Rights, Responsibilities, and Respect - Concentus Citizenship ...

Rights, Responsibilities, and Respect Essential Citizenship Competencies

CONCENTUS CITIZENSHIP EDUCATION FOUNDATION INC.

CONCENTUS CITIZENSHIP EDUCATION FOUNDATION INC.

The Saskatchewan Human Rights Commission is committed to public education that promotes equality, equity, and the importance of diversity. Through the Concentus Citizenship Education Foundation, the Saskatchewan Human Rights Commission is supporting students, teachers, and stakeholders committed to citizenship education. Purpose of the Concentus Citizenship Education Foundation: • • •

Educate and empower individuals to understand their rights Encourage responsible, respectful, and participatory citizenship Promote a commitment to justice in a pluralistic society

For more information, visit http://concentus.ca or email [email protected]. © 2016 Concentus Citizenship Education Foundation Inc.

Contents 5

Foreword

9

Executive Summary

11

Rights, Responsibilities, and Respect

11 12 13 14 15

The Fragility of Democracy The Opportunity for a New Approach Fostering Criticality Culturally Responsive Pedagogy A Systemic, Explicit Approach

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Citizenship and Citizenship Education

18 19 20 22 24 26 28

Citizenship Education Defined Essential Citizenship Competencies Enlightened Empowered Empathetic Ethical Engaged

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Alignment with Saskatchewan’s Curricula

31 36

Alignment with the Broad Areas of Learning Alignment with Existing Curricula and Cross-curricular Competencies

39

The Legacy

41

References

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Appendices

46 49 51 53 57

A: Citizenship Continuum of Study, Kindergarten – Grade 3 B: Citizenship Continuum of Study, Grades 4–6 C: Citizenship Continuum of Study, Grades 7–9 D: Citizenship Inquiry Continuum, Levels 10, 20, 30 E: Citizenship Continuum of Study, Levels 10, 20, 30

Foreword The 20th century saw the rights revolution built on the world’s response to the Holocaust. The 21st century will see the “responsibility revolution” built on the imperative that every human being deserves equal moral consideration. The catalyst for the rights revolution of the 20th century was the world’s response to the Holocaust. Shocked by the cruelty, appalled by the tragedy, and ashamed of the inhumanity, nations proclaimed, that all people were equal. The 1948 United Nations Declaration remains current today. There is much work that nations can and must do. Inclusion is also fostered through person-to-person interactions. Participation happens when people are welcomed. Belonging occurs when all are valued. The challenge for the 21st century is to create a citizen-to-citizen “responsibility revolution.” Every human being, in our increasingly diverse society, deserves equal moral consideration. This is foundational to our Canadian identity. Canada is an outstanding example of a successful multicultural nation. For the most part, we get diversity right. In the words of the Aga Khan, Canada represents "the most successful experiment in pluralism" the world has ever seen. He is absolutely right. However, there is a fragility attached to this observation. The experiment only works effectively when we all respect, understand, and commit to our multicultural country. This fragility is also directly related to our shared freedoms. The price of freedom is eternal vigilance, and one cannot be vigilant unless one has knowledge. The Citizenship Education Program recognizes that schools are the natural place to cultivate this knowledge through understanding and empathy. This comprehensive citizenship education program is designed to give students the information and resources they need to understand the requirement for equality in a free and democratic society. Learning about citizenship in the classroom is also about acquiring a skillset with lifelong benefits. All students need to know how our democratic structures and our systems of government operate. Our students need to have a strong sense of belonging and a desire to participate in order to make our democracy vibrant.


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Foreword

Citizenship education, over the course of an academic career, is the best way to give students the tools they will need to champion Canadian democracy. For this to happen, we need quality citizenship education resources in our schools. I know first-hand that education can effectively address the big issues. From 1997 to 2007, I was the Treaty Commissioner for Saskatchewan. I met with professional educators. I asked them to help address the lack of understanding about Canada’s Indigenous people. There was a total absence of information and teaching resources for the classroom. They committed to filling the gap by helping to build appropriate resources. Professional educators are now responding in a similar way to the challenge of teaching citizenship education. This document, Rights, Responsibilities, and Respect: Essential Citizenship Competencies, reflects the breadth of this project and the commitment of many educators to getting the resources right. It also details the connections, correlations, and consistencies between these exciting new resources and the existing Kindergarten to Grade 12 curriculum. I commend this document to you as a succinct encapsulation of the project. Human rights, treaty rights, and Indigenous rights are indivisible, interrelated, interconnected, and interdependent. For this reason, the citizenship education resources contain material on the residential school experience of the Indigenous peoples of Canada. Also, the materials capture Teaching Treaties in the Classroom—We are all Treaty People pedagogy. This Kindergarten to Grade 12 pedagogy was recognized in 2004 by the United Nations as a model for educating all Canadian students. The citizenship education project has received significant support from the Saskatchewan Ministries of Education and Justice. The willingness of both ministries to support this project is a shining example of intra-governmental cooperation. In addition, the Law Foundation of Saskatchewan’s substantial contribution to this project must be fully acknowledged. The Law Foundation’s support is evidence of the legal profession’s commitment to justice, democracy, and individual responsibility. I am thankful for the work of the Saskatchewan Education Leadership Unit (SELU) for shepherding this project, and for relying on a team of educators who have given their very best to making this project a success. I am also thankful to Norm Dray, former director of SELU, and Patricia Prowse, the current director of SELU, for their contributions to the success of this program. I also recognize Cathy Mills who has worked diligently for SELU with great insight, energy, and experience. Similarly, I am thankful to Ken Horsman and Jim Scharfstein, Q.C., who skillfully helped launch this project, and to Terry Myers who has expertly seen this project to completion. Representatives from the Ministry of Education, the Saskatchewan School Boards Association, the Saskatchewan Teachers’ Federation, the Federation

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Foreword

of Saskatchewan Indian Nations, the College of Education—University of Saskatchewan, and the Faculty of Education—University of Regina, oversaw this work. Thanks to the efforts of all of these contributors, the citizenship education resources will challenge Canadian students to continuously strive to make the world a better place. Teaching this pedagogy will ensure that Canada’s multiculturalism will continue to be a model for the world. It is our shared obligation to proudly support citizenship education in our pluralistic Canadian democracy. David M. Arnot Chief Commissioner, Saskatchewan Human Rights Commission


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Executive Summary The hope and promise of democracy is based on the health and stability of democratic society. To sustain democracy, every Canadian should know the 3 Rs—rights, responsibilities, and respect—of Canadian citizenship. The Saskatchewan Human Rights Commission has partnered with educational stakeholders to forge a new approach to citizenship education in Saskatchewan because it believes that citizenship education empowers individuals to understand their rights and to be responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy. This document provides an overview of this Saskatchewan-designed approach to citizenship education in Kindergarten to Grade 12. It describes the alignment between the teacher resources and Saskatchewan curricula. When citizen education is taken in its entirety over the course of a student’s Kindergarten to Grade 12 experiences, citizenship education is intended to build five Essential Citizenship Competencies (ECCs), as shown in the chart below:

Essential Citizenship Competencies Enlightened

Historical events have an impact on today’s decisions, and today’s understandings impact our perception and interpretation of historical and current events.

Empowered

Governance and public decision-making reflect rights and responsibilities and promote societal well-being amidst different conceptions of the public good.

Empathetic

Diversity is a strength and should be understood, respected, and affirmed.

Ethical

Canadian citizenship is lived, relational, and experiential, and requires understanding of Aboriginal, treaty, and human rights.

Engaged

Each individual has a place in, and a responsibility to contribute to, an ethical civil society; likewise, government has a reciprocal responsibility to each member of society.

Citizenship education empowers individuals to understand their rights and to be responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy.

These five ECCs bind together Saskatchewan’s approach to citizenship education; the ECCs are neither exclusive of one another nor hierarchical in order or importance. Rather, they intersect, impact, and bolster one other. While this


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Executive Summary

document articulates each one separately, the five ECCs are meant to be the interwoven fabric of citizenship when fully understood. A committed group of teacher-leaders from across the province developed grade-specific citizenship resources aligned with Saskatchewan curricula. The draft resources were vetted by classroom teachers and their input used to revise and improve the design. With the development and design work completed, the resources, supported by a short orientation, are being made available to classroom teachers. By using these resources, teachers can explicitly and intentionally create the opportunities for students to develop the skills, knowledge, and dispositions of the five ECCs. At each grade level teachers help students uncover the big ideas that need to be considered—and reconsidered—as the inquiry progresses in each unit of study. Preparing students to be participatory citizens cannot be accidental or passive. The Commission strongly believes that explicit, intentional citizenship education can, and will, make the world a better place.

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Rights, Responsibilities, and Respect Every Canadian should know the three Rs—rights, responsibilities, and respect—of Canadian citizenship. In the province of Saskatchewan, it is believed that a broad-based approach to citizenship education, situated within Kindergarten to Grade 12 schools, empowers individuals to understand and critically examine issues along with the rights and responsibilities of individual citizens and as participatory community members. This document provides an overview of Saskatchewan’s approach to citizenship education in Kindergarten to Grade 12 classrooms. It describes how the teacher resources link to the teaching and learning that happens in the classroom. The Essential Citizenship Competencies underpin the opportunities for students to “dig deeper” at each grade level, widening the scope of the inquiry, critical analysis, and problem-solving that is necessary to achieve the goal of being responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy.

The Fragility of Democracy The hope and promise of democracy is based on the health and stability of democratic society, but threats to that health and stability also exist. Hughes and Sears (2010) describe a pervasive sense of crisis in world democracies regarding the disengagement of citizens from participation in basic elements of civic life. Elements of this crisis are expressed in the media and academic literature as the disengagement of individuals from formal politics and community-based involvement and are cited as giving rise to increased political and social extremism. There is widespread agreement that education plays a significant role in mitigating those threats to democracy. And there is general consensus that expectations for citizen engagement are much broader than the minimal engagement required for voting and obeying the law. Four elements of citizenship education are also largely agreed upon:

Citizenship requires intentional teaching, modelling, and practice for people to acquire the knowledge, dispositions, and skills necessary to have an impact on the function of an entire society.

a sense of crisis—or more accurately overlapping crises—about the state of democratic citizenship (particularly the levels of engagement or disengagement amongst young citizens); a belief that the crises can and should be addressed by effective citizenship education; a commitment to a largely civic republican conception of citizenship emphasizing both civic agency and responsibility; and a move toward constructivist approaches to teaching and learning as best practice in citizenship education. (Sears, 2014) Rights, Responsibilities, and Respect

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Sears (2014) notes that there are three perceived crises in citizenship— ignorance, alienation, and agnosticism. This includes concerns regarding the low rates of voter participation, particularly among young voters, and high-profile news stories about youth disengagement from society. Concerns about the estrangement of particular individuals and groups influence reform and citizenship education policy around the world. Sears (2014) also notes that rhetorical commitment to informed and engaged citizenship as an educational outcome has rarely been matched by the resources or curricular priority to support the actual attainment of that goal.

The impact of these crises is not equally distributed across society, but rather, disengagement is more pronounced among members of marginalized groups.

