contemporary opportunities and challenges. They will examine Canadian demographics and political organization.
They will consider diverse perspectives related to Canadian political issues, Aboriginal self-government, Francophone presence and influence,
multiculturalism, mass media, and popular culture. They will explore cultural interaction in Canadian society and will engage in the debate surrounding
culture and identity in Canada. Through this inquiry, students will develop understanding of the complexities of citizenship and identity in the Canadian
context and will enhance their ability to become informed, active, and responsible citizens.
1. Interactions and Interdependence Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies,
cultures, and nations. (IN)
2. Dynamic Relationships Goal: To analyze the dynamic relationships of people with land, environments, events, and ideas as they have affected the past,
shape the present, and influence the future. (DR)
3. Power and Authority Goal: To investigate the processes and structures of power and authority, and the implications for individuals, communities, and
nations. (PA)
4. Resources and Wealth Goal: To examine various worldviews about the use and distribution of resources and wealth in relation to the needs of
individuals, communities, nations, and the natural environment and contribute to sustainable development. (RW)
Correlated Print Resources:
Issues for Canadians
Voices and Visions
Canadian Geography: Sense of Place
Canadian Heritage Collection
Our Land and People
Our Canada: Origins, People, Perspectives
Pier 21 (from Canadian Immigration Series)
Weaving a Country: Stories from Canadian Immigrants
Canadian Prime Ministers: Warts and All
Prime Ministers of Canada
North American Indians Today Series (Iroquois and Ojibwa)
PLEA Resources
A Look at Canada
Discover Canada: The Rights and Responsibilities of Citizenship
How Parliament Works (by John Bejermi)
Dancing Backwards: A Social History of Canadian Women in Politics (by Sharon Carstairs)
How Canadians Govern Themselves
Our Country, Our Parliament: A Guide for Learners of English as a Second Language and an Introduction
to How Parliament Works
Protecting Rights in Canada
Nelson
Oxford Canada
McGraw-Hill Ryerson
McCarney and Associates Publishing
Nelson
Nelson
University of Toronto Press
Pacific Press
Jackfruit Press
Core
Core
Mason Crest
PLEA
Core
Additional
Additional
Additional
Additional
Additional
Additional
PDF and online
Online
Core
Core
Weigl
1
Interactions and Interdependence
Outcome IN8.1 Investigate the meaning of culture and the origins of Canadian cultural diversity.
Brent’s Big Idea: What does it mean to be a 14 year old in Canada? What’s my place in this society? How is Canadian culture uniquely ours (e.g. not
American)? How did we come to have a diverse culture in Canada? How is culture influenced?
Indicators
a. Create an inventory of cultural elements people
throughout the world have in common, regardless of
where they live (e.g., transmission of values through
education, spiritual systems, ways of governing
themselves, ways of satisfying needs and wants,
family structure, means of self-expression, strategies
for recreation and play).
Big Ideas and Planning
Big Ideas
What are common elements of a culture?
What is the role of land/climate in culture? (connect
to DR)
Print and Web Resources
Print Resources:
Canadian Geography: Sense of Place (McGraw-Hill
Ryerson)
p. 96 - 99
Our Land and People: Chapters 1-6
Planning
Start with a map of Canada –
What do they already know about Canada (DRconnection)? (pre-assessment)
Who are we as individuals in the class; who are we in
this school, community, province, country
What is the role of land in culture? (DR connection)
Use a RAN chart – KWL chart
Web Resources:
A Life Like Mine – Unicef publication (Virginia shared)
http://www.unicef.org/publications/index_4263.html
From Former Curriculum: KEEPARS
http://www.sasked.gov.sk.ca/docs/midlsoc/gr8/pdf/81info
.pdf
http://www.sasked.gov.sk.ca/docs/midlsoc/gr8/81handout
s.html#P1248_71628
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/81topics.htm
l#URLDB_1327- curriculum support from previous
curriculum.
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/pdf/81topics.
pdf- this matches the components of indicators:a,b,c
http://edchange.org/multicultural/teachers.html
Information on multiculturalism
Main site:
http://edchange.org/multicultural/activityarch.html
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/83handouts.
html#P1174_50623
Chart for investigating the origins and meanings of names
2
from a variety of cultures (Global Names Chart)
Teacher Information Sheet:
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/83info.html#
P1486_61239
b. Formulate a definition of culture from responses to
the question, “What is culture?” (e.g., A group’s
beliefs, norms, institutions, and communication
patterns; a learned way of living shared by a group of
people).
Big Ideas
What is a culture?
Planning
Introduce Vocabulary:
Norms, institutions, communication patterns
c. Examine the extent to which cultural groups are
able to retain their cultural identity in Canada, with
reference to elements of culture, including kinship
patterns (e.g., how children are perceived,
relationship to the aged, family networks, living
arrangements, rites of passage), artistic patterns (e.g.,
self-expression in visual art, music, literature, dance,
fashion), religious patterns (e.g., tenets of doctrine,
worship habits, place of religion in daily life),
education patterns (e.g., methods of passing on the
culture, who attends school, who is eligible for higher
education), recreational and play patterns (e.g.,
sports, games, traditions, celebrations).
Print Resources:
Our Land and People: Chapters 7
Big Ideas
What is a culture?
Planning
Introduce KEEPARS (common elements for all
cultures)
K - kinship
E - education
E - economics
P – political structure
A – arts
R - religion
S – sports and recreation
Web Resources:
http://www.beworldwise.org/index.php
http://www1.umn.edu/humanrts/edumat/hrsquares/islam
ic.htm
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/pdf/81topics.
pdf
Print Resources:
Voices and Visions – Aboriginal Art expressing identity –
Chapter 14 (CD-Rom), p. 321
Web Resources:
Online Culturegrams
http://online.culturegrams.com/?a_username=LA36&a_pa
ssword=bigchalk
http://www.beworldwise.org/index.php
http://www.milestonesproject.com/
http://www.unesco.ca/en/interdisciplinary/peace/default.
aspx
http://www2.canadiana.ca/citm/index_e.html
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/pdf/81topics.
pdf
3
d. Analyze shared characteristics among First Nations,
Inuit, and Métis cultures in Canada.
Big Ideas
Land-based is all that is similar here to all cultures
Planning
Compare traditional relationships with the land to
more current views.
e. Investigate why First Nations, Inuit, and Métis
communities strive to preserve and revitalize their
languages, and determine the consequences of the
disappearance of cultures and languages.
f. Describe the purposes and results of heritage
languages and bilingualism policies in Canada and
Saskatchewan.
Big Ideas
Language is a huge part of culture
Planning
Web Resources:
http://www.fsin.com/ - Federation of Saskatchewan
Indian Nations - teacher resource
Print Resources:
Canadian Geography: Sense of Place (McGraw-Hill
Ryerson) p. 96 – 99
Explore reasons behind the declining role of French
language in Saskatchewan culture
Protecting Rights in Canada: pp. 18-19
Big Ideas
Print Resources:
Voices and Visions – Bilingual and Unilingual Provinces – p.
