DOCUMENT RESUME ED 438 227 SO 031 387 TITLE Civics: A Resource Book for Teachers in the Junior Secondary Social Studies Curriculum and Resource List, 1998. INSTITUTION Northwest Territories Dept. of Education, Yellowknife. PUB DATE 1998-00-00 NOTE 182p.; For Civics in the Elementary Social Studies Classroom, see SO 031 385. AVAILABLE FROM Northwest Territories Dept. of Education, Culture & Employment, Government of the Northwest Territories, P.O. Box 1320, Yellow Knife, NWT X1A 2L9, Canada; Web site: http://siksik.learnnet.nt.ca/schoo1/5/INDEX.HTM. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Citizenship; *Citizenship Education; *Civics; Foreign Countries; Junior High Schools; Social Studies IDENTIFIERS Northwest Territories ABSTRACT Civics is an area of study in which students learn about the rights and duties of citizens. In the Junior Secondary Social Studies Curriculum in Canada, civics is integrated with all other components of social studies. The civics themes identified in this book are not explicitly stated in the social studies curriculum, but rather, a reading of the curriculum makes it clear that the social studies teacher in the junior secondary/middle school is expected to address aspects of political science as well as of history, geography, and economics. After an introduction, "How to Use This Resource Book", the book is divided into the following "strands"; (7) "The Circumpolar World"; (8) "The Changing World"; and (9)"The Growth of Canada." Each of the three strands forming the core of the junior secondary civics curriculum is comprised of three themes inferred from the political science content of the curriculum. For each theme, where appropriate, the reader is provided with the following: commentary on the theme; information related to the theme; and development of concepts, issues, and suggested activities related to the theme. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. MD A . /I a a = D EP . I. a AI a I I . I e I I 1 I I' , I ip II 1 I I I II I' MD -- . .. - - I- e : A' a 4 II, :'8 ell 0 4 - Of 0 - . OS . ij 440 , 7treF14t.124t-0"..e 'yi v.I Acknowledgements The Department of Education, Culture and Employment wishes to gratefully acknowlec I Bob MacQuarrie for his special contribution to this Civics in the Junior Secondary. Soci Studies Curriculum and Resource List, to Tessa Macintosh for her help with the photog found in this document, and to Jean-Marie Beaulieu for his role in the original organiza of this document. Liz Rose, Education, Culture and Employment, Fibbie Tatti, Educatic Culture and Employment, Merril Dean, Yellowknife Catholic Schools, Sean Daly, Yellowknife Education District #1 and Kyle Kelly, Dogrib Divisional Board assisted in review of the contents of this document. John Stewart, Curriculum Co-ordinator for Sot Studies, was responsible for the final development of this document. 'Cover photo : Rankin Inlet from the air, Tessa Macintosh Inset cover photo :Legislative Assembly, Yellowknife, Tessa Macintosh BEST COPY AVAILABLE 4 Foreword Civics is an area of study in which students learn about the rights and duties of citizens. In its broadest sense, it involves both learning about government and the political process, acquiring the knowledge and developing the attitudes and skills that enable effective participation by citizens in a democratic society. In the Junior Secondary Social Studies Curriculum civics education is integrated with all other components of Social Studies. Thus, one would look in vain for a discrete civics program. The civics "themes" identified in this book are not explicitly stated in .the Social Studies curriculum. Rather, a reading of the curriculum makes it clear that the Social Studies teacher in the junior secondary/middle school is expected to address aspects of political science as well as of history, geography and economics. These civics themes have been inferi-ed from the political science content of the curriculum. This resource book is offered solely as a support for teachers of junior secondary Social Studies. Its use is not prescribed; therefore, teachers may use it as they see fit. Those who use it will find that it offers relevant information about government and the political process in the NWT, as well as useful ideas for activities. They may find too that it stimulates their thinking about important civics topics and related issues. Some of the 'Additional Resources' that are recommended in this book, if they are accessed, will provide the teacher with additional information about the subject matter of the civics themes, while other resources cited will perhaps stimulate thoughts on how best to teach the material of the junior secondary Social Studies curriculum more generally. The 'themes' that various resources are associated with (A,B, or C) refer to the three themes identified in the Junior Secondary Social Studies curriculum document. None of these resources are being recommended as