A body of literature critiques these perceived crises. Scholars argue that the level of political knowledge across generations remains consistent and that higher numbers of young people are engaged in the voluntary sector than before (Levine, 2012). Other researchers report that new media are providing opportunities for political voice and discussion, thus increasing the role of participatory politics in public life (Kahne, Middaugh, & Allen, 2004). Tupper, Cappello, & Sevigny (2010) and Howe (2010) state that the impact of these crises is not equally distributed across society, but rather, disengagement is more pronounced among members of marginalized groups. Tupper (2009) also reports that, while access and the opportunity to engage in civic life is idealized as universally applicable to all regardless of race, class, culture, gender or sexuality, there are actually many individuals unable to exercise these rights and responsibilities. Policy and practice are influenced by this range of perceptions, and almost universally education—and particularly citizenship education—is seen as having a great impact on changing the outcomes that continue to manifest in societal discord. Providing opportunities for people to develop the knowledge, dispositions, and skills to be their best possible selves in relation to the needs of society has an immense impact on the future of family, community, country, and the world. It is a weighty responsibility shared by students, parents, caregivers, educators, and communities; it requires intentional teaching, modelling, and practice for people to acquire the knowledge, dispositions, and skills necessary to have an impact on the function of an entire society.

The Opportunity for a New Approach Curriculum across the world tends to reflect approaches to citizenship education that emphasize civic engagement and often include service learning and/or community service as a means of teaching/learning. Westheimer and Kahne (2004) describe three models of citizenship education currently used in schools: personal responsibility, participatory, and justice-oriented. A program oriented toward one of these models does not necessarily promote the others and so program design must be examined for the underlying goals and assumptions. For example:

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If participatory citizens are organizing the food drive and personally responsible citizens are donating food, justice-oriented citizens are asking why people are hungry and acting on what they discover. (Westheimer, J., & Kahne, 2004) Programming that promotes participation does not necessarily develop analytical and critical thinking skills. Links between participation and developing a justice orientation are not guaranteed. Of the three models, the justice-oriented model is the least commonly pursued but is perhaps the most important. In Saskatchewan, the teacher resources emphasize the development of a justice orientation by facilitating inquiries that engage students in issues of current importance. By considering essential questions designed to move beyond participation and personal responsibility into the individual’s role within communities, provincially, nationally and globally, students are asked to identify assumptions, examine multiple perspectives, evaluate processes and assess outcomes.

Three models of citizenship education are currently used in schools: personal responsibility, participatory, and justice-oriented.

Typically, citizenship education lies mainly within social sciences or social studies courses. In Saskatchewan, the aims and goals of social studies and the social sciences are “to help students to know and appreciate the past, understand the present, influence the future, and make connections between events and issues of the past, the present and the future.” Further, “The ultimate aim is for students who have a sense of themselves as active participants and citizens in an inclusive, culturally diverse, interdependent world” (Saskatchewan Curriculum, n.d.-a) Understanding citizenship education as multilayered rather than as an attempt to assimilate groups into a single national identity is a key principle. The educational issue is how to foster mutual understanding among citizens about these different ways of thinking about their affiliation to the nation state. While many social studies courses across Canada have been revised to promote civic competence, Tupper (2009) argues that social studies education, as it now stands, has the ability to both empower and oppress.

Fostering Criticality “Soft” citizenship education1 situates modern discourse as succeeding colonialism which is either ignored or placed solely in the past, so that we think it is over and does not affect—and has not affected—the present situation. Soft citizenship does not grapple with inequality of power, structures, and systems that create and continue to exploit others, nor does it address injustices, or create equal ground for dialogue and analysis of one’s own position, context, and participation in continuing the inequities. Tupper (2009) writes that often students are not learning to be critical of the social systems that operate to privilege some individuals over others.

1

Also referred to as “thin” citizenship education. Both refer to a narrowly defined citizenship that lacks depth of engagement.


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Students are not learning to be critical of the social systems that operate to privilege some individuals over others.

Citizenship education must include an awareness and examination of the social inequities and social privileges as they manifest in curriculum content and educational practices and through students’ lives and experiences. “Attention to the intersections of race, culture, class, gender, religion and sexual orientation as they inform an individual’s ability or inability to engage as a citizen must be present [in social studies] if students are to come away with deeper understandings of the complexities of citizenship and of their own lived experiences as citizens” (Tupper, 2009). Academics use the term “criticality” to describe moving beyond “soft” citizenship education in order to attempt to understand the origins of assumptions and their implications. Critical literacy is not about unveiling the “truth” for the learners but about providing the space for learners to reflect on context and assumptions: how we came to think/be/feel/act the way we do and the implications of our systems of belief in local/global terms in relation to power, social relationships, and the distribution of labour and resources (Andreotti, 2006). In order that students may critically examine their own positions within society, curriculum approaches need to have space for this dialogue, and teachers must nurture the “critical spirit” within the classroom and with students. To do so requires teachers to question their own privileges or lack of privileges and how these inform their lived experiences of citizenship and democratic engagement. Andreotti (2006) states: “If educators are not ‘critically literate’ to engage with assumptions and implications/limitations of their approaches, they run the risk of (indirectly and unintentionally) reproducing the systems of belief and practices that harm those they want to support.”

Culturally Responsive Pedagogy Because Saskatchewan classrooms are a microcosm of citizenship realities that reflect the changing demographics of our province, they provide unique opportunities to explore our relationships with one another. Teachers are challenged to develop a classroom culture where students feel comfortable enough to share their heritage and knowledge and where different experiences and world views are accepted without judgment and respected as legitimate. Pewewardy (1992) asserted that educators need to address issues through “quality learning experiences that place education into culture rather than continuing the practice of placing culture into education.” Ladson-Billings (1995) asserts that culturally relevant pedagogy rests on three criteria: a) students must experience academic success; b) students must develop and/or maintain cultural competence; and, c) students must develop a critical consciousness through which they challenge the status quo of the current social order. Through careful and thoughtful preparation, teachers and students together are able to create “ethical spaces” (Ermine, 2007) where individuals share a space to explore topics with an open mind. Citizenship exists in the real world. Teachers acting as facilitators guide students to surface themes and effectively connect their cultural and community-based knowledge to their developing citizenship understandings. Teachers play a

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valuable and critical role in bringing these citizenship resources to life. It takes courage to allow students to authentically grapple with citizenship challenges within the context of their personal culture and world view, but it is within those interactions that citizenship will be strengthened.

A Systemic, Explicit Approach The addition of a few ad hoc materials to enhance existing education programming does not address the need for enhanced citizenship education in Saskatchewan. Explicit, intentional teaching at each grade to develop essential citizenship competencies is necessary. This will ensure that the appreciation of every citizen’s human rights, and the recognition and engagement of each citizen’s duty to respect the rights of others, become every citizen’s responsibility. Ideally, each individual will have the knowledge, disposition, and skills to critically engage with the issues not only in his/her personal life, but also in his/her responses to issues as a citizen of a community, a province, a nation, and the world. The approach needed to accomplish this goal requires intentional citizenship education from Kindergarten to Grade 12. The Commission believes opportunities for informed dialogue that empower individuals to understand their rights and to be responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy need to be created intentionally within the school system. Foundational concepts can be introduced at an early age and built upon incrementally as children proceed through their education. Current Saskatchewan curricula provide many opportunities to teach citizenship, and, with the accompanying resources, teachers will have the tools to intentionally develop the students’ knowledge and understandings of responsible, respectful, justice-oriented, participatory citizenship through the existing curricula.

“If educators are not ‘critically literate’ to engage with assumptions and implications/ limitations of their approaches, they run the risk of (indirectly and unintentionally) reproducing the systems of belief and practices that harm those they want to support.” Vanessa Andreotti

The development of citizenship education resources is modelled on the successful design used by the Office of the Treaty Commissioner (OTC) for treaty education. The United Nations Special Rapporteur on Racism, in his report of March 2004, considered the OTC model one that could be used throughout Canada. Employing this tested design, teaching resources to support citizenship education begin in kindergarten and provide deepening inquiries as students progress toward graduation, during which time they develop a depth of understanding and a passion for action. Citizenship knowledge and understandings will help address issues of social oppression impacting the lives of Saskatchewan people. The Commission strongly believes that explicit and intentional citizenship education will help mitigate the severity and quantity of complaints to the Commission, signalling a more harmonious and civil society.


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Citizenship and Citizenship Education Citizenship has been the core concept for social studies education since the early 20th century. Saskatchewan curriculum documents state that the “role of social studies education is to help students develop the values and attitudes, knowledge and understanding, and skills and processes necessary to become active and responsible citizens, engaged in the practice of democratic ideals and aware of their capacity to effect change. Social studies supports active and responsible citizenship” (Saskatchewan Curriculum, n.d.-b). Despite this ideal for developing citizenship skills and dispositions, Levine (2012) suggests that current policies and practices of the educational system have focused on developing the worker at the expense of developing the citizen. Explicit teaching through a citizenship lens focuses on the stated role of Saskatchewan social studies curricula. The intent of much citizenship education is to develop a “good” citizen, and that surfaces the question: what is a “good” citizen? Attempts to articulate the answer to this question drive at the root of the models and practices for developing the knowledge, skills, and dispositions of citizenship. Schugurensky (2005) suggests that citizenship is a dynamic, contextual, contested and multi-dimensional notion. It is dynamic because its meanings and characteristics have changed throughout history. It is contextual because, at any given time, it has different interpretations and applications in different societies. It is contested because, even in the time and space, there are disagreements about what citizenship is and what it should be. Lastly the term citizenship is multidimensional, because it connotes at least four different dimensions: status, identity, civic virtues and agency. The first relates to issues of membership, the second to issues of feelings of belonging, the third to dispositions, values and behaviors, and the last one to issues of engagement and political efficacy.

“Citizenship is a dynamic, contextual, contested and multidimensional notion.” Daniel Schugurensky

The Saskatchewan Education Leadership Unit (2009) compiled a paper for the Commission to form a set of foundational orientations for citizenship education; it noted four dimensions to citizenship: civic, political, socio-economic, and collective/cultural. Sears (2014) describes the “trinity of civic competencies”— cognitive dimension (knowledge and understanding); active dimension (skills and behaviours); and affective dimension (values and attitudes). These present generally accepted frameworks for the development of teaching and learning opportunities.


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And while there is much written about the various aspects of, and views on, citizenship knowledge, skills, and dispositions, the words of a student who immigrated to Canada resonate most deeply: The first step to citizenship is an understanding of one’s self as an individual. But there is more to it. We also must understand our country. . . The most significant change in this move was that in Canada, everyone can have a voice. And because of this, I feel that I have an obligation to use my voice. (Rahimi, 2009) A widely held view of citizenship argues that children and youth are themselves citizens, not merely citizens-in-waiting, and that they need to be engaged by, and actively participate in, their citizenship. In keeping with this view, the Commission believes its educational mandate is to develop citizens who actively investigate and interpret their rights and responsibilities as Canadian citizens and as participants in democracy. Hughes and Sears (2006) note that “there is consensus around across Canada and around the world that best practice in citizenship education is broadly constructivist in character and must engage students in meaningful activities designed to help them make sense of, and develop competence with, civic ideas and practices.”

Civics is the academic study of the rights and duties of a citizen. Citizenship is the outcome of civics study coupled with the personal application of the rights and responsibilities of being a citizen.

Using recent research and based on the successful OTC design for treaty education, the Commission and its partners commissioned the development of grade-specific citizenship education resources for use in Saskatchewan schools. These resources feature opportunities for young citizens to experience inclusive and social justice-oriented citizenship action, beginning in their classrooms and schools, then widening to their community, regional, provincial, national, and global spheres. Through their engagement with explicit, intentional citizenship teaching and learning, young citizens develop understandings of what it means to be a responsible, respectful, and participatory citizen committed to justice in a pluralistic Canadian democracy.