323
Language is a huge part of culture
Planning
g. Identify questions and issues of importance to
Francophone people in Canada and Saskatchewan
(e.g., linguistic and educational rights, changing
demographics), and assess the impact of language
and education laws on the Francophone community.
Print Resources:
Issues for Canadians- Aboriginal Culture pg. 84, 85
Web Resources:
Explore the different Heritage Language Programs
existing in Saskatchewan
Protecting Rights in Canada: pp. 22-23
Web Resources:
Big Ideas
Print Resources:
Issues for Canadians- Fracophone- pg. 7; Schools- pg, 119,
141, 148, 191,146-147, 143
Language is a huge part of culture
Planning
Voices and Visions – Francophones in the West - p. 278282, Franocophones in Alberta and Canada – p. 322-325
Web Resources:
Saskatchewan’s Francophones – includes map of
Francophone communities
http://www.ops.gov.sk.ca/Default.aspx?DN=1acd120d707d-4b66-bfb8-c47a383b2f5a
Saskatchewan’s Francophone flag
4
http://www.ops.gov.sk.ca/Default.aspx?DN=55f1ac200c24-4ddb-9aa4-6179bd8a42ca
http://franco.ca/atlas/francophonie/english/impre.cfm?Id=
6
h. Analyze the impact of language and education laws
on minority groups in Canada.
Big Ideas
Print Resources:
Planning
Web Resources:
Outcome IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity.
Brent’s Big Ideas: Why did we attract immigrants to Canada in the past and now? How has immigration policy changed? How does it affect our country?
Indicators
a. Research reasons for diverse peoples choosing
Canada as a home (e.g., economic opportunity,
economic hardship or war in the country of origin,
reunification of family, escape from religious or
political oppression).
Big Ideas and Planning
Big Ideas
How do we engage students in understanding so that
we can practice acceptance and make it meaningful
for us? How do we change stereotypes about cultural
backgrounds?
Planning
Use Video Resources – to support our stories
Print and Web Resources
Print Resources:
Issues for Canadians- Immigration- Chapter 5
Voices and Visions – A Diverse Society – 312-313
Our Land and People: Chapters 7 – Why Europeans Came
Our Land and People: Chapter 9 (pp. 152-173)* lower
reading level
Our Land and People: Chapter 12 (pp. 212)
Pier 21 (from Canadian Immigration Series)
Canadian Heritage Collection: The Immigration Experience
Weaving a Country: Stories from Canadian Immigrants
Former Curriculum:
Student Handout #5: Canada's Cultural Diversity Survey
Student Handout #6: The Chosen Ones - A History of
Selective Immigration
5
Web Resources:
Stats Can Publication (available online) 100 Years of
Immigration
http://www.statcan.gc.ca/kitstrousses/pdf/social/edu01b_0001d-eng.pdf
Is Canadian Diversity Because of, or Despite,
Historical Government Policies?
http://www.collectionscanada.gc.ca/immigrants/
021017-6000-e.html
Bullets on the Water
Coming to Canada – share stories of real stories and do
some reflection
Multi-Cultural Council of Saskatchewan – connects recent
immigrants to schools
Heritage Fair The Boat People (25 years ago) – who are they and where
are they now?
The Landing Series ??
The Scattering of Seeds
http://www.whitepinepictures.com/seeds/
Refugees: A Canadian Perspective
http://www.unac.org/learn/wrld/Refugees/REFeng.htm
Citizenship and Immigration Canada:
http://www.cic.gc.ca/english/index.asp
b. Construct a timeline of the historical immigration
patterns in Western Canada.
Big Ideas
How did the immigration process change over time?
Planning
Print Resources:
Voices and Visions – Immigration Act of 1978 – 313-315
Former Curriculum:
Teacher Information Sheet #3: Canada - A Nation of
Immigrants
Web Resources:
6
Western Development Timeline (2005)
Cultural Settlement in Saskatchewan Online
“Settling “Era in Canada 1891 - 1921
http://www.ucalgary.ca/applied_history/tutor/canada1891
/4frame.html
c. Investigate the evolution of Canada’s immigration
policy and assess the impact on historic and
contemporary immigration patterns.
d. Assess the fairness of Canada’s current immigration
policy by conducting an inquiry to determine if the
ancestor of a student or a community member would
be admitted to Canada by today’s criteria (recognize
that not all students will be descendants of
immigrants, such as Aboriginal students or those who
are recent immigrants).
Big Ideas
Why did your family come to Canada? Would they get
into Canada under our current immigration policies?
Why were some countries prevented from coming? Is
this based on a racist policy?
Print Resources:
Voices and Visions – A New Immigration Policy - 313
Pier 21 (from Canadian Immigration Series)
Canadian Heritage Collection: The Immigration Experience
Planning
Weaving a Country: Stories from Canadian Immigrants
Big Ideas
Former Curriculum:
Teacher Information Sheet #4: The Sikh Experience
Planning
Use the narrative – the stories
Web Resources:
Immigration and Migration Patterns 1891-1921
http://www.ucalgary.ca/applied_history/tutor/canada1891
/5frame.html
Power Point shows slide of various immigration levels
http://www.canadaimmigrationvisa.com/index.html
Discover Canada (PDF but free for educators)
http://www.cic.gc.ca/english/pdf/pub/discover.pdf
Citizenship and Immigration Canada:
http://www.cic.gc.ca/english/index.asp
Immigration overview: Interactive path to qualify for
immigrant status
http://www.cbc.ca/news/becomingcanadian/overview.htm
l
Immigrant Voices
www.canadianhistory.ca/iv
7
A Look at Canada – Citizenship test
http://dsp-psd.pwgsc.gc.ca/Collection/Ci51-61-2001E.pdf
Becoming a Citizen – teacher link (mock ceremony)
http://dsp-psd.pwgsc.gc.ca/Collection/Ci51-61-2001E.pdf
e. Assess the benefits and challenges of the
multicultural policy in Canada.
Big Ideas
If racism that occurs because of misunderstanding,
how do we now practice acceptance?
Planning
Could use this assessment and then link back to
Outcome IN 8.1 … So what does this have to do with
me?
Use this question as the follow and linking this
information back to ourselves. What responsibility do
you have as a member of this society?
Canadian Gazette Database:
http://www.collectionscanada.gc.ca/ethno-cultural/indexe.html
Print Resources:
Web Resources:
Declining Population in Canada – Stats Canada
Germany is looking to Canada for guidance as they believe
we have a great model here – Daily newspapers
8
Dynamic Relationships
Outcome DR8.1 Develop an understanding of the significance of land on the evolution of Canadian identity.
