Part A: Curricular Connections and Background

• Decision-making is a complex process with far-reaching impacts and is influenced by history.
• A person’s worldview frames their understanding of the world.
• Citizens value the need of the collective common good and consider how their actions impact the collective well-being.
• Governments and the people who elect them are responsible to one another.
• Empathy and respect for diversity in cultural and social groups help strengthen one’s community and requires appreciation of different perspectives.
• Individuals have the power to affect others and make a difference.
• Canada has a long relationship with First Nations Peoples through treaty relationships.
• Canada has a constitutional responsibility to support First Nation, Métis and Inuit people.
• Societies create rules, written and unwritten, to promote order that lead to inclusion or exclusion and are enforced by social behaviours and expectations.
• Belonging requires participation and is a fundamental right of all citizens.
• Active citizens become engaged in discussions, negotiations, debates and consider action regarding Canadian issues.

Inferences to make:

• Positive collective action enhances self-esteem
• Empathy means understanding and appreciating another person’s perspective and acting in an appropriate manner(i.e. Stop teasing when its gone too far)
• Societies create rules, written and unwritten, to promote order that lead to inclusion or exclusion and are enforced by social behaviours and expectations.

• Develop skills for treating self and others with respect
• Demonstrate empathy in social situations
• Continually reassess where they belong (changing contexts/roles and expectations) i.e. school, family, community
• Reflect upon the impact of their choices

• How do you control the impact of your actions/decisions?
• What responsibility do you have to balance personal needs with the community’s needs?
• What is the power and responsibility of the individual to can make a difference in the world.
• What are the rules for belonging and how are they developed and enforced?
• How does empathy contribute to citizenship?

• List the challenges and opportunities climate presents for residents of Saskatchewan
• Retell the stories of Elders, traditional knowledge keepers, and senior citizens about surviving weather extremes (e.g., drought, cold, blizzards, tornadoes, extreme heat).
• Collect the natural weather forecasting techniques of Elders, traditional knowledge keepers, senior citizens, and others with local knowledge.
• Represent the traditions and practices Saskatchewan people developed when faced with isolation, including First Nations practices adopted by Europeans.
• Research past and present technologies used to withstand the Saskatchewan climate.
• Investigate the practice of river lot farming introduced in Saskatchewan by Métis people.
• Investigate the technological evolution of farming practices in Saskatchewan, including crop variety development, pesticide and herbicide use, and soil and water conservation.
• Graph the typical energy consumption in Saskatchewan for an average year, and investigate energy efficient technologies being developed in Saskatchewan

RW4.3
Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities: Students will examine Saskatchewan Resources and technologies and how they have impacted communities at the local, national, and global level.
Indicators:

• Identify the natural resources and industries found in the local community, and analyze their impact upon the community.
• Examine the environmental impact of the development of natural resources on the local community, the province, and the world.
• Describe the impact of technological innovations originating in Saskatchewan on the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines).
• Represent on a map the major resources in Saskatchewan (e.g., minerals, potash, oil, uranium, natural gas, lumber, water, crop and livestock production).
• Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production).
• Identify the natural resources and industries found in the local community, and analyze their impact upon the community.
• Illustrate the goods made from the major natural resources, the consumers of those goods, and the export destinations.
• Differentiate between primary and secondary industry.
• Examine the environmental impact of the development of natural resources on the local community, the province, and the world.
• Describe the impact of technological innovations originating in Saskatchewan on the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines).

IN4.1
Analyze how First Nations and Métis people have shaped and continue to shape Saskatchewan: Describe the contributions to Saskatchewan by First Nations and Métis people.
Indicators:

• Create biographic profiles of a selection of Saskatchewan First Nations and Métis leaders in the time period prior to Saskatchewan joining Confederation (e.g., Poundmaker, Big Bear, Riel, Dumont, Almighty Voice, Whitecap, Charles “Wapass” Trottier).
• Create an inventory of the contributions of First Nations and Métis people to government, business, and professional life in Saskatchewan (e.g., consulting firms, outfitters, financial firms, architects, educators, health workers, legal specialists, artists, athletes). (eg., Jim Brady, Jim Sinclair, Dr. Howard Adams, Donald Worm, Leanne Bellegarde, Dr. Lee Wilson, Freddie Sasakamoose, Clarence Campeau, Police Chief Troy Cooper.)
• Explain the significance of dance and music to First Nations and Métis peoples and its contribution to Saskatchewan intercultural development.
• Illustrate the contributions of First Nations and Métis artists, sculptors, musicians, dancers, storytellers and writers to Saskatchewan culture (e.g., Buffy Sainte-Marie, Allan Sapp, David Bouchard, John Arcand, Michael Lonechild, Henry Beaudry, Andrea Menard, Angelique Merasty, Donny Parenteau, John Lagimodiere).

IN4.3
Determine the influence Saskatchewan people and programs have had on a national scale: Tell/show how Saskatchewan people have influenced Canada.
Indicators:

• Identify the impact of programs originating in Saskatchewan on Canada and global communities (e.g., Medicare, welfare, cooperative movement, the Saskatchewan Bill of Rights).
• Represent the accomplishments of prominent Saskatchewan people whose contributions in their field are nationally or internationally recognized in a gallery, media clips, vignettes, or other media.
• Investigate the value of volunteerism in various local community organizations and activities.

Saskatchewan Achievements

• Programs
  • Medicare, welfare
  • Cooperative movement
  • Saskatchewan Bill of Rights
• Technologies and Inventions
  • Cobalt Cancer Treatment
  • ATM Machines
  • Farming Technologies
  • Fibre optics

Notable Saskatchewan People

• Political
  • Premiers
  • First Nations Leaders – Poundmaker, Big Bear, Almighty Voice, David Ahenakew, Noel Starblanket, Perry Bellegarde
  • Métis Leaders – Louis Riel, Gabriel Dumont, Jim Brady, Jim Sinclair, Clement Chartier, Clarence Trotchie
• Business
  • Gary Merasty
  • Leanne Bellegarde,
  • Gabrielle Scrimshaw
• Artists, sculptors, writers
  • First Nations and Métis artists, sculptors, musicians, dancers, storytellers and writers to Saskatchewan culture (e.g., Buffy Sainte-Marie, Allan Sapp, David Bouchard, Michael Lonechild, Henry Beaudry, Rita Bouvier Andrea Menard, Angelique Merasty, Joseph Naytowhow and others).
  • http://library.usask.ca/education/files/Guides/saskauthors.pdf
  • https://web.archive.org/web/20110529221805/http://www.clubsask.com/famousfolks.htm
  • https://web.archive.org/web/20180309000822/http://www.ammsa.com/community-access/footprints