Citizenship Education Defined Citizenship education has been defined in various ways by groups with differing purposes, audiences, and programs. For the purposes of citizenship education within the Saskatchewan context and curriculum, the following definition has been adopted: Citizenship education empowers individuals to understand their rights and to be responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy. Civics is not synonymous with citizenship. Civics is commonly described as the academic study of the rights and duties of a citizen. Citizenship, however, is described as the outcome of civics study coupled with the personal and lifelong application of the rights and responsibilities that stem from being a citizen in local, regional, national, and global communities. It is intentional and explicit attention to rights, responsibilities, and respect: in particular it stresses that

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every right is coupled with a corresponding responsibility and that every citizen deserves respect or equal moral consideration. At the completion of Kindergarten to Grade 12, students should be voting citizens who hold functional knowledge and understanding of the democratic processes, rights, and responsibilities of citizenship, and who understand that action is the singular path toward the protection of democracy from those people, policies and circumstances that seek to undermine or even destroy it.

Essential Citizenship Competencies Essential Citizenship Competencies (ECCs) are broadly described as those large concepts that are the essence of citizenship skills, knowledge, and dispositions that are deemed necessary for an individual to participate fully as a respectful, responsible citizen. Using enduring understandings and essential questions to stimulate thinking and to guide the inquiry, teachers will help students uncover the big ideas that need to be considered—and reconsidered—as the inquiry progresses in each unit of study. When taken in its entirety over the course of a student’s Kindergarten to Grade 12 experiences, citizenship education is intended to build five essential citizenship competencies, or five E’s as shown in the chart below:

Essential Citizenship Competencies Enlightened

Historical events have an impact on today’s decisions, and today’s understandings impact our perception and interpretation of historical and current events.

Empowered

Governance and public decision-making reflect rights and responsibilities and promote societal well-being amidst different conceptions of the public good.

Empathetic

Diversity is a strength and should be understood, respected, and affirmed.

Ethical

Canadian citizenship is lived, relational, and experiential, and requires understanding of Aboriginal, treaty, and human rights.

Engaged

Each individual has a place in, and a responsibility to contribute to, an ethical civil society; likewise, government has a reciprocal responsibility to each member of society.

These five ECCs bind together Saskatchewan’s approach to citizenship education; the ECCs are neither exclusive of one another nor hierarchical in order or importance. Rather, they intersect, impact, and bolster one other. While this document articulates each one separately, the five ECCs are meant to be considered as an interwoven fabric of citizenship when fully understood. Rights, Responsibilities, and Respect

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Saskatchewan’s approach to citizenship education is intended to build five essential citizenship competencies that are meant to be the interwoven fabric of citizenship when fully understood.

“Students are expected not only to know what historians know, but also how historians know.” Alan Sears

The teacher resources are organized to provide opportunities for ever-deepening inquiry until the student reaches a core of understanding of the complexities and connections within a particular ECC as well as among ECCs. In this way, a student develops the skills, knowledge, and capacity to be a respectful, responsible, and participatory citizen committed to justice in a pluralistic Canadian democracy. The following sections provide descriptions of the five ECCs and articulate how the teacher resources can build understanding of the complexity encapsulated in each ECC over the continuum of Kindergarten to Grade 12 curricula.

Enlightened Historical events have an impact on today’s decisions, and today’s understandings impact our perception and interpretation of historical and current events. For as long as history education has been part of the curriculum within Canadian schools, it has been a contentious and controversial subject. There are those who want a cheerleading version of national pride and those who want the “warts and all” version. Some want an exclusive Canadian version, and some want Canada set within a global context. There are those who think history should focus on knowledge and those who think it is about developing skills. An assumption that there was a golden age when history was taught properly in schools and that a serious decline has occurred is largely a myth. History is about ourselves, about who we are, and about how we define ourselves as a nation, in ways that most other subjects are not. While many subjects are much the same wherever they are taught, historical events taught in England, Japan, or Canada can appear very different. The current approach to history education moves beyond knowing historical information to focus on historical thinking and historical consciousness. The Historical Thinking Project (n.d.) “developed a framework of six historical thinking concepts to provide a way of communicating complex ideas to a broad and varied audience.” The emphasis is on “developing student competencies with the key disciplinary processes of historical work—students are expected not only to know what historians know, but also how historians know” (Sears, 2014). Historical consciousness studies how people look at the past. For example, history students study John A. Macdonald as a “founding father,” whereas students with historical consciousness consider what he does—or does not—mean as a “founding father” from their standpoints in a multicultural, globalizing, regionalized, gender-conscious 21st century” (Centre for the Study of Historical Consciousness, n.d.). Citizenship education is set apart from history in several additional ways. The field of citizenship education draws on the knowledge and processes of several disciplines, such as political science, history, sociology, and social psychology.

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The ideas and concepts do not have inherent meanings apart from those created and negotiated by people in particular contexts; ideas are fluid and complex and mean different things to different people. For example, while there is agreement that in democracies citizens have a right to participate in their own governance, exactly who gets included is contested—and has been throughout history. Another contentious issue is how citizens give their consent; it is done in various ways in differing types of democratic governance. There is a role for citizenship education to foster broader conversations about the role and value of including more diverse stories and experiences in national histories. For example, despite rights legislation, many individuals experience their citizenship inequitably. Contemporary examples include citizens who experience inequity because of gender, culture, social class, religion, sexuality, or ethnicity. Citizenship education must acknowledge and consider the impact of those privileges that enhance the ability of some to participate more fully as citizens. As students research historical events to consider their impact at that time, they also seek to understand whose story has been included and whose has been omitted or cleansed from records. Stanley (1998) writes about the manner in which historical narratives “effect racialisation by creating categories of people whose histories count and others whose histories do not, those who have a history and those who are alleged not to, those who can tell their own history and those who have what is alleged to be their history told for them.” To develop this competency, students will consider historical events in light of their impact on the present and into the future, and will explore cause and consequence, negative and positive impacts, intended and unintended consequences of policies, events, and decisions. There needs to be discussion of the way history can be “rewritten” by critically reviewing the evidence, motivations, and decision-making processes surrounding a historical event using skills and sensitivities to note the issues of privilege, dominance, and power structures. “Unchallenged, nationalist historical narratives create a binary in term of possible (read acceptable) identities. One can either belong to a place . . . or one is ‘from’ somewhere else. Once is either included by the narrative or one is inexorably excluded. Binaries become the stuff of racialisations, their silences the stuff of exclusion”(Stanley, 1998).

As students research historical events, they seek to understand whose story has been included and whose has been omitted or cleansed from records.

Students will develop understanding of the diversity and uniqueness of people and that people have different perspectives and points of view. Those points of view are developed by one’s previous experiences, cultural and family traditions, socio-economic status, and beliefs. Pedagogies that invite students to consider multiple perspectives through a broad range of research, activities, and discussion help students understand and value the historical and contemporary diversity in groups and explore the relationships among beliefs, rights, and responsibilities at local, regional, national, and global levels. The development of skills, knowledge, and dispositions within a personal framework to observe, critique, and respond to current events


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at these levels is based on understanding the relationships between historical events, present situations, and future aspirations. Tupper (2009) writes: “While teaching is an ongoing process of curricular negotiation, if teachers are not engaging in a critique of the curriculum they are mandated to teach, but simply making choices about how to deliver content, realize objectives, and evaluate students, the reproduction of particular knowledge traditions remains.” At the exit to the Canadian War Museum in Ottawa, which is dedicated to a critical history of war, nationhood and national allegiances, the following inscription is displayed: History is yours to make. It is not owned or written by someone else for you to learn. . . . History is not just the story you read. It is the one you write. It is the one you remember or denounce or relate to others. It is not predetermined. Every action, every decision, however small, is relevant to its course. History is filled with horror and replete with hope. You shape the balance. This frame for history invites the teacher to partner with the student. Together they use critical pedagogy to investigate the curriculum and shift from the traditional teaching of history to developing deeper understandings that advance the principles of democracy.

Empowered Governance and public decision-making reflect rights and responsibilities, and promote societal well-being amidst different conceptions of the public good.

Democracy, human rights, and governance cannot be viewed in isolation; they are a critical framework in which all aspects of development must advance.

Human welfare is defined not only in terms of freedom from hunger and poverty but also in terms of respect for individual dignity. Long-term, sustainable development is closely linked to sound democratic governance and the protection of human rights. Democracy, human rights, and governance cannot be viewed in isolation; they are a critical framework in which all aspects of development must advance. Democracy can be described as an institutional arrangement for arriving at political decisions in which individuals acquire power to decide by means of a competitive struggle for the people’s votes. Democracy is often described as having key political institutions—elected officials, free and fair elections, inclusive suffrage, the right to run for office, freedom of expression, plurality of information sources, and associational autonomy. There are significant challenges involved in engaging the citizenry in current models of democratic decision-making. Citizens have different conceptions of the “public good” and who benefits most from policy decisions. There is substantial discourse regarding voting, particularly around the scepticism of young people regarding the voting process, and the general beliefs that politicians are untrustworthy and self-interested, that the important issues of human rights

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and family policy are ignored, and that politicians are unable to deal with the world’s economic forces. Political disengagement reflects broader changes in political culture, that constellation of ingrained attitudes and dispositions that individuals bring to their understanding of democracy and their own role, and responsibilities within the democratic system (Howe, 2010). Howe (2010) discusses two facets of disengagement: political attentiveness and social integration. Political attentiveness encompasses trends in political interest, political knowledge, and habits of news media use; social integration is the connections to community and the social norms that influence how people conduct their lives on a general plane and the extent and manner of their engagement with the political world. He posits a significant gap between younger and older citizens on various measures of political attentiveness. Howe notes that “the postwar period has seen significant changes in lifestyles and social norms that have, according to various theorists, gradually weakened the bonds of social integration in the developed democracies” (Howe, 2010). Community in some form or other precedes democracy; a healthy measure of social solidarity and shared public purpose is necessary for democracy to flourish. Democracy is an open-ended proposition; the goalposts are subject to repositioning as the expectations, ambitions, and capacities of the “the people” evolve. The progression of the vote is evidenced by the democratic and free vote granted initially to a minority of the affluent male population opening to include women in 1918 and First Nations populations in 1960, and removing racial and religious discrimination for the 1963 vote. There remain issues of inclusion/exclusion that should continue to force Canadians to examine issues within the institutions and processes of democratic government.

Democracy is an open-ended proposition; the goalposts are subject to repositioning as the expectations, ambitions, and capacities of the “the people” evolve.

What would a stronger democracy look like? A more vibrant democracy would be one in which there is a stronger sense of common purpose and solidarity among citizens, who manifest their solidarity in part by closely attending to, and regularly participating in, the political life and civil society of the community and country. Giddens (2000) calls for “democratising democracy” or deepening democracy because the old mechanisms of government do not work in an information-rich society. Democratizing democracy is described as having an effective devolution of power, constitutional reform, and greater transparency in political affairs. Giddens uses the analogy of a three-legged stool—government, the economy, and civil society—needing to be in balance for a well-functioning democracy. Using citizenship education as a lens, the students are engaged to understand that rules, regulations, policies, and laws are the primary means by which society organizes and brings structure and governance to itself. Students consider the relationship between rights and responsibilities, examine the effects of decision-making processes, and begin to appreciate the responsibilities of


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governing bodies that develop rules, policies, and structures. Students develop consciousness of the responsibility to contribute to varying levels of governance and the need to critically examine governance structures to understand underlying assumptions and associated implications. Students research the various levels of government, their responsibilities and their decision-making processes. Students critically examine the varying impacts that decisions have on people, the underlying purposes and assumptions behind these decisions, and who benefits or loses by their application. They examine the processes by which citizens can question, critique, and leverage change within a variety of governmental structures and practices. As students strive to understand issues from a variety of viewpoints, they also explore dispute resolution processes, examine and practice actions that contribute to peace and order, as well as understand those that threaten democratic processes, and they engage critically with their own positions within society.