Brent’s Big Idea: How does where we live influence how we live? How has our relationship with land changed over time in Canada? (e.g. number of farmers in
the past to current numbers) Land defines you -
Indicators
a) Examine the influence of the land on the Canadian
personality depicted in literary texts, songs, media
presentations, visual art and dance, sport and
recreation.
Big Ideas and Planning
Big Ideas
Who are we as Canadians? What role do we have as
Canadian citizens in keeping our identity?
Print and Web Resources
Print Resources:
Our Land and People: Chapters 1-6, Chapter 13 (pp. 12113)
Voices and Visions – 269-272
Planning
Defining what is meant by land – physical features,
geographical features, natural resources, weather
Canadian Geography: Sense of Place (McGraw-Hill
Ryerson) p. 250-251; 254-257
What role does climate and population, European
influence play on sports such as soccer (e.g. Why
aren’t there many soccer players in Saskatchewan
and Alberta?
Web Resources:
Aboriginal Artists – some excellent land connected works http://www.sicc.sk.ca/keepinghouse/tofc.html
Compare and contrast your land to other parts of the
country. Does this influence what we do and how we
live?
Aboriginal Artists http://www.canadacouncil.ca/aboriginal/pd129072850534
189953.htm
Industry in the area can influence communities
because of money being put back into the
community.
Curricular Link to Art, Music, Dance – talk to your art
teacher
- Fiddlers from different geographic parts of
Canada from Olympics
- Connect to Culture outcome
- Where is our Canadian identity in our music?
We are moving to a global look at art and
music (digital music)?
- CBC – The Beat Goes on – Rise of the
Canadian Music industry in in the 60s and
Pictures of children from all over the world. The goal of this
project is to eliminate discrimination by portraying children from
around world experiencing common milestones in their life.
http://www.milestonesproject.com/
Useful tool: Culture Data Disk (for comparing different cultures)
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/81handouts.html#P
1248_71628
9
-
70s
Local artists and music
Links to Canadian identity outcome
Can connect to DR8.2 indicator A which focuses on
treaties and the land
Creating Fantasy Culture – Terry Epp (ELA link)
Saskatchewan Arts Board
Explore the changing nature of recreation in students’
lives and the implications of that (e.g. Students and
electronic recreation. COD is played worldwide. Are
we less connected to land than ever before? EA
games is Canadian).
b) Analyze the relationship between the traditional
Aboriginal concept of land (an animate being; the
source of life) and the contemporary Western
European notion of land (a resource to be owned and
exploited) through the centuries.
Big Ideas
Print Resources:
Our Land and People: p. 118
Planning
Issues for Canadians- Consumer Behavior pg. 238, 239,
243; Quality of life- 242, 251, Regional differences pg. 261;
Regions in general- pg. 307, 310, 308, GHG Emissions 307,
312-313, 314-315
Our Land and People: Chapters 1-6, Chapter 13 (p. 118)
Web Resources:
Land claims – includes link to specific and comprehensive
land claim processes http://www.aincinac.gc.ca/al/ldc/index-eng.asp
http://www.beamccowan.com/canadian.htm
http://historybenchmarks.ca/lesson/338
http://www.saskyouthheritagefair.com/gr8social.htm
http://www2.canadiana.ca/citm/index_e.html
Federation of Saskatchewan Indian Nations - teacher
10
resource: http://www.fsin.com/
c) Illustrate on a map various designated lands in
Canada (e.g., lands set aside such as reserve lands,
settlement lands, heritage sites, homesteads, wildlife
refuges, parks, crown land and trans-boundary areas)
and explain such designations.
Big Ideas
Planning
Print Resources:
Issues for Canadians- Maps- pg- 345-347
Web Resources:
Reserve Lands and National Parks
http://clss.nrcan.gc.ca/indexmap-carteindex-eng.php
Outline Maps http://www.eduplace.com/ss/maps/
Interactive map showing historical Indian treaties
http://atlas.nrcan.gc.ca/site/english/maps/historical/indian
treaties/historicaltreaties
National Historic Sites of Canada: Interactive map
http://www.pc.gc.ca/progs/lhn-nhs/carte-map_e.asp
Collections Canada
http://www.collectionscanada.gc.ca/confederation/kids/02
3002-2100-e.html
d) Investigate the importance of the land in the
Canadian economy (e.g., agriculture, trapping,
hydroelectricity, fishing, mining, forestry, tourism),
and speculate about the impact on the identity of
Canadians.
Big Ideas
Planning
Print Resources:
Issues for Canadians- pg. 206-207, 219,223,/Gov’t 206;
Economics- pg, 288, 251, as defined pg. 4
Our Land and People: Chapters 1-6, Chapter 13 (pp. 22-27)
Web Resources:
http://www2.canadiana.ca/citm/education/lesson7/lesson
7_e.html
e) Investigate the impact of land on the identity of
First Nations, Métis, and Inuit peoples.
Big Ideas
Print Resources:
Our Land and People: pp. 22-27
Planning
Our Canada (Nelson): (pp. 7-35)
Our Canada: Chapter 9 (pp. 271-306 – Metis)
Web Resources:
11
Federation of Saskatchewan Indian Nations - teacher
resource: http://www.fsin.com/
Outcome DR8.2 Describe the influence of the treaty relationship on Canadian identity.
Brent’s Big Picture: What is the influence of the treaties on Canadian identity?
Indicators
a. Describe the influence of varying views of the land
in motivating the treaty relationship.
Explore unfulfilled aspects of Treaty (e.g., education,
health care) in Canada.
Big Ideas and Planning
Big Ideas
Planning
This can be closely connected with DR 8.1 (a)
Could we compare and contrast Canada’s relationship
with aboriginals with other countries?
Look at the Oka Crisis
Print and Web Resources
Print Resources:
Issues for Canadians- Land- Aboriginal- pg. 304, as factors
of production pg. 183-pop’n pg. 203; Metis- pg. 152,153,
154, 155; Treaties- pg. 12
OTC: - Treaty kits from OTC has lots of good information for
this outcome as teacher background but may need to be
reworded for Grade 8; OTC – will come out and spend time
with teachers and their students; may want to explore the
costs involved in this
Web Resources:
Indian Affairs has maps and information
Canada in the Making Site
http://www2.canadiana.ca/citm/specifique/numtreatymoti
ve_e.html
Treaty Guides
http://www.ainc-inac.gc.ca/al/hts/tgu/index-eng.asp
Office of the Treaty Commissioner
http://www.otc.ca/
OTC Teacher Wikispace
http://otctreatyteacherwikispace.wikispaces.com/
Federation of Saskatchewan Indian Nations - teacher
resource: http://www.fsin.com/
12
b. Explore the Treaty Land Entitlement process in
Canada.
