CURRICULA: Lesson 3: Citizenship and Canada's North

Teach, November/December 2010 | Go to article overview

CURRICULA: Lesson 3: Citizenship and Canada's North


GRADE LEVELS: 9-12

Key Concepts and Issues:

Students will explore the concept of citizenship and how it connects to issues surrounding Canada's North.

Subject:

Citizenship and Canada's North

Curriculum Links

Social Studies, World History

World Geography

Duration:

3 to 5 sessions

INTRODUCTION:

The goal is for students to reflect on their understanding of the concept of citizenship and then to apply it to the issues surrounding Canada's North, including Canada's sovereignty in the north. Students will review the rights and responsibilities that they share with all Canadians, and discuss why being an active citizen is important. They will discuss the changing face of democracy and how technological tools can increase the abilities of citizens to participate meaningful in the process. They will cooperate to plan and put into action an Anti-Apathy! Campaign. This project engages students in encouraging their fellow students to participate in the democratic process by accessing information, and voicing their concerns, about "big issues," such as sovereignty in the Arctic, by using online tools. Together, they will try to stimulate a "buzz" about Canada's North in order to make their opinions known and in so doing perhaps influence one another and their government representatives.

They will read (or reread) the pages in the graphic novel, Project North: Canadian Sovereignty in the Arctic, describing what Alex and ZaZi learn about the connection between citizenship and sovereignty in the north.

MATERIALS REQUIRED:

computers with Internet access

detailed map of Canada's North:

http://maps.nationalgeographic.com/maps/atlas/north-america-geophysical.html

writing paper and utensils graphic novel Project North:

Canadian Sovereignty in the Arctic

EXPECTATIONS/OUTCOMES:

Students will:

* identify and explain the rights and responsibilities of individual citizens in a local, national and global context;

* demonstrate an understanding of the need for democratic decision-making;

* analyze a contemporary crisis or issue of international significance (e.g., Canada's sovereignty in the Arctic);

* recognize the difficulties in prioritizing global issues;

* evaluate the impact of some technological developments on Canadians in different periods;

* take age-appropriate actions to demonstrate their responsibilities as citizens.

Background

The country with sovereignty in the Arctic region will have significant benefits; Canadian sovereignty in the North is being challenged by many Arctic countries, including the United States, Russia, Iceland, Denmark, Finland, Norway, and Sweden. Students have learned about, and researched the issue, in Lessons 1 and 2 and will understand that Canada must take a leadership role in preserving, and continuing to assert, its sovereignty in the North.

The focus of the project is students motivating other students to get involved in participatory democracy by using the tools available to them through the Internet. (Remind students to be cautious in accessing sites and review with them the rules of appropriate and safe Internet use.) Some of the tools are: social networking sites (such as Facebook and MySpace, that allow people to "chat" about topics); texting (that allows rapid communication between individuals using online services on computers, cell phones, etc; Twitter is a social networking site that allows users to send and read text-based messages known as tweets, that are 140 characters and under), websites (that allow people to post information and opinions publicly, and respond in kind), and instant messaging (that allows real time text-based communication between two or more individuals, and can include live voice or video calling, as well as being available on some social networking sites). …

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