Empathetic Diversity is strength and should be understood, respected, and affirmed.

Multiculturalism ensures that all citizens can keep their identities, can take pride in their heritage, and can have a sense of belonging.

Many people use the terms diversity and multiculturalism interchangeably, when in fact, there are major differences between the two. Diversity is defined as the differences between people such as race, gender, sexual orientation, religion, background, socioeconomic status, and much more. Multiculturalism refers to the historical evolution of cultural diversity within a jurisdiction; in Canada, it embodies the institutionalization of cultural diversity. In 1971, Canada adopted multiculturalism as an official policy. In doing so, Canada affirmed the value and dignity of all Canadian citizens regardless of their racial or ethnic origins, their language, or their religious affiliation. The 1971 Multiculturalism Policy of Canada also confirmed the rights of Aboriginal peoples and the status of Canada’s two official languages. Canadian multiculturalism is fundamental to our belief that all citizens are equal. Multiculturalism ensures that all citizens can keep their identities, can take pride in their heritage, and can have a sense of belonging. The resulting diversity of race, cultural heritage, ethnicity, religion, ancestry, and place of origin allows Canadians to speak many languages, understand many cultures, and participate globally. Critical examination of multiculturalism includes looking at the advantages based on race, gender, sexual orientation and social class that occur as “invisible privileges.” Clearly this examination is about examining our own stereotypes and systems of advantage so we can be more inclusive to a variety of perspectives. Canadian diversity is a national asset. Canadian citizenship gives us both rights and responsibilities. One of these is to protect those policies and structures that affirm and strengthen Canada’s democracy, ensuring that a multicultural, integrated and inclusive citizenship will be every Canadian’s inheritance. Each

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citizen must be aware of the complexity and the importance of balancing regional and cultural diversity with maintaining national unity and pride. As immigration and migration increase, diversity among neighbourhoods and within neighbourhoods increases the likelihood of culturally, racially, and ethnically diverse individuals living next door to each other. Good citizenship education with skilful teacher moderation can provide the safe ground for diverse young people to learn from one another, foster respect for all citizens and imagine a different future for oppressed people. In developing citizenship education pedagogy, the mountain of content that might be included fills binders. Levine (2012) suggests that, rather than argue over what to put in or leave out, use relevance to civil society as the main criterion of inclusion: “Diverse people will then bring different and complementary knowledge to bear in a thriving civil society.” He elaborates that not all people need to know each topic as long as some people do—and the venues for discussion and collective action function well. The chief purpose of civics education is to prepare people to strengthen those venues. In this ECC, teachers engage students in activities that develop student understandings of diversity and the uniqueness of individuals. Students will be given the opportunity to understand that people may have different points of view about the same subject and may come to different conclusions on how to act. Those points of view are developed by previous experiences, cultural and family traditions, and beliefs. The far-reaching effects of diversity expand from the individual to the community and beyond.

As immigration and migration increase, diversity among neighbourhoods and within neighbourhoods increases the likelihood of culturally, racially, and ethnically diverse individuals living next door to each other.

Because Saskatchewan is a province populated by Aboriginal peoples, into which settlers moved from other countries and other parts of Canada, students must examine the different groups of people who contributed to the makeup of the province, and the colonial notion of citizenship. They will understand that Aboriginal peoples lived in Saskatchewan prior to immigration and had their own cultures, economies, and forms of governance. In this ECC the students would seek knowledge and understanding of those relationships and the continued implications for all Saskatchewan people. Canada is a country that purports to celebrate diversity and states that the cultural mosaic serves to enrich our country. Unfortunately, Canadians have not always lived up to that ideal. Students will examine perspectives on Canada’s political evolutions that lead to the development of the country and the formation of provinces and territories; they will critically examine Europe’s influence on pre-Confederation society and the impact of postcolonialism on citizenship. Students will be engaged to develop understanding of the pervasive nature of racism and white supremacy that have been, and continue to be, exhibited within Canada and the world. Knowledge of the diverse geographic features, specific resources, population clusters, and economic relationships will help students draw understandings about possible causes of today’s issues and consider solutions. Students will


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appreciate the diversity among countries and cultures, explore cultural perspectives, and cultivate compassion and empathy.

Ethical Canadian citizenship is lived, relational, and experiential and requires understanding of Aboriginal, treaty, and human rights.

Students will appreciate the diversity among countries and cultures, explore cultural perspectives, and cultivate compassion and empathy.

There continue to be significant differences in the lived experiences of one’s citizenship.

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Citizenship is understood and experienced in different ways by people. Key questions need to be posed as Canadians work toward a more democratic society—questions that critically reflect on the different ways in which people live and experience their citizenship. What does it mean to be a “good” citizen? How does life experience impact our understanding of citizenship, our rights and our responsibilities as citizens? How does privilege intersect with citizenship? And why do some people participate in civic activities while others do not? A significant conundrum is the definition of a “good citizen” which is often equated to some degree with helping others—particularly those less fortunate, poor, and needy. Tupper et al. (2010) point out that this marker of good citizenship locates the good citizen “implicitly within a middle-class norm” and excludes those located within the grouping of “poor and needy.” For these students, “the knowledge of what constitutes good citizenship is in tension with the way their lived experiences enable them to imagine themselves as citizens.” In this democracy espousing universal rights and responsibilities, there continue to be significant differences in the lived experiences of its citizens. Cases of differential treatment by law enforcement officials, access to safe and clean drinking water, and the level of priority and resources assigned to finding missing women or their killers are pointed examples of how some citizens are “second class” (Tupper, 2009). It is clear that we need to teach about why some people participate and others do not and that it is not simply a matter of choice. Students need to critically examine the social systems that operate to privilege some individuals over others and the resulting inequities that occur in benefit and participation. Levine (2012) and others assert that to learn active citizenship, one must experience active citizens. Pedagogy that provides authentic experiences in which students address real-world problems that apply to their lives is a powerful motivator and will increase the likelihood of students engaging in civic and political activities throughout their lives. There are indications of significant alternative engagement of young people in grassroots movements (Idle No More), humanitarian projects (Habitat for Humanity, Red Cross), environmental organizations, and extracurricular activities as ways to express their citizenship. Vézina and Crompton (2012) reported that the overall rate of volunteerism is growing in Canada and includes high rates of young adult participation (ages 15-24), particularly in Saskatchewan. The data corroborates that people who were involved in community activities in their childhood or adolescence have a greater tendency to become adults who are involved in civic activities. (Vézina,



M. & Crompton, 2012). This reinforces that creating experiential learning will contribute to youths remaining engaged into adulthood. The partnership between Aboriginal and non-Aboriginal people in Canada has been an integral and important part of Canadian history, and this partnership has implications for the ways that Canadians view themselves as citizens of Canada. Donald (2009) suggests that a curricular and pedagogical challenge of decolonization is to contest the assumption that the historical experiences and perspectives of Aboriginal peoples are their own separate cultural preoccupation. The implication is that colonization is a shared condition, and education should seek ethical relationality as a curricular and pedagogical standpoint. Donald states: Ethical relationality is an ecological understanding of human relationality that does not deny difference, but rather seeks to more deeply understand how our different histories and experiences position us in relation to each other. This form of relationality is ethical because it does not overlook or invisibilize the particular historical, cultural, and social contexts from which a particular person understands and experiences living in the world. It puts these considerations at the forefront of engagements across frontiers of difference.

“it is unethical for students to live as treaty people without doing the difficult and often uncomfortable work of coming to understand the significance of being a treaty person.” Jennifer Tupper

Understanding the treaty relationship requires all students to consider how their own lives and privileges are connected to and may be traced through, treaties and the treaty relationship. Tupper (2012) believes “it is unethical for students to live as treaty people without doing the difficult and often uncomfortable work of coming to understand the significance of being a treaty person.” She continues, “treaty education has the potential to help all students learn from and through events and experiences of the past in ways that inform not only their historical consciousness, but their dispositions as Canadian citizens, and their relationships with one another.” Donald (2009) suggests that the focus needs to be on the colonial experience that demonstrates that Aboriginal peoples and Canadians have significant historical relationships that continue to manifest themselves in ambiguous ways to the present day. He continues that this recognition is necessary to counteract the systemic ways in which Indigenous knowledge systems, values, and historical perspectives have been written out of the “official” version of the building of the Canadian nation. While Tupper’s and Donald’s discussion is specific to treaty, it is applicable to Métis, Inuit, and all those whose stories and experiences have not been included in the mainstream history of the nation. “. . . Attention to the intersections of race, culture, class, gender, religion and sexual orientation as they inform an individual’s ability or inability to engage as a citizen must be present . . . if students are to come away with deeper understandings of the complexities of citizenship and of their own lived experiences as citizens” (Tupper, 2009). The challenge for teachers is to provide the conditions, experiences, and spaces where individual students can develop those complex understandings.


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Engaged Each individual has a place in, and a responsibility to contribute to, an ethical civil society; likewise, government has a reciprocal responsibility to each member of society. The beginning phrase, “every individual has a place in . . .” reaffirms the strength that comes from the diversity among Canadian citizens as outlined in the previous ECC. This competency then focuses on the contributions required of citizens as they exercise their citizenship. This involves understanding that a key role of a citizen within a democracy is to participate in public life—in both political and civil spheres.

Every citizen should know and understand their own rights so they do not knowingly transgress the rights of others; and, every citizen has a responsibility to make the world a better place.

Citizens have a responsibility to become informed about public issues, to watch carefully how their political leaders and representatives use their powers, and to express their own opinions and beliefs. Voting in elections is an important civic duty; but to vote wisely, each citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. Efforts must be made to educate people about their democratic rights and responsibilities, to improve their political skills, to represent their common interests, and to involve people in political life. In a healthy democracy, people engage in questioning, debating and sometimes disagreeing with government. Another vital form of participation comes through active membership in “civil society”—that aggregate of independent, non-governmental organizations intended to manifest the interests and will of citizens. Volunteering is often considered a defining characteristic of what constitutes a civil society. In a democracy, every citizen has certain basic rights that cannot be taken away. Everyone has these rights and is under an obligation to exercise the rights peacefully, with respect for the law and for the rights of others. In this vein, the Commission espouses two fundamental responsibilities: Every citizen should know and understand their own rights so they do not knowingly transgress the rights of others; and, every citizen has a responsibility to make the world a better place. Chief Commissioner of the Saskatchewan Human Rights Commission, Judge David Arnot, stated in a speech (2014) to the Saskatchewan Council on Social Sciences: Our grade 12 graduates will be called upon, and are being called upon, to uphold our democracy. What we need right now, and for our future success, are engaged citizens—citizens who question, critically examine, advocate, respect others, and defend responsibilities and democratic rights at local, provincial, national, and global levels. This ECC engages students in the consideration of their membership within multiple communities, which affords certain rights, and it also reinforces that there are certain responsibilities to protect those rights and privileges. A person’s “sense of place” develops through experience and with knowledge of the

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history, geography, and geology of an area, the legends of a place, and a sense of the land and its history. Developing a sense of place helps students identify with their region and with others who inhabit the region. A strong sense of place leads to more sensitive stewardship of both the cultural heritage and the natural environment and includes seeking solutions to issues that occur in their own regions and communities. Students study citizenship issues and challenges within an ever-increasing sphere of influence, beginning with self, others, and their environment. Students at a primary level will practice respect for self, model respect for others, and advocate for the good of others. Citizenship education resources reflect the belief that when people know more, they do more, and so it follows that citizenship education needs to engage students in active participation in democracy, to critically consider and respond to barriers to such participation. The resources encourage students to move learning about citizenship from their classrooms into active participation in citizenship activities in their families, schools, communities, and beyond. Such active participation is described as community stewardship. Stewardship is supported through active participation and critical engagement on issues of importance. As students appreciate the reliance of humans on community and the environment, and understand their responsibility to care for their surroundings and society, they develop the concept of community stewardship. Students explore processes for initiating and guiding change in their community with respect to environmental, social, and economic issues. They learn how various community groups influence decisions and consider the ways they can hold governments, businesses, organizations, and elected officials accountable. When students actively contribute their time to participate or initiate, design, and organize community stewardship initiatives that protect or enhance the environment and community, they are demonstrating the depth of understanding desired as an outcome.