Big Ideas
Print Resources:
Planning
Web Resources:
Virtual museum of Metis history (Gabrielle Dumont
Institute)
http://www.metismuseum.ca/
A Timeline of Aboriginal Treaties in Canada
http://www2.canadiana.ca/citm/education/lesson6/lesson
6_e.html
What are Treaties?
http://www.ainc-inac.gc.ca/ach/lr/ks/plhst/plhst_trtseng.asp
c. Relate land claims and fishing and hunting rights to
treaty provisions.
d. Represent the benefits of the treaties for all
Canadians.
Big Ideas
Print Resources:
Planning
Web Resources:
Federation of Saskatchewan Indian Nations - teacher
resource: http://www.fsin.com/
Big Ideas
Print Resources:
Issues for Canadians – Indian Act- pg. 100, 124, 130, 132,
137-138
Planning
Web Resources:
What are treaty rights? http://www.aincinac.gc.ca/ai/pubs/ywtk/ywtk-eng.asp#wtr
13
Outcome DR8.3 Assess how historical events in Canada have affected the present Canadian identity.
Brent’s Big Idea: How have historical events shaped the Canada of today?
Indicators
Big Ideas and Planning
Print and Web Resources
a. Describe Canada’s role in world conflicts since the
Print Resources:
Big Ideas
beginning of the 20th century (e.g., World War I,
World War II, the Korean War, the Suez Crisis, the
Gulf War, the UN mission in Bosnia, the Afghanistan
mission).
Our Land and People: Chapters 11-14 (pp. 237-257)
Planning
Think of this an introduction to conflict.
This brief introduction to conflicts in Canada can form
the basis for future learning about Canada and our
role in different wars. Give each group a quick
research on different conflicts to research our role.
Compare and contrast our roles in different conflicts.
Voices and Visions – WWI – 296-297, WWII - 307
Web Resources:
Legion Magazine ($7 year subscription)
http://www.legionmagazine.com/en/index.php/magazine/
?SubscriptionType=Renewal
Archives Canada
http://www.archivescanada.ca/english/index.html
Aboriginal Veterans
http://www.abheritage.ca/eldersvoices/history/culture_ve
terans.html
Veterans Affairs Canada
http://www.vac-acc.gc.ca/youth/
http://www.unesco.ca/en/interdisciplinary/peace/default.
aspx
b. Assess the impact of a variety of important
historical events in shaping the Canadian identity:
Big Ideas
(for example:
- the effect of the Royal Proclamation 1763 on
Francophone and Aboriginal people
- the fur trade economy; Quebec Act 1774
- the Acadian deportation
- the Loyalist migration
- the War of 1812
- Canada’s role in World War I
- the creation of the health care system
- peace-keeping activities
- the role of the RCMP in the development of the
Canadian West
- Canadian Confederation 1867
Planning
Inquiry Research project into one area of Canadian
history and its effect on shaping identity
Could add the Oka Crisis to this list
Print Resources:
Issues for Canadians- Timeline- pg. 342, 344; Qualities of
life- 2,5,266,242,256,7,266,270-280, 10,5
Voices and Visions – Ch. 4, Ch. 7, 107-133, 180-184, 199218, 296-297
Our Land and People: Chapters 11-14 (pp. 248, 199)
Our Canada: Chapter 8 (Confederation)
Our Canada: Chapter 9 (pp. 271-306 – Metis)
Our Canada: Chapter 10 (pp. 307-342 – National Policy)
Our Canada: Chapter 6 (pp. 109-197 – Loyalists)
14
- the building of the national railroad
- the Métis resistance 1870 and 1885
- John A. Macdonald’s National Policy 1879
- October Crisis 1970
- the development of the Canadarm
- the development of the music and film industry in
French and in English in Canada).
Canadian Prime Ministers: Warts and All
Protecting Rights in Canada: (Oka Crisis) pp. 18-19
Web Resources:
Pick a couple of these to illustrate the concept of history
influences the Canada of today.
Shirley’s Letters Home resource (on Word)
Confederation for Kids
http://www.collectionscanada.gc.ca/confederation/kids/in
dex-e.htmll
c. Examine the influence of American mass media and
popular culture on the Canadian way of life.
Big Ideas
Print Resources:
Voices and Visions – Media and Identity – 294-295
Planning
Canadian Heritage Collection: Canadian - American
Relations (pp. 31, 38, 39)
Canadian Heritage Collection: Popular Culture
Canadian Heritage Collection: Influential and Intriguing
Canadians
Web Resources:
Consumer Smarts for Hip Teachers: PLEA Resource - In an
increasingly consumeristic world, it is important that young people
are aware of the powerful influences they both face and can be in the
marketplace. With this in mind, PLEA created Consumer Smarts for
Hip Teachers. This seven-lesson resource examines areas such as
advertising, purchasing, and identity theft, to help create criticalthinking young consumers.
PLEA’s student version, Consumer Smarts for Hip Teens, can be found
in the The PLEA section of this website.
d. Analyse the similarities and differences in the
values, beliefs, and ways of life of Canadians and
Big Ideas
Print Resources:
Canadian Heritage Collection: Canadian - American
15
Americans.
Relations (pp. 31, 38, 39)
Planning
Web Resources:
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2002/ssti_template/2002/eldon/eldon.html
(Lists: senators and members, biographical information on
senators – including FNMI)
http://www2.parl.gc.ca/Sites/LOP/Education/MPTV/indexe.asp
e. Compare the perspectives taken in cases of
injustice in Canadian history (e.g., the vote for
women, vote for Aboriginal peoples, Chinese head
tax, internment of Japanese and Ukrainian Canadians,
restrictions on immigration of Jews during World War
II).
Big Ideas
Planning
This is a great indicator to explore as students seem
to really identify with this.
Print Resources:
Issues for Canadians- Voting- pg. 26,44,101; Values- pg. 5,
270, 271
Our Land and People: (p. 203)
Canadian Heritage Collection: Popular Culture
ELA Connection to story, Child in a Prison Camp (ELA
selection)
Protecting Rights in Canada: pp. 16-17
Explore the life of David Suzuki (Japanese internment)
Web Resources:
16
Power and Authority
Outcome PA8.1 Contemplate the implications of Canadian citizenship on the life of Canadians.
Brent’s Big Idea: Try to get students to understand our system of government and their relationship to it. What rights and the corresponding responsibilities do we
have as Canadian citizens?
Indicators
a. Trace the changes in how citizenship has occurred
for Canadians over time, including current categories
of citizenship.
Big Ideas and Planning
Big Ideas
Print and Web Resources
What rights and the corresponding responsibilities do
we have as Canadian citizens?