a text. The literature lists and two page resource layouts at the end of each strand give a quick reference to resources that might be useful in the teaching of this course. They take into consideration the intention of many schools to integrate Social Studies and Language Arts at the junior secondary/middle school level. Civics - A Resource Book for Teachers - 1998 ty HOME Introduction How To Use This Resource Book Each of the three strands forming the core of the junior secondary civics curriculum is comprised of three themes inferred from the political science content of the curriculum. For each theme, where appropriate, the reader is provided with the following (see Organizational Chart next page): 1) commentary on the theme; 2) information related to the theme; 3) development of concepts related to the theme;1 4) development of issues related to the theme;2 5) suggested activities related to the theme. A. It or C 3) 11 4) 51 ommentor; isforcontior concept o is)rles atti)i1;es on the related to relate() to rehired 10 reInted to theme the (bens., t the them., the Menu. thqthenn Adapted from p. iii of Elementary Social Studies Document (1992) Teachers will notice that, especially for Strand Seven, the information related to the the quite extensive. This is intended to provide information that is sometimes difficult to ac Some of the information is time sensitive and will need to be updated by the classroom teacher as necessary. For each strand, this document also suggests a list of supplementa teaching and learning resources that may be helpful for the teacher, either as backgroun information and/or as materials to be used by students for their work in the area of civic well as for the junior secondary Social Studies curriculum generally. BEST COPY AVAILABLE This document does not constitute a program to be taught as such. Its purpose is to still] the reader's thinking on some concepts and issues to be shared and debated with your students. The reader may find that some of these issues raise more questions than they provide answers to. For many there is no one answer, but a way of looking at different options, alternatives and points of view before making a decision. Recognizing that not everybody lives accordihg to the same moral and ethical tenets, it nonetheless important to debate these questions in order to prepare oneself for active participation as an informed citizen. 1Some concepts may repeat themselves from one theme to another. Likewise, some then share common issues. Therefore, the reader may find that, at times, the development of and concepts may have been omitted. 2 See Footnote #1. BEST COPY AVAILABLE 7.1 Theme One - Political Make-up of the Circumpolar World 7.2 Theme Two - Political Changes in the Circumpolar World 7.3 Theme Three - Three Canadian Links to other Circumpolar Countries 7.4 Additional Resources for Strand 7 7.5 Maps Related to the Circumpolar World 7.6 Strand Seven Glossary of Terms ,164,:tf 7.1.1Commentary on the Theme 7.1.2Information on the Theme 7.1.3 Concepts Related to Theme 7.1.4 Issues Related to the Theme Issue #1 How should circumpolar nations resolve conflict between resource development and environmental degradation? Issue #2 Should major economic development in the circumpolar world face stringent environmental reviews before being allowed to proceed? 7.1.5 Possible Activities Related to the Theme 9 As citizens of a northern nation, Canadian students should acquire a basic knowledge of their northern neighbours, and the political jurisdictions that make up the circumpolar world. They should recognize and appreciate the characteristics these nations have in common, their common interests and needs, and from these commonalities, recognize opportunities that might exist for their fruitful cooperation. However, they should also recognize that similarities, where economic matters are concerned, can lead to competition rather than to cooperation. Students should learn to appreciate the differences among the polar nations as well, such as differing historical associations and the use of different languages. Recognizing these obstacles to closeness and cooperation, as well as physical. obstacles such as the difficulty of transportation, will help students to better understand why Canada turnsits attention in other directions, to the USA, Mexico, Japan and Britain, for example. Northern students should know too that indigenous peoples are found in most of the circumpolar countries. They should be helped to understand the particular problems faced by these groups which find themselves - without having invited the situation enclosed within the boundaries of various national states and subject to the governments of those states. Understanding the unique position of indigenous peoples will also helpstudents to understand their recent self-government initiatives in Canada as well as their efforts at cooperation with indigenous peoples in other nations.