When people know more, they do more, and so it follows that citizenship education needs to engage students in active participation in democracy, to critically consider and respond to barriers to such participation.

This ECC invites students to develop a critical framework in which to delve below the symptoms of issues to get to root causes, consider alternate solutions and their potential impacts in order to determine actions to create positive change. These critical thinking skills and processes linked to action will entice students toward becoming more justice-oriented citizens. In summary, these five essential citizenship competencies frame the skills, knowledge and dispositions deemed necessary for an individual to participate fully as a respectful, responsible citizen. Over the course of a student’s Kindergarten to Grade 12 experiences, the interwoven fabric of these ECCs will support the student’s development into an enlightened, engaged, empathetic, ethical, and empowered citizen.


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Alignment with Saskatchewan’s Curricula The existing Saskatchewan curricula provide many opportunities to teach citizenship. Those opportunities are enhanced by an explicit, intentional approach to teaching and the strategic addition of teacher resources that assist teachers and students to develop the knowledge, understandings, and dispositions of responsible, respectful, justice-oriented, participatory citizens within the existing curricula. The careful construction of citizenship education in Saskatchewan respects and enhances those approaches existing within the current Saskatchewan curricula. It encompasses the Broad Areas of Learning, Core Curriculum, and Crosscurricular Competencies, which are discussed in the following sections.

Alignment with the Broad Areas of Learning In determining the basis for building citizenship education, the Saskatchewan Ministry of Education’s Broad Areas of Learning—Sense of Self, Community, and Place; Lifelong Learning; and, Engaged Citizens—were considered foundational. These Broad Areas of Learning reflect the desired attributes for Saskatchewan’s Kindergarten to Grade 12 students and describe the factual, conceptual, procedural, and metacognitive knowledge that students will achieve throughout their kindergarten to Grade 12 schooling. In the development of citizenship education, the Broad Areas of Learning were adapted so each broad citizenship outcome reflected essential citizenship attributes. Named the Broad Areas of Citizenship, these citizenship outcomes not only encompass the essential Ministry of Education outcomes, but also highlight that the citizenship outcomes are not new outcomes; they are existing outcomes made explicit. The Broad Areas of Citizenship (BACs) form the foundation of citizenship study and reflect the belief that Canadian citizens are engaged citizens who respect the responsibilities of living in a democracy. As lifelong learners, citizens continue to learn about and reflect critically upon the dynamics of change in society, and to value and demonstrate a positive connection to self, community, and place, and the attendant citizenship responsibilities that result from this connection.

The Broad Areas of Citizenship reflect the belief that Canadian citizens are engaged citizens and lifelong learners who demonstrate a positive connection to self, community, and place.

The BACs are a framework for citizenship learning as well as providing a structure for entry into conversations about citizenship and citizenship participation. The goals defined in the BACs are pervasive and may be addressed through all


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Figure 1: The Intersection of the Broad Areas of Citizenship

Saskatchewan Human Rights Commission Mandate To develop Canadian citizens who actively investigate and interpret their rights and responsibilities as citizens and participate in a democracy.

RESPONSIBILITY Engaged Citizens Question, critically examine, advocate, and defend the rights and responsibilities of a democracy on multiple levels, as appropriate, including local, regional, provincial, national, and global. This area of citizenship study encourages understanding of issues and associated actions.

RIGHTS Citizens with Strong Sense of Self, Community, and Place Value and demonstrate a commitment to understanding these concepts as citizens and explore citizenship rights and responsibilities inherent in these relationships at a local, regional, provincial, national, and global levels. This area of citizenship study expects that students will act on issues.

RESPECT Lifelong Learning Citizens Continuously strive to understand the dynamics of change in society and critically seek new information to make reasoned and unbiased decisions. This area of citizenship study develops skills, attitudes, and knowledge.

The essential question: What does it mean to be a responsible, respectful, and participatory citizen committed to justice in a pluralistic Canadian democracy?

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subject areas explored by students in elementary and secondary schools. The following citizenship goal statements identify what students will learn about citizenship. • Engaged citizens question, critically examine, advocate, and defend rights and responsibilities embedded in democracy at the local, regional, provincial, national, and global levels. • Lifelong learning citizens continuously strive to understand the dynamics of change in society, and they critically seek new information to make reasoned and unbiased decisions. • Citizens with a strong sense of self, community, and place value and demonstrate a positive commitment to understanding these concepts as citizens and to the exploration of citizenship responsibilities inherent in these relationships at local, regional, national, and global levels. An engaged citizen who, as a lifelong learner, is attuned to current regional or global realities will be able to make informed and unbiased decisions and will understand the responsibilities inherent in specific rights. With a strong sense of self, community, and place, citizens will seek out opportunities to actively participate in their citizenship, work to strengthen their communities, and learn what it means to be Canadian. Figure 1 provides a schematic to highlight the intersection of the Broad Areas of Citizenship with the mandate of the Saskatchewan Human Rights Commission. The attention to the three R’s—rights, responsibilities, and respect—provides opportunities for students to develop the skills, knowledge, and attitudes to answer the essential question, “What does it mean to be a responsible, respectful, and participatory citizen committed to justice in a pluralistic Canadian democracy?” The BACs are further described in a continuum of citizenship education goals and aims for Kindergarten to Grade 12 students in Saskatchewan. The BACs continuum illustrates a shift in locus as students advance through their public schooling. Citizenship issues and participatory opportunities gradually shift from the family and classroom to the community before moving to the region, province, nation, and global contexts. Table 1, on page 34, articulates the continuum in a condensed “at-a-glance” format.


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Table 1: Broad Areas of Citizenship Education at-a-glance (July 2014)

RESPONSIBILITY

Broad Areas of Citizenship Engaged Citizens question, critically examine, advocate, and defend rights and responsibilities of a democracy on multiple levels, as appropriate, including local, regional, provincial, national, and global. This area of citizenship study encourages understanding of issues and associated actions.

Students Primary

Elementary

Middle Years

Secondary

• Begin to learn about their rights and responsibilities

• Understand and value the historical and contemporary diversity in groups

• Explore different types of governance, including First Nations and Métis, at the local, regional, provincial, national, and global levels

• Analyze and construct the concept of ideology by

• Begin to practice respect for self and • Explore the relaothers tionships between beliefs, rights, and responsibilities at school, community, and national levels • Understand the different types of governance at local and national levels

• Explore responsibilities of Canadian citizenship

– investigating ideology – evaluating issues in ideology – examining and forging ideology

• Explore historical and current events locally, regionally, provincially, nationally, and globally • Analyze and examine beliefs, rights, and responsibilities at a school, community, and national levels continued . . .

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RIGHTS

Broad Areas of Citizenship Citizens with a strong sense of self, community, and place value and demonstrate a positive commitment to understanding these concepts as citizens and to the exploration of citizenship responsibilities inherent in these relationships at local, regional, national, and global levels.

Students Primary

Elementary

• Treat self and others with respect

• Investigate connectedness to school, community, and natural environment

• Develop a sense of belonging in home, family, and school community • Interact with, learn from, and care for the local environment

RESPECT

This area of citizenship study expects that students will act on issues. Lifelong learning citizens continuously strive to understand the dynamics of change in society, and they critically seek new information to make reasoned and unbiased decisions. This area of citizenship study develops skills, attitudes, and knowledge.

• Develop an inquisitive attitude towards learning • Participate in home, school, and community

Middle Years

Secondary

• Expand their sense • Define attributes of identity with of an engaged respect to local, citizen regional, provincial, national, and • Understand the importance global diversities and purpose • Are empowered of community to make choices • Exhibit an awareness and understewardship and that positively standing of natural take action at impact self, others, environmental local, provincial, school, communational, and nity, and place issues at local, national, and global levels global levels • Model being • Model being active and responsible citizens, active and responincluding respect sible citizens, for self and others including respect for self and others • Develop a critical • Explore diverse understanding of, historical actively explore, perspectives and analyze • Understand events and the the inequities effects of decisions of power and on local, national, authority that and global levels can accompany diversity • Understand the importance of and develop skills for advocacy (debating, research skills, etc.) • Appreciate and seek to understand diverse cultural perspectives

• Identify issues using Canadian history as content • Know how to examine issues and seek information using world history as content and context • Engage in dialectical thinking and examination with Canadian issues and history as content and context

• Realize the value of lifelong learning


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Alignment with Existing Curricula and Cross-curricular Competencies Saskatchewan’s Core Curriculum is intended to provide all Saskatchewan students with an education that will serve them well regardless of their choices after leaving school.

Saskatchewan curricula are designed as part of the Core Curriculum, which is intended to provide all Saskatchewan students with an education that will serve them well regardless of their choices after leaving school. It reinforces the teaching of basic skills and introduces a range of new knowledge and skills to the curriculum. Core Curriculum is developmental in nature and based on a kindergarten to Grade 12 continuum. The two major components of Core Curriculum are the Required Areas of Study and the Common Essential Learnings. The Required Areas of Study form the framework of the curriculum. Six categories of Common Essential Learnings1 are to be incorporated in an appropriate manner into all courses of study offered in Saskatchewan schools. Saskatchewan curricula are designed to develop four interrelated Crosscurricular Competencies that synthesize and build upon the six Common Essential Learnings. The following competencies contain understandings, values, skills, and processes considered important for learning in all areas of study. These competencies are addressed through all areas of study and through school and classroom routines, relationships, and environments that support creating a linkage into citizenship education program outcomes. Cross-curricular Competencies: 1. Develop thinking: thinking and learning contextually, creatively, and critically. 2. Develop identity and interdependence: understanding, valuing, and caring about oneself; understanding, valuing, and caring about human diversity, human rights, and responsibilities; understanding and caring about social and environmental interdependence and sustainability. 3. Develop social responsibility: using moral reasoning processes; engaging in communitarian thinking and dialogue; contributing to the well-being of self, others, and the natural world. 4. Develop literacies: constructing knowledge using various literacies; exploring and interpreting the world through various literacies; expressing understanding and communicating meaning using various literacies; literacies include but are not limited to media literacy, information literacy, physical literacy, scientific literacy, and economic literacy. Students should also be developing literacies specific to social studies, including cultural literacy, geographic literacy, and historical literacy.

1

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The six Common Essential Learnings are communication, numeracy, critical and creative thinking, technological literacy, personal and social development, and independent learning.