Print Resources:
Canadian Heritage Collection: Labour and Social Reform
(p. 12 – Nellie McClung; p. 17 Agnes McPhail)
Planning
Canadian Heritage Collection: Citizenship and
Government
Human rights is developing citizenship materials right
now; not completed yet
Links to Outcome IN 8.2 d, e
Web Resources:
Know that government, in a democracy, makes decisions
and laws on behalf of the citizens and protects the rights of
those citizens.
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/socia
l/ssti/2003/vic/vicandr.htmll
Citizenship and Immigration Canada:
http://www.cic.gc.ca/english/index.asp
A History of the vote in Canada (Elections Canadasite)
http://www.elections.ca/content.aspx?section=res&dir=his
&document=index&lang=e
Activities linked to Human Rights
http://www.globaled.org/curriculum/amnesty/amnesty.ht
ml
A brief history of Canadian citizenship
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/82handouts.
html#P3071_151154
b. Analyze the contribution of two historical events in
the evolution of Canadian citizenship to the nature of
citizenship in Canada today (e.g., Elections Act, 1900;
Big Ideas
Print Resources:
Canadian Heritage Collection: Labour and Social Reform
(p. 32 – Bill of Rights; p. 12 Suffrage)
17
“blue bird” nurses in WWI obtain the vote in the 1917
federal election; Canadian women obtain the right to
sit in the House of Commons, 1919; the contribution
of the Famous Five; Federal Elections Act, 1920;
Saskatchewan Bill of Rights, 1947; Canadian Bill of
Rights, 1960; the Charter of Rights and Freedoms in
Canada, 1982).
Planning
c. Investigate the effects of the Canadian Charter of
Rights and Freedoms on individuals and groups (e.g.,
language rights; right to reasonable access to justice
in trials; same sex marriage; civil protections).
Big Ideas
Links to Outcome PA 8.3
Protecting Rights in Canada: pp. 20-21
Web Resources:
Graphic organizer for an historical event
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/82handouts.
html#P3140_160466
Planning
Print Resources:
Issues for Canadians- Charter of Rights- 88-89; Citizenship89,125,162,166,303,331
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
Former Curriculum:
Teacher Information Sheet #2: Canadian Charter of Rights
and Freedoms
Web Resources:
http://www1.umn.edu/humanrts/edumat/hreduseries/her
eandnow/Part-3/default.htm
Amnesty
http://www.globaled.org/curriculum/amnesty/amnesty.ht
ml
Canadian Heritage
http://www.canadianheritage.gc.ca/progs/cpsc-ccsp/sccs/df1_e.cfm
d. Investigate the provisions of the Indian Act, and its
affects on people of Aboriginal ancestry.
Big Ideas
Planning
Difference between rights for Metis and Aboriginal
people
Print Resources:
Issues for Canadians-Indian Act- pg. 100, 124, 130, 132,
137-138
Web Resources:
Federation of Saskatchewan Indian Nations - teacher
resource: http://www.fsin.com/
18
e. Compare and evaluate the citizenship processes in
place for a person born in Canada and a person
entering the country (including the citizenship test
and the oath of citizenship).
Big Ideas
Print Resources:
Issues for Canadians-Citizenship- 89,125,162,166,303,331
Planning
Web Resources:
f. Examine the personal implications of the rights and
responsibilities of Canadian citizenship.
Big Ideas
Print Resources:
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
Planning
ESSENTIAL: What rights and the corresponding
responsibilities do we have as Canadian citizens?
Protecting Rights in Canada: pp. 24-25
Former Curriculum:
Interactions and Interdependence Unit (former Sask Ed
Curriculum) Student Handout #4
Web Resources:
A Look at Canada – Citizenship and Immigration Canada
(PDF)
Ombudsman Saskatchewan www.ombudsman.sk.ca
Canadian rights are protected by CCRF. Provincially, we
have access to our Ombudsman for remedies when rights
are infringed.
http://gc2000.rutgers.edu/GC2000/MODULES/CHILD_RIGH
TS/reorganizing.htm
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/84handouts.
html#URLDB_9195
http://www.un.org/en/
Know that government, in a democracy, makes decisions
and laws on behalf of the citizens and protects the rights of
those citizens.
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/socia
l/ssti/2003/vic/vicandr.html
19
Decision-making and citizenship
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/82handouts.
html#P3140_160466
Outcome PA8.2 Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts.
Brent’s Big Idea: How is decision making process different between governance in mainstream Canada different (e.g. provincial) than First Nation
governance? How are decisions made in Canadian government? How are decisions made in First Nations’ governance? How are they similar? How are they
different?
Indicators
a. Contribute to classroom decision making by using
the majority-rule model and the consensus model.
Big Ideas and Planning
Big Ideas
Planning
Can do PA 8.2, 8.3 and 8.4 together
Explore decision making at different levels (e.g. SRC,
SCC, etc.)
b. Formulate contexts in which the majority-rule
model and the consensus model would be effective.
Big Ideas
Planning
Explore decision making at different levels (e.g. SRC,
SCC, etc.)
Set us a role play situation where a majority rule
situation occurs.
Explore how the trapped Chilean miners decided on
leaders. Who becomes a leader? Why? How?
Print and Web Resources
Print Resources:
Issues for Canadians- pg. 110, 111, 349,351; Political
Parties –pg.3,28, 30, 24, 287, 297,
Web Resources:
Learning about the Law with the Simpsons: PLEA
Guide for Setting Ground Rules
http://edchange.org/multicultural/activities/groundrules.h
tml
Elections Canada: Election Simulations for Middle Level
http://www.elections.ca/vot/yth/res/stu/gui/ec99700_e.p
df
Print Resources:
Web Resources:
PLEA resources – Your Government, Your Election (PDF)
http://www.plea.org/legal_resources/?a=538&searchTxt=t
reaties&cat=1&pcat=1
Our Country, Our Parliament
www.parl.gc.ca
House of Commons Simulation
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2001/ron.html-
20
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2001/carrie.html
Elections Canada: Election Simulations for Middle Level
http://www.elections.ca/vot/yth/res/stu/gui/ec99700_e.p
df
c. Investigate and describe the consensus decisionmaking model employed in traditional Aboriginal
communities or jurisdictions.
Big Ideas
Print Resources:
Planning
Web Resources:
PLEA resources – Your Government, Your Election (PDF)
http://www.plea.org/legal_resources/?a=538&searchTxt=t
reaties&cat=1&pcat=1
http://www.sft-ddt.gc.ca/
http://www.fsin.com/
Role of the Sentencing Circle
http://www.sasked.gov.sk.ca/docs/social/law30/unit02/02
_17_sh.html
http://esask.uregina.ca/entry/restorative_justice.html
Aboriginal Youth Justice (PLEA) (PDF)
http://www.plea.org/legal_resources/?a=67&searchTxt=&c
at=13&pcat=
d. Describe traditional First Nations, Inuit, and Métis
models of governance and selection of leaders.
