Grade 9 Self, Community, and Place Part A Curricular Connections and Background

CITIZENSHIP STUDIES GRADE 9: CITIZENS CONNECTED TO SELF, COMMUNITY, AND PLACE

Part A

Broad Area of Citizenship

“Diversity is a fundamental aspect of human interaction. Living together as members of society requires understanding and appreciation of human diversity and diverse perspectives.” (Social Studies 9 (2009). Ministry of Education) This area of citizenship aims to develop citizens who value and demonstrate a commitment to understanding the connections between people, the societies they create, and the environment in which they live, and to make sense of the interconnectedness of these concepts as citizens, connectedness to community, the natural environment and consider their place as a global citizen. They do this by reflecting upon the choices they make and the impact of those choices on self and others and their community both near and far. It is through the exploration of citizenship responsibilities inherent in these relationships at a local, regional, provincial, national, and global level that their citizenship is examined.

Overview and Desired Results of Citizenship Study

Students consider the influence of history on the development of worldviews and consider how to respectfully deal with diversity in their world. Students consider society’s relationship with the natural environment and how that relationship impacted the development of society. They reflect on the repercussions that diverse perspectives relating to the use of nature have on the ongoing maintenance of place. The effects of empire building and territorial expansion on specific populations, notably Indigenous people is examined. Trade and transportation within the developing society are analyzed from both a historical and contemporary view. Students consider their role as citizens and their responsibility to sustain the needs of the collective common good in contemporary Canada.

Enduring Understandings of Citizenship Study

Inquiries in this year have students examine what constitutes a society. In their research students compare factors that shape worldviews including time, place, culture, language, religion, gender identity, socio-economic situations and education, and how these factors impacted the recording of historical events and perspectives.

As students seek to understand the relationship between culture, the use of land and resources, and the impacts of historical events, they begin to appreciate personal and cultural identities and acknowledge their influences on any contemporary society.

Students will understand that:

History and current events are understood through diverse historical perspectives.
Democracy requires discussion and consideration of alternate points of view in order to find a balance between individual perspectives.
Citizens value the needs of the collective common good and consider how their actions impact the collective well-being.
Canadian multi-cultural policies challenge citizenship tenets and require consideration of multiple perspectives.
Canada’s history includes First Nations, Métis, and Inuit governance and perspectives and each have contributed to Canadian identity.
Decision-making is a complex process with far-reaching impacts.
Engaged citizens strive to be knowledgeable, uphold their rights, and act on their responsibilities.

Inferences to make:

Empathy requires understanding and appreciation of another’s perspective.
Citizens value the need of the collective common good and consider how their actions impact the collective well-being.
Citizens will develop the ability and willingness to contribute to collective well-being through their personal and collective decisions and actions.

Enduring understandings and questions stimulate thinking, guide the inquiry and are linked to outcomes.
They point to the “big ideas” in the area of inquiry and should be considered and reconsidered as the inquiry progresses.
Answers to these questions form the evidence of learning at the end of study.

Knowledge and Skill Development

Students will be able to:

Expand/extend a sense of identity with respect to local, regional, national, and global diversities;
Exhibit an awareness and understanding of natural environmental issues on a local, regional, national, and global level; and,
Model being active and responsible citizens.

Essential Questions

What is government’s responsibility to ensure common good?
How should citizens respond to marginalization?
How does the impact of the environment affect the development of society?
What are the impacts of supporting my life-style on the local and global community?
What role does empathy play in Citizenship?
What does it mean to be Canadian?

Essential Questions are open-ended questions that are continually revisited, encompass concepts that students will explore throughout the unit of study, form the evidence of understanding and frame the assessment at the end of the study.

Curriculum Outcomes and Indicators

Student friendly outcomes should be posted throughout the inquiry and continually referenced so the goals of the learning are clearly available to students.

Sask. Curriculum Outcomes: Student Friendly Outcomes

DR9.3

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

Student Friendly: Evaluate the relationship between the natural environment and the development of a society.

Indicators:

Explain the influence of the major water systems, the topography, and the climate on the ways of life and worldviews in the societies studied.
Connect the characteristics of the natural environment with the settlement and movement of people in the societies studied.
Give examples of ways in which the natural environment influenced technological development in the societies studied.
Give examples of ways in which the development of societies studied impacted the natural environment.
Explain the effect of the natural environment in the progress or decline of the societies studied.
Analyze the influence of the natural environment on the territorial expansion, colonization, or empire-building in the societies studied.
Analyze the effects of colonization, territorial expansion, and empire-building on the natural environment.

PA 9.3

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

Indicators:

Differentiate the criteria for citizenship in the societies studied with that in contemporary Canadian society.
Investigate examples of the oppression of rights of particular groups or individuals in societies studied including examples in Canada (e.g., slavery, limited franchise, restrictions on property ownership).
Examine the rights and responsibilities of people, as they existed within the societies studied, and compare findings to contemporary Canadian society.
Explain the means to achieving rights in the societies studied, and compare this to contemporary Canadian society.
Compile an inventory of the diverse roles and responsibilities of people within the societies studied, according to various classifications (e.g., gender, age, vocation, social class).
Compare roles within societies studied to those in contemporary Canadian society.

PA9.2

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

Student Friendly: Research and analyze the events of empire-building and territory expansion on the indigenous population of a society.

Indicators:

Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period (e.g., Macedonia, Rome, England, Spain, France, Mongolia).
Assess the treatment of indigenous populations by the imperialists in the societies studied.
Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.
Evaluate the authenticity and validity of information sources used in the inquiry process.

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