These components provide the foundation and fit between citizenship education and existing curricula outcomes. It is imperative that administrators, educators, students, parents, caregivers, and communities acknowledge that learning is not created in a vacuum; children and youth, live and make meaning within their home context and experiences. According to Breithorde and Swiniarski (1999), active citizenship is constructivist and enables students to define problems and issues themselves, create and take action, and then reflect on the impact of their action(s). Regardless of grade level, it is clear that the individual’s experience is central to the construction of knowledge and for this reason needs to be a priority in providing resources for the teaching of citizenship education. Figure 2 (see page 38) provides a schematic view of the relationship of the existing Saskatchewan curricula and its basic components to the Citizenship Education Program resources. When these are applied to the important teaching and learning opportunities that occur at every grade level, the cumulative outcome should be an empowered individual who understands their rights and responsibilities, and is respectful and participatory as a citizen committed to justice in a pluralistic Canadian democracy.

Learning is not created in a vacuum. Children and youths live and make meaning within their home context and experiences.


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Figure 2: The Relationship of Citizenship Education to Essential Citizenship Competencies, Broad Areas of Citizenship, Saskatchewan Curricula, and the Citizenship Education Teacher Resources Broad Areas of Learning

Essential Citizenship Competencies

Cross Curricular Competencies Common Essential Learnings Goals of Education

Existing Saskatchewan Curricula Kindergarten – Grade 12

Broad Areas of Citizenship

Grade-specific Citizenship Education Teacher Resources

Teaching and Learning Opportunities

Outcome of Citizenship Education: Individuals who are empowered to understand their rights and responsibilities, are respectful and participatory citizens committed to justice in a pluralistic Canadian democracy.

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The Legacy A range of stakeholders exists within the educational community, human rights organizations, and those who support this work through personal, organizational, or financial contributions. The development of citizenship education resources embraces these stakeholders and seeks to engage them appropriately as the work moves forward through development, into implementation, maintenance, and benchmarking. There are crucial roles for stakeholders. Roles include support for development, implementation, and maintenance; financial contributions; access to teachers (practicing and pre-service); building cadres of catalyst teachers; enabling professional development and professional organizational support; and building awareness within parents and caregivers, school community councils, boards of education, and the public.

Intentional and explicit teaching of citizenship education can, and will, make a longterm difference.

In the development of explicit and intentional citizenship education within schools, it is necessary to understand the relationship to and alignment of the Essential Citizenship Competencies with Saskatchewan curricular. The ECCs are not exclusive items, but are meant to enhance existing curricula objectives with intentional focus on those that invite students to dig deeper and become more knowledgeable about citizenship. The grade-specific teacher resources, developed by dedicated, practicing teachers, are part of the toolkit to assist teachers to offer those invitations. The Commission strongly believes that intentional and explicit teaching of citizenship education can, and will, make a long-term difference towards “empowering individuals to understand their rights and to be responsible, respectful, and participatory citizens committed to justice in a pluralistic Canadian democracy.” Preparing students for their role as participatory citizens cannot be accidental or passive. This, then, is our path toward a more harmonious society and the legacy of making the world a better place.


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References Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice—A Development Education Review. Retrieved from http://www.developmenteducationreview.com Arnot, D. (2014). An emerging vision of citizenship education. Presentation to the Saskatchewan Council on Social Sciences. Unpublished. Bosniak, L. (2006). The citizen and the alien: Dilemmas of contemporary membership. Princeton, NJ: Princeton University Press. Breithorde, M., & Swiniarski, L. (1999). Constructivism and reconstructionism: Educating teachers for world citizenship. Australian Journal of Teacher Education, 24(1). Retrieved from http://dx.doi.org/10.14221/ajte.1999v24n1.1 Centre for the Study of Historical Consciousness. Historical thinking concepts. University of British Columbia. Retrieved from http://www.cshc.ubc.ca/about/ Donald, D. T. (2009). Forts, curriculum and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives 2(1). Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6,1. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/17129/1/ILJ-6.1 -Ermine.pdf Giddens, A. (2000). Runaway world: How globalization is reshaping our lives. New York: Routledge. Retrieved from http://www.public.iastate.edu/~carlos/607 /readings/giddens.pdf Historical Thinking Project. Retrieved from http://historicalthingking.ca/ Howe, P. (2010). Citizens adrift: The democratic disengagement of young Canadians. Vancouver: UBC Press. Hughes, A. & Sears, A. (2010). Citizenship education: Canada dabbles while the world plays on. Education Canada, 46(4), 7. Retrieved from www.cea-ace.ca Kahne, J., Middaugh, E., & Allen, D. (2014). Youth, new media, and the rise of participatory politics. The MacArthur Foundation. Retrieved from http://www .macfound.org/ Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedgagoy. Theory into Practice, 43(3). Levine, P. (2012). Education for a civil society. In Making civics count: Citizenship education for a new generation. Campbell, D., Lewison, M., & Hess, F. (Eds). Cambridge, MA: Harvard Education Press.


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References

McIntosh, P. (1989). White privilege: Unpacking the invisible backpack. Retrieved from http://www.wvu.edu/~lawfac/jscully/Race/documents/whiteprivilege.pdf McKenzie, H. (1993). Citizenship education in Canada. Retrieved from http://publications.gc.ca/Collection-R/LoPBdP/BP/bp326-e Nabavi, M. (2010). Constructing the “citizen” in citizenship education. Canadian Journal for New Scholars in Education, 3(1). Pewewardy, C. (1992). Journey to the year 2000: Culturally responsible pedagogy in action: The American Indian magnet school. Paper presented at a conference on Native American Studies: The Academy and the Community. Minneapolis: MN. Retrieved from http://files.eric.ed.gov/fulltext/ED355079.pdf Rahimi, M. Reported by Saskatchewan Educational Leadership Unit in the (2009) Foundation Paper on Citizenship Education in Saskatchewan. Unpublished. Saskatchewan Curriculum (n.d.-a). Social studies 6 aims and goals. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index .jsp?view=goals&lang=en&subj=social&level=6 Saskatchewan Curriculum (n.d.-b). Teaching social studies 8. Retrieved from https://curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index. jsp?view=teaching&lang=en&subj=social&level=8 Saskatchewan Curriculum (2010). 2010 Saskatchewan curriculum. Renewed Curricula: Understanding outcomes. Retrieved from https://www.edonline.sk.ca /bbcswebdav/library/curricula/English/Renewed_Curricula.pdf Saskatchewan Education Leadership Unit. (2009). Foundation paper on citizenship in Saskatchewan. Saskatoon: College of Education. Unpublished. Schugurensky, D. (2005). Citizenship and citizenship education: Canada in an international context. Sears, A. (2014). Measuring what matters: Citizenship domain. Measuring What Matters. Toronto, ON: People for Education. Sears, A., & Hughes, A. (2006). Citizenship: Education or indoctrination? Citizenship Teaching and Learning, 2(1). Stanley, T. (1998). The struggle for history: Historical narratives and anti-racist pedagogy. Discourse: Studies in the Cultural Politics of Education. 19(1), 41–52. Retrieved from www://dx.doi.org/10.1080/015963098019010 Tupper, J. (2009). Unsafe water, stolen sisters, and social studies: Troubling democracy and the meta-narrative of universal citizenship. Teacher Education Quarterly, 36(1), 77–94. Tupper, J. (2012). Treaty education for ethically engaged citizenship: Settler identities, historical consciousness and the need for reconciliation. Citizenship Teaching & Learning. 7(2). Tupper, J., Cappello, M., & Sevigny, P. (2010). Locating citizenship: curriculum, social class, and the “good” citizen. Theory and Research in Social Education. 38(3), 336–365.

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Vézina, M. & Crompton, S. (2012). Volunteering in Canada. Statistics Canada: Catalogue no. 11-008. Retrieved from http://www.statcan.gc.ca/pub/11 -008-x/2012001/article/11638-eng.pdf Westheimer, J. & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Education Research Journal, 41(2), pp. 237–269. Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.


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Appendices The appendices on the following pages provide a brief overview of the information on the alignment and organization of the teacher resources. They are meant as handy references. Appendix A, B, C and D chart the continuum of study at each of the grade levels, Kindergarten through Grade 12: • Appendix A: kindergarten – Grade 3 • Appendix B: Grades 4–6 • Appendix C: Grades 7–9 • Appendix D: Grades 10–12 Appendix E provides an overview of the citizenship continuum of study for Social Studies, History, and Native Studies at the 10, 20, and 30 levels.


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Appendix A: Citizenship Continuum of Study Kindergarten – Grade 3 Saskatchewan Curriculum, Outcomes and Indicators (www.curriculum.gov.sk.ca). Dynamic Relationships (DR) Power and Authority (PA) Interactions and Interdependence of Nations (IN) Resources and Wealth (RW) Area of Focus

Outcomes Kindergarten DRK.1 Describe the spatial relationships among people, places, and environments.

Grade 1 DR1.4 Recognize globes and maps as representations of the surface of the Earth and distinguish land and water masses.

Grade 2 DR2.3 Identify physical representations as constructed models of real things.

DR3.1 Use various model representations of the Earth.

Continue to understand the decision-making process and explore the rights and responsibilities associated with belonging to society.

Grade 3 students will explore how different points of view and history can impact current events.

They will:

PA3.2 Demonstrate awareness that different points of view may lead to better understandings and acceptance that people can believe different things and still live peacefully together.

DR1.5 Identify and represent the orientation in space and time of significant places and events in the lives of students. Engaged Citizens Work to understand issues and associated actions.

Begin to learn about rights and responsibilities and the impact of rules and order on their lives.

Continue to explore the rules and responsibilities that bring order to society. They will:

They will:

PA1.1 Analyze actions Understand that rules are and practices that support meant to promote order peace and harmony, and peaceful co-existence. including rules and decision-making processes. PAK.1 Understand and respect the agreed-upon PA1.2 Analyze the causes rules and recognize that of disharmony and ways rules and expectations are of returning to harmony. designed to promote a state of safety, self-regula- Begin to examine the decision-making process. tion, peace, balance, and harmony. Discriminate the purpose PAK.2 Recognize situations in which disagreement may be part of living, studying, and working together, and explore means of resolution.

of rules and understand the process for change.

Grade 3

PA2.1 Analyze how decisions are made within the local community

DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.

They will:

PA2.1 Assess and practice various approaches to resolving conflicting interests within the community. PA3.3 Make generalizations about the purpose PA2.3 Analyze the rights and intent of documents and responsibilities of that define the rights of citizens in the school and children. local community. IN3.1 Analyze daily life in a diversity of communities.

IN3.2 Analyze the cultures and traditions in communities studied. continued . . .

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Appendix A: Citizenship Continuum of Study, Kindergarten – Grade 3

Area of Focus Citizens with a strong sense of Self, Community, and Place Value and demonstrate a commitment to maintaining and nurturing relationships between these three concepts

Outcomes Kindergarten Begin to: RWK.1 Examine ways of managing tasks and resources in families and schools. RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. INK.2 Describe the diversity of groups represented in the classroom.

Grade 1 Begin to understand how needs differ from wants and begin to explore the concept of community stewardship. They will: RW1.1 Describe the influence of physical, spiritual, emotional, and intellectual needs and wants on personal well-being. RW1.2 Discuss ways in which work may be managed and distributed in families, schools, and groups. IN1.3 Assess ways in which relationships help to meet human needs. DR1.3 Demonstrate awareness of humans’ resilience in the natural environment to meet needs, and how location affects families in meeting needs and wants.

Grade 2

Grade 3

Continue to understand the relationship between needs, wants, and responsibilities.

Begin to investigate how they are connected to their school, community, and environments.