Big Ideas
Planning
e. Compare the structure of leadership and decisionmaking process in an Aboriginal community to that of
the parliamentary system in Canada.
Print Resources:
North American Indians Today Series (Iroquois and
Ojibwa)
Web Resources:
http://www.fsin.com/
Big Ideas
Print Resources:
Planning
Web Resources:
Role of the Sentencing Circle
http://www.sasked.gov.sk.ca/docs/social/law30/unit02/02
21
_17_sh.html
http://esask.uregina.ca/entry/restorative_justice.html
Aboriginal Youth Justice (PLEA) (PDF)
http://www.plea.org/legal_resources/?a=67&searchTxt=&c
at=13&pcat=
http://www.fsin.com/
Decision making and Canadian citizenship
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/82handouts.
html#P3140_160466
Levels of Government Comparison Chart
https://www.k12.gov.sk.ca/docs/midlsoc/gr8/82handouts.
html#P3140_160466
Outcome PA8.3 Present the evolution of a piece of legislation, from its first conception to its implementation.
Brent’s Big Idea: How does an idea become law? How does a bill become law? This outcome is not done again.
Indicators
a. Report to the class on the evolution of a rule or a
policy presently used in an area of the school (e.g.,
playground: a student riding his bicycle on the school
grounds before parking it hits another student, which
causes parent phone calls, staff meetings, school
board concern, and a policy which prevents students
from riding bicycles on the school ground).
Big Ideas and Planning
Big Ideas
Planning
Terry to provide more on this? Grade 3 presentation
on bike helmets
Print and Web Resources
Print Resources:
How Parliament Works (by John Bejermi) – teacher
background information (Borealis Press)
Canadian Heritage Collection: Labour and Social Reform (p.
34-37 Canadian Human Rights Act Implemented)
Web Resources:
Can do PA 8.2, 8.3 and 8.4 together
Simulations TI website
Federal Institute on Parliamentary Democracy
http://www2.parl.gc.ca/Sites/LOP/Education/TeachersInsti
tute/index.asp?Language=E&param=2
Student Vote Canada
http://www.studentvote.ca/what.html
http://laws.justice.gc.ca/en/index/index.html- very broad
22
and need to search within the site to match the needs.
http://www.legassembly.sk.ca/speaker/outreach.htm
b. Formulate a plan for the recommendation of a new
policy for the student body, including the issue
requiring resolution, identification of the policy
options providing resolution, explanation of how the
proposed options might resolve the issue, and
recording the process of the selection of the
recommended option.
Big Ideas
Start here in this outcome
What would students want to see (e.g. cell phones is
probably a hot topic for student).
Web Resources:
c. Describe the catalyst for a law recently enacted,
tracing the need and process for enacting the new
law.
Big Ideas
Print Resources:
Canadian Prime Ministers: Warts and All
Planning
Prime Ministers of Canada
Planning
Print Resources:
Canadian Heritage Collection: Labour and Social Reform (p.
44-47)
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
Web Resources:
Lessons Using the Canadian Gazette:
http://www.collectionscanada.gc.ca/obj/035001/f2/03500
1-3020-e.pdf
http://www.gg.ca/
d. Represent the roles and responsibilities of various
players in executive government, including the Prime
Minister, the House of Commons, the Senate, and the
Governor-General.
Big Ideas
Planning
Print Resources:
How Canadians Govern Themselves (PDF)
http://www2.parl.gc.ca/sites/lop/aboutparliament/forse
y/index-e.asp
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
23
Web Resources:
A Look at Canada – Citizenship and Immigration Canada
(PDF)
Free Rover Video: Understanding Canadian Government
http://rover.edonline.sk.ca/index.htm
Mock Parliament:
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tec
h/social/ssti/2005/caroline/unit4.htm
MPTV is an educational resource designed to introduce
students to the House of Commons and the role of its
elected members. This resource includes a video,
classroom activities and supporting teacher materials.
http://www2.parl.gc.ca/Sites/LOP/Education/MPTV/indexe.asp
The Governor General of Canada website
http://www.gg.ca/index.aspx?lan=eng
The roles and responsibilities of the three levels of
government
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/whos_responsible.html
e. Outline the processes of a bill becoming law.
Big Ideas
Planning
Print Resources:
How Canadians Govern Themselves (PDF)
http://www2.parl.gc.ca/sites/lop/aboutparliament/forse
y/index-e.asp
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
Web Resources:
Making Canada’s laws; the legislative process
24
http://www2.parl.gc.ca/Sites/LOP/AboutParliament/Misc/
DemocracyInAction/Democracy-e.asp
Lesson plan about three levels of government in Canada
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2005/meaghan/meaghan.shtml
Mock Parliament:
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2005/caroline/unit4.htm
Elections Canada: Election Simulations for Middle Level
http://www.elections.ca/vot/yth/res/stu/gui/ec99700_e.p
df
Outcome PA8.4 Assess the impact of citizens’ willingness and ability to actively engage in the Canadian political processes.
Brent’s Big Idea: What are the benefits of participating in the political process, as officers, as voters? Why do people engage, or not engage, in the political
process?
Indicators
a. Present the reasons community members have
chosen to run for office or to accept a leadership
appointment (e.g., student representative council
member; municipal or band council member;
Member of the Legislative Assembly; school board
member; health board member; community service
organization leader).
Big Ideas and Planning
Big Ideas
Planning
Can do PA 8.2, 8.3 and 8.4 together
Send an email to MLA, MP, Reeve, and ask them why
they got involved or have them come and speak to
your class
Get students involved in talking with people who
think getting involved in the electoral process is
important
Print and Web Resources
Print Resources:
Issues for Canadians-pg. Government – Starts on pg. 16
with lots of information
Dancing Backwards: A Social History of Canadian Women
in Politics by Sharon Carstairs (teacher background
resource)
Web Resources:
MLA
http://www.legassembly.sk.ca/leglibrary/Library/Links/gov
ernment.htm
Why do we want to get students involved in the
electoral process?
b. Describe examples of legislation or policy at a
variety of governance levels (federal, provincial, First
Big Ideas
Print Resources:
Issues for Canadians- laws/legislation- pg. 24, 38-42, 31,
25
Nation, or Métis) which were initiated, modified, or
rejected as a result of public pressure.
40, 41
Planning
Comparison to Australia where you have to vote,
contrast to countries where women/people are not
allowed to vote
“that’s not fair”
Web Resources:
Elections Canada:
http://www.elections.ca/content.aspx?section=res&lang=e
Explore Question Period versus Committee Work
c. Review the website of a provincial or federal
political party, and propose and justify a redesign of
the website in order to engage adolescents in political
activity.
Investigate the political involvement of community
members, including why people choose to vote or not
vote, and why people choose to join or not join a
political party.
