Part C: Lifelong Learning Citizens Resources

• Saskatchewan Association for Multicultural Education – Saskatchewan Cultural Profiles – 2002
• Immigration – Canada’s Mosaic – Alice Anderson
• Saskatchewan History Timeline – https://web.archive.org/web/20120802165608/http://olc.spsd.sk.ca/DE/Saskatchewan100/1905acknow.html
• Saskatchewan History and Ethnic Roots – http://www.rootsweb.ancestry.com/~cansk/Saskatchewan/history.html
• Treaty Essential Learnings Kit
• Pearson Saskatchewan Social Studies Gr. 4

• Themes
  • Social, Cultural, and Historical: Students will:
    • examine the relationships with others, their community, and the world
    • consider the social and historical context
    • explore their connections in families, schools, groups, and communities and to understand the diverse needs and wants of others
    • show concern for other people in their relationships, groups, and communities.
  • Environmental and Technological: Students will:
    • explore the elements of the natural and constructed worlds and the role of technology and related developments in their society
    • explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes.
  • Personal and Philosophical: Students will:
    • believe in their own self-worth and to feel that they have control over the things that happen to them
    • focus on self-image and self-esteem
    • reflect on self and life, and on their beliefs and values and those of their society.

Treaty Education

• TR4: Analyze how relationships are affected when treaty promises are kept or broken.
• HC4: Explore the historical reasons why people entered into treaty.
• TPP4: Examine the objectives of the First Nations and British Crown’s representatives in negotiating treaty.
• SI4: Examine the intent of treaty in relation to education.

Health

• USC4.3: Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships
• USC4.4: Determine basic personal responsibility for safety and protection in various environments/situations
• USC4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
• DM4.1: Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

Science

Life Science: Habitats and Communities (HC)

• HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities. [CP, SI]
• HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats. [CP, DM]
• Earth and Space Science: Rocks, Minerals, and Erosion (RM)
• RM4.2 Assess how human uses of rocks and minerals impact self, society, and the environment. [DM]
• RM4.3 Analyze how weathering, erosion, and fossils provide evidence to support human understanding of the formation of landforms on Earth. [CP, SI, TPS]

• Student created assembly showcasing diversity in our school/community, presentation highlighting school rules and the need for them, share knowledge of treaty relationships with care partners, interview local governance (mayor, chief, principal, etc)
• Organize a petition
• Contact an elected official, band office about an issue for which you have questions
• Become a student representative
• Volunteer at your city councilors office, band office, mayors
• Lobby governments
• Choose a current issue for which you have suggested alternatives, make a plan for action and follow through
• Critically examine a rule/law. Do you support it or feel it needs to be changed?
• How can you be an advocate for change? What type of impact would that have on yourself, school, community, province?
• How can you support/empower someone/group who is negatively affected by a rule/law?
• Have students develop a pro/con list of challenging or changing a rule in school, community, local law, etc.