They will develop appreciation for national, provincial, and community symbols and traditions and model appropriate behaviour.

They will be encouraged to make positive choices and act to address perceived wrongs.

They will:

RW3.2 Analyze the creation and distribution of wealth in communities studied.

IN2.1 Determine the characteristics of a community. RW2.1 Describe ways in which the local community meets needs and wants of its members. RW2.3 Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability. DR2.2 Analyze the influence of the natural environment on the local community.

They will:

RW3.3 Evaluate the ways in which technologies have impacted daily life. IN3.3 Illustrate examples of interdependence of communities. DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

continued . . .


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Appendix A: Citizenship Continuum of Study, Kindergarten – Grade 3

Area of Focus Lifelong Learning Citizens Explore the dynamics of change and seek information for appropriate action.

Outcomes Kindergarten

Grade 1

Begin to think about their Understand that people thinking and the ways they can have different points behave. of view that cause them to think differently about the They will: same subject. DRK.2 Explore examples of promises made through actions and words, and why it is important to keep promises. DRK.3 Analyze ways in which place and physical systems influence daily life, including the influence of place on the daily life of First Nations and Métis people. INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.

Explore diversity. Understand that people’s specific viewpoints and/ or world views influence their decisions. They will: DR1.1 Relate family events and stories of the recent or distant past to the student’s place. DR1.2 Describe kinship patterns of the past and present and describe according to traditional teachings. IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school. IN1.2 Discuss cultural diversity in the family and classroom, exploring similarities and differences.

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Grade 2

Grade 3

Continue to explore the effects of diversity on a community and consider how current behaviours can be influenced and changed.

Continue to explore decision-making processes and become more aware of their thinking and the processes used to examine challenges.

They will:

They will:

IN2.2 Create a representation of the diversity of cultural groups in the local community.

PA3.1 Compare how decisions are made in the local community and communities studied.

RW2.2 Analyze various world views regarding the natural environment.

RW3.1 Appraise ways communities meet their members’ needs and wants.

DR2.1 Investigate stories of significant events and persons in the local community’s history and describe the contributions to the community. DR2.4 Describe the influence of Treaty, First Nations and/or Métis, and Inuit peoples on the local community.

Appendix B: Citizenship Continuum of Study Grades 4–6 Saskatchewan Curriculum, Outcomes and Indicators (www.curriculum.gov.sk.ca). Dynamic Relationships (DR) Power and Authority (PA) Interactions and Interdependence of Nations (IN) Resources and Wealth (RW) Area of Focus Engaged Citizens Understand issues and actions connected with diversity, rights, and responsibilities, levels of governance.

Outcomes Grade 4 PA4.2 Demonstrate an understanding of the provincial system of government. PA4.3, 4.4 Demonstrate an understanding of the First Nations and Métis system of governance. PA4.1 (reworded) Analyze the relationship between governance institutions in Saskatchewan and the scope of influence on various groups of people in the province.

Grade 5

Grade 6

PA5.2 Explain the purposes and functions of governance structures in Canada, including First Nations systems and those patterned on the Westminster parliamentary systems.

Understand that with the enjoyment of rights comes responsibilities.

PA5.3 Develop an understanding of the natures of the treaty relationship between First Nations and Canada’s federal government. IN5.1 Demonstrate an understanding of the Aboriginal heritage of Canada.

PA6.1 Examine the relationship between an individual’s power and authority and the power and authority of others. PA6.2 Analyze the distribution of power and privilege. IN6.3 Develop an understanding that global interdependence impacts individual daily life.

IN5.2. Analyze the evolution of IN5.2. Canada as a multicultural nation. Citizens with a strong Sense of Self, Community, and Place Value and demonstrate a commitment to maintaining and nurturing relationships between these three concepts

Investigate connectedness to school, community, and natural environment.

Investigate connectedness to school, community, and natural environment.

Understand that Canadian citizens value the need of the collective common good:

Think about the effects of their choices to consider positive impacts on self and others, school, community, and place.

Think about the effects of their choices to consider positive impacts on self and others, school, community, and place.

IN6.1 Evaluate and represent personal beliefs and values by determining how culture and place influence them.

They will:

They will:

RW4.1 Analyze the strategies Saskatchewan people have developed to meet the challenges presented by the natural environment.

DR5.2 Assess the impact of the environment on the lives of people living in Canada.

IN6.2 Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean.

RW4.3 Assess the impact of Saskatchewan resources and technological innovations on provincial, national, and global communities.

RW5.1 Explain the importance of sustainable management of the environment to Canada’s future. RW5.2 Hypothesize about the economic changes that Canada may experience in the future.

DR6.1 Analyze the impact of the diversity of natural environments on the ways of life in Canada and a selection of countries bordering the Atlantic Ocean.

continued . . .


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Appendix B: Citizenship Continuum of Study, Grades 4–6 Area of Focus

Outcomes Grade 4

Grade 5

IN4.3 Determine the influence Saskatchewan people and programs have had on a national scale.

Grade 6 DR6.2 Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land. DR6.3 Appraise the strategies human societies have used to orient themselves within time and place in the natural environment.

Lifelong Learning Citizens

DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

Develop a critical understanding of, actively explore, and analyze events and the effects of decisions on local, national, and global levels.

DR4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan. IN4.1 Analyze how First Nations and Métis people have shaped and continue to shape Saskatchewan. IN4.2 Describe the origins of the cultural diversity in Saskatchewan communities. DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.

PA5.1 Describe Canada’s political evolution.

Will learn that the forces that affect people are constantly changing:

DR5.3- Identify the European DR5.3influence on pre-Confederation Canadian society.

RW6.1 Examine and analyze factors that contribute to quality of life, including material and non-material factors.

DR 5.1 Analyze the historic and contemporary relationship of people to the land in Canada.

RW6.2 Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability. PA6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled, youths, and the elderly, may be affected by injustice or abuses of power. DR6.3 Appraise the strategies human societies have used to orient themselves within time and place in the natural environment.

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Appendix C: Citizenship Continuum of Study Grades 7–9 Saskatchewan Curriculum, Outcomes and Indicators (www.curriculum.gov.sk.ca). Dynamic Relationships (DR) Power and Authority (PA) Interactions and Interdependence of Nations (IN) Resources and Wealth (RW) Area of Focus

Outcomes Grade 7 DR7.1 Analyze and use various types of maps in order to situate current issues in Canada, and in a selection of Pacific Rim and northern circumpolar countries.

Grade 8

Grade 9

Canada and Historical Canada

Canada, circumpolar countries, Pacific Rim countries

Engaged Citizens Understand issues and actions connected with diversity, rights and responsibilities, levels of governance.

Begin to investigate and understand the various types of power and governance locally, regionally, provincially, nationally, and globally. PA7.1 Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries. PA7.2 Investigate the structures and process of democratic government in Canada. PA7.3 Compare the strengths and weaknesses of oligarchy, dictatorship, and democracy as systems of government.

Roots of Society – Historical societies of Mesopotamia or ancient Egypt; ancient Greece or Rome; Aztec, Incan, or Mayan civilizations; medieval Europe or renaissance Europe; ancient China or Japan DR9.1 Examine the challenges involved in obtaining information about societies of the past. (Overlay DR9.1 on all outcomes.)

Explore the concept of democracy, both in Canada and in other societies.

Expand their sense of identity with respect to local, regional, provincial, national, and global diversities.

Understand the roles, rights, and responsibilities of citizens within a democratic government.

IN9.1 Explain what constitutes a society.

DR8.2 Describe the influence of the treaty relationship on Canadian identity. DR8.3 Assess how historical events in Canada have affected the present Canadian identity PA8.2 Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts. PA8.3 Present the evolution of a piece of legislation, from its first conception to its implementation. PA8.4 Assess the impact of citizens’ willingness and ability to actively engage in the Canadian political processes.

IN9.2 Compare the factors that shape world views in a society, including time and place, culture, language, religion, gender identity, socio-economic situation, and education. IN9.3 Analyze the ways a world view is expressed in the daily life of a society. DR9.2 Synthesize the significance of key historical events in societies studied. DR9.4 Determine the influence of societies of the past on contemporary life in Canada. PA 9.1 Examine concepts of power and authority in the governance of the societies studied. continued . . .


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Appendix C: Citizenship Continuum of Study, Kindergarten, Grades 7–9 Area of Focus Citizens with a Strong Sense of Self, Community, and Place Value and demonstrate a commitment to maintaining and nurturing relationships between these three concepts.

Outcomes Grade 7

Grade 8

Begin to develop opinions regarding the distribution of power and privilege at a global level, and their role as Canadian citizens.

While analyzing the concepts and processes of a democratic government, consider the significance of land and treaty relationships, and contemplate the implications of the changing cultural demographics in Canada.

Understand that Canadian citizens value the need of the collective common good.

RW8.1 Analyze the social and environmental consequences of living in the Canadian mixed market economy based on consumerism.

PA9.3 Investigate the roles and responsibilities of members of the societies studied and those of citizens in contemporary Canada.

RW8.2 Assess the implications of personal consumer choices.

PA 9.2 Analyze the impact of empire building and territorial expansion on indigenous populations and other groups in the societies studied.

Discuss the importance of geography, power, and governance in both Canada and Pacific Rim countries. IN 7.1 Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific. DR7.2 Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and circumpolar countries. RW7.2 Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.

RW8.3 Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.

Grade 9

DR9.3 Assess the relationship of the natural environment in the development of a society.

RW7.3 Assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries. Lifelong Learning Citizens Develop a critical understanding of, actively explore, and analyze events and the effects of decisions on local, national, and global levels.

Compare and contrast Canadian structures and processes with those operating within Pacific Rim countries. Use critical thinking skills in order to better understand the relationship between geography, resources, culture, and historical events. IN7.2 Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries. IN7.3 Analyze the relationship of technology to globalization. DR7.3 Analyze the relationship between current and historical events, the physical and social environments in Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries. RW7.1 Explain the role of barter, trade and sharing in traditional economies in Canada and circumpolar and Pacific Rim Countries.

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Address the importance of decision making in a democratic process and how each individual perspective and personal choice will affect that process. IN8.1 Investigate the meaning of culture and the origins of Canadian cultural diversity. IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity. PA8.1 Contemplate the implications of Canadian citizenship of Canadians. DR8.1 Develop an understanding of the significance of land for the evolution of Canadian identity.

Exhibit an awareness and understanding of natural environmental issues on local, national, and global levels. IN9.4 Determine the influence of world view on the choices, decisions, and interactions in a society. RW9.1 Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied. RW9.2 Appraise the significance of trade and transportation in the development of the societies studied. RW9.3 Determine the influence of technologies of past societies studied on contemporary society.

Appendix D: Citizenship Inquiry Continuum Levels 10, 20, 30 (by subject) Enduring Understandings • Injustices of today have their roots in the past. • Canadian Society is challenged to manage the co-existence of diverse world views. • Canadian citizens work to achieve a balance between rights and responsibilities through learning and action. • Canadian society has inequities and elimination of these is beneficial for all Canadians.

Level 10

Level 20

Level 30

Engaged Citizen

Inquiry:

Inquiry:

Inquiry:

Essential Questions

• If individuality is so important, why do we live together in groups?

• What responsibilities do we have to one another?

• What does it mean to be an engaged Canadian citizen?

• Are human rights universal?

• Why are there consistencies in societal organization and societal issues?

• How have our perspectives on this issue changed?

• What beliefs do engaged citizens share?

In what ways is ideology useful in guiding human beliefs and behaviour? What are the limitations of ideology in guiding beliefs and behaviour?