Big Ideas
Print Resources:
Planning
Web Resources:
Conservative Party of Canada http://www.conservative.ca/
Liberal Party of Canada http://www.liberal.ca/
New Democratic Party of Canada http://www.ndp.ca/
BlocQuebecois
http://www.blocquebecois.org/English.aspx
Green Party of Canada http://greenparty.ca/
Marijuana Party of Canada
http://www.marijuanaparty.ca/index.en.php3
Communist Party of Canada http://www.communistparty.ca/
Libertarian Party of Canada http://www.libertarian.ca/
Animal Alliance Environment Voters Party of Canadahttp://www.environmentvoters.org/
Canadian Action Party http://canadianactionparty.ca/
Christian Heritage Party of Canada http://www.chp.ca/en/index.html
First Peoples National Party of Canadahttp://www.fpnpoc.ca/
Progresssive Canadian Party of Canadahttp://progressivecanadian.ca/index.
php/home
Western Bloc Partyhttp://www.westernblockparty.com/
Webpage evaluation of the site and the way it is
processed
Or a different take, learn about the political parties or
difference levels of government and create your own
web page to present this information
http://archives.cbc.ca/politics/elections/topics/1181/
Elections Saskatchewan:
http://www.elections.sk.ca/youth/whyvote.html
26
d. Articulate the reasons a person would get involved
in the Canadian political system and the possible
actions which might be taken (e.g., lobby Members of
Parliament, hold elected members accountable, work
for a political party, be informed).
Big Ideas
Print Resources:
Planning
Web Resources:
Elections Canada – Youth – Get Involved:
http://www.elections.ca/content.aspx?section=vot&dir=yt
h/inv&document=index&lang=e
A Look at Canada – Citizenship and Immigration Canada
(p. 39) (PDF)
e. Analyse the obstacles to political involvement (e.g.,
language, culture, disability, socio-economic status,
gender, time constraints, apathy).
Big Ideas
Print Resources:
Planning
Web Resources:
Elections Canada:
http://www.elections.ca/content.aspx?section=med&dir=y
outh/forum&document=survey&lang=e
Conversations about voting for people, not based on
popularity, but by something more meaningful.
f. Propose avenues for people to individually and
collectively influence the Canadian political system
(e.g., voting, civil disobedience, participation in
political parties, labour organizations, nongovernmental organizations).
Big Ideas
Planning
Print Resources:
Our Country, Our Parliament: A Guide for Learners of
English as a Second Language and an Introduction to How
Parliament Works
http://www2.parl.gc.ca/Sites/LOP/Education/ESL/indexe.asp
Web Resources:
http://archives.cbc.ca/politics/elections/topics/1181/
g. Speculate about the characteristics of the school or
community environment without the involvement of
people in its leadership and decision-making
processes (e.g., What if no one runs for student
council office; no one participates in SRC planned
events; no one runs for local government office; no
one belongs to community organizations).
Big Ideas
Planning
Web Resources:
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/socia
l/ssti/2003/dave.html
h. Research and report on the consequences of the
non-engagement in the electoral process (e.g., 1932
German election).
Big Ideas
Print Resources:
If you don’t participate in the electoral process, there
can be consequences (e.g. Nazis elected in Germany).
If you don’t participate in the electoral process, there
can be consequences (e.g. Nazis elected in Germany).
Print Resources:
Web Resources:
http://www.elections.ca/content.aspx?section=med&dir=y
27
i. Construct an action plan for his or her personal
involvement in the Canadian political system.
Planning
outh/forum&document=survey&lang=e
Big Ideas
Print Resources:
Planning
Web Resources:
Elections Canada – Youth – Get Involved:
http://www.elections.ca/content.aspx?section=vot&dir=yt
h/inv&document=index&lang=e
28
Resources and Wealth
Goal: To examine various worldviews about the use and distribution of resources and wealth in relation to the needs of
individuals, communities, nations, and the natural environment and contribute to sustainable development. (RW)
Outcome RW8.1 Analyze the social and environmental consequences of living in the Canadian mixed market economy based on
consumerism.
Brent’s Big Idea: What is a mixed market economy? What is meant by consumerism – we all participate to consumerism but to what degree? What are
advantages and disadvantages of consumerism (increased standard of living, vs loss of self-sufficiency, overconsumption, environmental impact?
Indicators
a. Investigate the goods and services
produced in the local economy and the
consumers of those goods and services
(e.g., hospital, hairdressers,
manufacturers, farmers, exporters).
Big Ideas and Planning
Big Ideas
Planning
Comparing and Contrasting attitude about Health Care between
American and Canadian health care
Mixed Economy Simulation/Role Play
Making connections to kids’ own experiences
Print and Web Resources
Print Resources:
Issues for Canadians- Chapter 6 Environmental Issues pg.
305, 306, 320; Private sector issues- 271, 204, 227
Canadian Geography: Sense of Place (McGraw-Hill Ryerson)
pp. 224 -
Web Resources:
Stats Canada
http://www.statcan.gc.ca/start-debut-eng.html
Canadian Food Quality and Safety Program – Teacher
Resource
http://www4.agr.gc.ca/AAFC-AAC/displayafficher.do?id=1184856785963&lang=eng
b. Categorize the producers of goods and
services in the local economy as belonging
to the public or private sector, and define
the differences of the two groupings.
Big Ideas
Print Resources:
Planning
Web Resources:
c. Identify the purpose and characteristics
of:
- public enterprise
- private enterprise.
Big Ideas
Print Resources:
Issues for Canadians: page 204+
Former Curriculum:
29
Planning
Interactional and Interdependence Regina’s Women Co-op
and Columbia Co-op #1 and #2
Web Resources:
d. Represent the characteristics of a mixed
market economy including the roles of the
producer, consumer, and government.
Illustrate the elements of a mixed market
economy present in the lives of students.
Big Ideas
Print Resources:
Planning
Web Resources:
Canadian Food Quality and Safety Program – Teacher
Resource http://www4.agr.gc.ca/AAFC-AAC/displayafficher.do?id=1184856785963&lang=eng
Market economy has government regulations or interventions
What are Crown Corporations? Sask Power vs Private power
companies (e.g. Why was Sask Power developed?)
e. Appraise the role of advertising in the
mixed market economy.
Big Ideas
Planning
Print Resources:
Web Resources:
Media awareness website useful for seeing how media
shapes attitudes generally; this can be projected to how it
influences consumer behaviors and other behaviors
http://www.mediaawareness.ca/english/issues/stereotyping/index.cfm
http://www.nationalgeographic.com/xpeditions/lessons/13/
g68/eurounion.html
f. Determine the positive and negative
social and environmental consequences
for family, school, and community in the
Canadian mixed market economy.
Big Ideas
Print Resources:
Planning
Web Resources:
http://www.nationalgeographic.com/xpeditions/lessons/13/
g68/eurounion.html
What are positive and negative social and environmental
consequences of mixed market?