Understand organizational structure

• For each individual, becoming aware of racism and other social oppression in Canadian society is an evolutionary process and a precursor to change. • Citizens show flexibility of mind. • As citizens of local, national, and global communities, Canadians are conscious, self-reflective, and critical of their own beliefs and actions and seek to make positive change

How does ideology influence our view of social justice? How does a society structure itself to find a balance between opposing constructs (i.e., freedom and order, individual rights and collective rights, hierarchy and equality), and what factors influence the finding of this balance? Has Canadian society been organized to reflect our national values and beliefs?

Big Ideas Explored: • Examine why people choose to live in societies. • Examine the contrasting concepts/perspectives of: – freedom and order, – individual rights and collective rights – hierarchy and equality – resources use: protect or exploit • Examine a variety of ideologies to understand how ideology impacts decision-making. • Consider which responsibilities individuals and groups collectively assume for each other. Inquiry: • Are privilege and marginalization inevitable in society? Big Ideas Explored:

Big Ideas Explored: • Understand that individuals in society must make decisions about to what degree they will honour human rights. • Examine how societies vary in their understanding and application of human rights and responsibilities. • Consider which obligations individuals, and groups should collectively assume for each other. • Consider how imperialism and colonization have affected the application of human rights. Inquiry: • How did events of the 20th and early 21st century influence our perspectives of and about citizenship?

Big Ideas Explored: • Investigate the constructs of privilege and marginalization. • Examine how social, economic, political, and cultural • Examine the impact these systems are interconnected concepts have had on history and how change in one and society. affects the others.

• Whose world views make up the Canadian world view? Big Ideas Explored: • Investigate the beliefs and constructs that shape the views of Canadian citizenship. • Examine the factors that encourage and inhibit engaged citizenship. • Explore how Canadians address and resolve issues regarding rights and responsibilities as citizens in contemporary Canada. • Examine social changes, including the evolution of media and technology, and their impacts on perceptions and practices of citizenship. • Consider how events in Canadian history influenced our perspectives on the rights and responsibilities of citizenship. Inquiry: • Why do we have the Charter of Rights and Freedoms, human rights codes and our Constitution?

continued . . .


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Appendix D: Citizenship Inquiry Continuum, Levels 10, 20, 30 Level 10

Level 20

Level 30

• Investigate various world views and the impact they have on individuals’ and societies’ beliefs and institutions.

• Examine how groups seek to have control over decision-making processes that have an impact on their cultural distinctiveness and well-being.

• How do those documents impact Canadian beliefs?

• Consider how society structures itself to find a balance between domestic considerations/priorities and international considerations/ priorities.

Big Ideas Explored:

• Understand that Canada’s world view includes First Nations, Métis, and Inuit perspectives, but often accurate, representative interpretation is misconstrued.

• From whose perspective are these decisions made? • What are the responsibilities of citizens to society? • What are the responsibilities of society to its citizens?

Citizens Connected to Self, Community, and Place Essential Questions What is social justice?

Commit to action

Why do injustices exist? What responsibility do individuals have to address injustices in society? How can this be accomplished? What responsibilities do governments have to address injustices in society? How can this be accomplished?

• Are core Canadian beliefs possible in a multicultural society?

• Examine the influences of the Charter of Rights and Freedoms, human rights legislation, and Canadian Constitution on Canadian identity. • Examine the challenges that Canada faces in trying to meet the needs of a diverse population. • Construct an inventory of essential elements of the Canadian world view.

Inquiry:

Inquiry:

Inquiry:

• What responsibility do we have to each other?

• How should nations address injustice?

• What happens if we do nothing?

• How do we make things better? How do we enact change?

• What are the considerations at the international community when trying to redress injustice?

• What are the implications of engagement and non-engagement as citizens?

• What are the considerations when trying to redress injustice? Big Ideas Explored: • Investigate a variety of injustices: contemporary and/or historical social, economic, religious, and cultural areas. • Identify the common understandings that implicitly and explicitly govern members of any group, society, or nation. • Explore the processes by which differing worldviews can be understood and respected to foster cooperation and mutual respect among cultures and resolve differences. • Examine the impacts of social media.

• What is required for global intervention? • What happens when good people do nothing? Big Ideas Explored: • Investigate a variety of injustices: historical, social, economic, religious, and cultural. • Examine ways in which we/ individuals contribute to current problems . • Recognize issues of social justice and propose a hypothesis towards a resolution for these issues, on a regional, national, and global levels. – – – – –

Indigenous issues Gender-based issues Environmental issues Socio-economic issues Cultural issues

• Do we need to be engaged as citizens? Big Ideas Explored: • Consider the consequences of action and in-action on issues. • Examine levels of action as a measure and reflection of citizenship engagement. Inquiry: • What will you do to create positive change? • Who benefits from the inequities of society? • How can inequities be resolved? Big Ideas Explored: • Consider the challenges of creating equity in a society where socio-economic differences are increasing. continued . . .

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Lifelong Learning Citizen Essential Questions What does it mean to be a citizen? Why is there conflict between world views?

Understand principles of advocacy

What is required in order for conflicting world views to co-exist? What range of responses have citizens used throughout history to respond to conflicting world views? How do engaged and respectful citizens respond to conflict in a modern democracy? How does an ethical and democratic society define and pursue justice? What are the impacts of Canada’s multicultural policy and affirmation of diversity?

Level 20

Level 30

• Compare and contrast predominant Canadian world view with world views from around the globe in order to foster cooperation and respect among cultures.

• Examine the factors that are creating the rich/poor divide and consider means of addressing inequities.

• Determine and implement an action plan to effect change for a specific social justice issue.

• Generate conflict resolution strategies that create an atmosphere of respect for difference.

• Consider the impact of cooperation.

Inquiry:

Inquiry:

Inquiry:

• Why are some voices honoured, while others are silenced?

• Can global social justice be achieved?

• Why do inequities still exist in Canada?

• Is a nation a citizen in the global community? • Is global citizenship a way to achieve global justice?

• What political structures and societal attitudes maintain the inequities of contemporary society?

• What kind of global citizen is Canada?

• How do we as individuals contribute to inequities?

Big Ideas Explored:

Big Ideas Explored:

• Understand the backgrounds of various human rights and social justice issues and the role Canada played in addressing these challenges.

• Examine relevant social/historical issues for the purpose of understanding the impacts of differing world views.

• How do world views inform and influence issues of conflict? Big Ideas Explored: • Assess the impact of imperialist policies, practices, and attitudes of the past. • Identify differences in power perspectives, including cultural, economic, social, philosophical, and aesthetic. Inquiry:

• Evaluate Canada’s past and present actions in seeking • What happens when world global justice. views contradict one another? • Compare the citizenship perBig Ideas Explored: formance of Canada to that of other nations. • Examine a variety of conflict resolutions and their residual • Scrutinize the evolution of impact including: assimcitizenship as it pertains to ilation, annihilation, and Canadian and world issues. segregation. • Consider how an ethical and democratic society defines Inquiry: and pursues justice, and eval• Where does inequity come uate the effectiveness of those from? processes, including various: • Is inequity the result of – international human rights individual action or systemic and social justice issues. injustice? • What are the contributors to and remedies for inequity?

• Examine issues pertaining to discrepancies of power and authority, including globalization and colonial issues, minority rights (including gender issues, gay rights, racism), economic disparities, and/or power inequalities. • Examine how existing political and societal structures support current inequities. • Critique the perpetuation of privilege, marginalization, and racism. Inquiry: • Is Canada actually/really a multicultural society? • What are the opportunities and challenges of a multicultural society?

continued . . .


55


Understand principles of advocacy

Big Ideas Explored:

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• Recognize that inequities exist because of a combination of individual actions and collective will. • Investigate the historic foundations that impact current Canadian issues. • Examine the role diversity plays in society.

Level 20 – conflict and dispute resolution forums (court trial, sentencing circles, town hall meeting, mediation, truth and reconciliation commissions, human rights tribunals) – negative examples of conflict resolution and their residual impact (assimilation, annihilation, segregation) • Evaluate the use of force to achieve peace. • Investigate the historic foundations that impact current international/global issues.


Level 30 IBig Ideas Explored: • Examine the role diversity plays in society, noting the opportunities and inequities that arise in trying to incorporate multicultural perspectives. • Examine the concept of difference as it relates to society by identifying regional, cultural, political, and economic opportunities and inequities that arise in trying to incorporate multicultural perspectives. • Examine the concept of difference as it relates to society by identifying regional, cultural, political, and economic differences in Canadian society.

Appendix E: Citizenship Continuum of Study Levels 10, 20, 30 (by subject) Area of Focus

Level 10

Level 20

Level 30

Engaged Citizens

Social Studies:

Social Studies:

Social Studies:

Consider how ideology influenced the nature of our institutions for political and economic decision making.

Consider how ideology influences our perspectives toward application of Human Rights.

Consider how Canadians address and resolve issues regarding rights and responsibilities as citizens in contemporary Canada.

History:

History:

History:

Consider how historical events of the 18th and 19th centuries influenced world views and how world views influenced historical events.

consider how historical events of the 20th century influence our perspectives of and about citizenship.

Consider how events in Canadian history influenced our perspectives on rights and responsibilities of citizenship.

Native studies:

Native Studies:

Native Studies:

Consider how indigenous world views influences ideology.

Consider how imperialism and colonization have affected historical and contemporary indigenous populations.

Consider the need for and approaches to resolution of contemporary issues for both indigenous and non-indigenous populations.

Citizens with a Strong Sense of Self, Community, and Place

Social Studies:

Social Studies:

Social Studies:

Consider how our social structures and institutions have supported or impeded citizen empowerment to act on issues of social injustice.

Consider the various ideological responses to current and/or historical inequities.

Consider the causes of marginalization and approaches to support/ achieve inclusion and social justice.

Value and demonstrate a commitment to maintaining and nurturing relationships between these three concepts.

History:

History:

History:

Consider how our historical perspectives/ideologies contributed to the current state of reality and the social contract.

Consider and assess mechanisms to resolve inequity and injustice.

Consider the evolution of and the effectiveness of approaches of society in addressing social justice issues (gender equity, racism, economic inequality).

Native Studies:

Native Studies:

Native Studies:

Examine how current political processes and structures attempt to address contemporary issues.

Evaluate approaches to acculturation over time (annihilation, segregation, assimilation, accommodation).

Consider the causes of marginalization and approaches to support/ achieve inclusion and social justice.

Social Studies:

Social Studies:

Social Studies:

Recognize that a variety of world views can co-exist and influence individual and collective action/ decision-making.

Consider how conflicting world views and ideologies have affected human rights and economic well-being.

Consider how evolving world views change our society (gender and sexual diversity, end-of-life care).

History:

History:

History:

Examine the historical impact of 18th- and 19th-century world views of citizenship and human rights on intolerance and injustice.

Consider how the application of a 20th-century view of citizenship created the climates for intolerance and genocide.

Examine the evolution of our perspectives toward political, economic and social equality.

Native Studies:

Native Studies:

Native Studies:

Consider how a singular imperialist world view led to colonization and the resulting struggle for self-governance and sovereignty.

Consider different approaches to overcoming the legacy of colonization and struggles for self-determination.

Consider how contemporary structures influence approaches to resolution of inequity.

Understand issues and actions connected with diversity, rights and responsibilities, and levels of governance.

Lifelong Learning Citizens Develop a critical understanding of, actively explore, and analyze events and the effects of decisions on local, national, and global levels.


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