Linking to economic effects of too much rain this spring.
What does that mean for the family, the community, the
province,
Comparing life from the past (I remember when pop was
25 cents) to now.
Credit cards
g. Recognize the impact of living in
situations in which assets are collectively
Big Ideas
Print Resources:
30
or communally owned (e.g., First Nations,
Hutterian communities).
Former Curriculum:
Interactional and Interdependence Regina’s Women Co-op
and Columbia Co-op #1 and #2
Planning
Web Resources:
Explore the Hutterian communities; compare and contrast
Outcome RW8.2 Assess the implications of personal consumer choices.
Brent’s Big Idea: What happens when I buy and use products? How does what I buy affect others? Why does it matter where and what I buy?
Indicators
a. Determine the effects on the local community of
the purchasing patterns of its members (e.g., the
origins of products used in daily life).
Big Ideas and Planning
Big Ideas
Print and Web Resources
Planning
Web Resources:
What is local?
100 mile diet
Amy Jo Ehman http://homefordinner.blogspot.com/
http://www.cbc.ca/bluesky/columnists.html
Sobey’s and the Sovereign Colony/ All colonies in our
area provide produce and goods at the local grocery
stores
Print Resources:
http://www.dubble.co.uk/
b. Create a catalogue of locally-produced products
and of fair-trade products available in local
businesses.
Big Ideas
Print Resources:
Planning
Web Resources:
Fair Trade
http://ebeat.sasktelwebhosting.com/
http://www.dubble.co.uk/
c. Assess the advantages and disadvantages of buying
locally, buying fair-trade products, and buying massproduced products.
Big Ideas
Print Resources:
Planning
Web Resources:
eBay shopping – global
Walmart Supercentre – impact on communities,
employment
Social Services
31
http://www.socialservices.gov.sk.ca/
Stats Canada
http://www.statcan.gc.ca/start-debut-eng.html
The clothes we wear: Globalization (pp 15 – 19)
http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID
=8569,7735,7733,546,541,442,365,Documents&MediaID=2
398&Filename=classroom-resource.pdf&l=English
http://www.dubble.co.uk/
d. Illustrate the effects of excessive consumption in
personal, community, and national contexts.
Big Ideas
Print Resources:
Planning
Web Resources:
The Story of Stuff
http://www.storyofstuff.com/
The clothes we wear: Globalization (pp 15 – 19)
http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID
=8569,7735,7733,546,541,442,365,Documents&MediaID=2
398&Filename=classroom-resource.pdf&l=English
Feeding Minds. Fighting Hunger
http://www.feedingminds.org/
Youth Window - Many Sources and Ideas for Personal and
Global Issues and Change
http://www.feedingminds.org/yw/index_en.htm
e. Propose a definition of responsible consumerism,
and publish a list of strategic actions leading to
responsible consumerism.
Big Ideas
Print Resources:
Planning
Web Resources:
Feeding Minds. Fighting Hunger
http://www.feedingminds.org/
Advantages of buying locally
What is local?
How do we define cheaper?
f. Represent a personal change related to responsible
Big Ideas
Youth Window - Many Sources and Ideas for Personal and
Global Issues and Change
http://www.feedingminds.org/yw/index_en.htm
Print Resources:
32
consumption integrated into personal life.
Action Plan –
Health Link – Nutrition Action plan – Health
Web Resources:
Feeding Minds. Fighting Hunger
http://www.feedingminds.org/
What is Green? Water bottles? Recycled paper?
Links to Science?? Containers then have to be
washed with detergents, etc. but paper is recyclable
Youth Window - Many Sources and Ideas for Personal and
Global Issues and Change
http://www.feedingminds.org/yw/index_en.htm
Planning
Outcome RW8.3 Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.
Brent’s Big Idea: What kinds of things are Canadian citizens doing to be more environmentally friendly? Are these choices valid? Are we doing
the right things environmentally? How green are you? Are we good environmental citizens?
Indicators
Big Ideas and Planning
Print and Web Resources
a. Represent on a timeline the evolution of Canadian
Print Resources:
Big Ideas
policy on global environmental issues, including
historical First Nations approaches to environmental
stewardship.
b. Outline the issues involved in finding solutions to
an environmental challenge (e.g., sharing water
resources with the US, logging in Canadian forests,
expansion of nuclear energy, development of tar
sands).
Planning
Big Ideas
Planning
Issues for Canadians- Consumerism- This relates to all the
indicators listed below. Pg. 238, 239, 243, 209, 243, 251
(economic growth and decision making base on this issue
of consumerism)
Web Resources:
http://www.unac.org/learn/wrld/fac.htm
Print Resources:
Issues for Canadians- Environmental Issues pg. 305, 306,
320
Canadian Geography: Sense of Place (McGraw-Hill
Ryerson) pp. 140 -161, 170-197, 200 - 209
Web Resources:
Fair Trade Recycling
http://www1.teachertube.com/viewVideo.php?title=WR3A
___Fair_Trade_Recycling&video_id=106619
The GAIA Project is a non-profit international
environmental organization that promotes locally
appropriate solutions to global issues though partnerships
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c. Tell the story of changes made in his or her
behaviour to protect the environment (e.g., walking,
purchasing locally-produced or seasonal products,
recycling; composting; disposing responsibly of
garbage; using less paper; using less plastic; factoring
packaging into purchases).
Big Ideas
and education. - Allows searches to find information and
solutions to various issues.
http://www.gaiaproject.bc.ca/
Print Resources:
Modeling in the classroom (e.g. exploring lunches –
what questions can we ask; connect to Health to
make an action plans – what is one thing I can do?)
Web Resources:
MythBusters Right Hand Turn video – environmentally
friendly
http://mythbustersresults.com/waterslide-wipeout
Explore food riots with corn going to biodiesel, not to
tortillas
Tim Hortons cups into biodiesel
http://www.itc.mb.ca/downloads/bioproducts_news/biopr
oducts2010/bioproductsnews201007.html
Planning
Students will gain an understanding of the value of
volunteering both for personal reasons and for community
reasons.
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech
/social/ssti/2006/kathy/kathy.htm
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Online Resources
Regina Library
Username: 29085005888167
Password: 6553
Lastname: Bellegarde
Nation Master – comparing and contrasting countries in graph form
http://www.nationmaster.com/index.php
Gap Minder
www.gapminder.org
Online Culturegrams
http://online.culturegrams.com/?a_username=LA36&a_password=bigchalk
Saskatchewan Council of Social Sciences Website
http://ssc.stf.sk.ca/scss/links.html
Current Events
Newsmap.jp
tenbyten.org
This site could be further correlated to specific outcomes and indicators http://www2.canadiana.ca/citm/index_e.html
Try the Stewart Resource Centre for other resources!
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