Social Studies 3 | Saskatchewan Curriculum

(a)	Inventory situations in which divergent viewpoints exist within the classroom and school.
(b)	Solicit the opinion of several persons about a current issue of concern in the school.
(c)	Categorize viewpoints as likely or unlikely to create conflict and explain why.
(d)	Construct a list of reasons why groups and communities may experience conflict, and identify ways in which conflict is resolved and harmony is restored.
(e)	Respond to the following question: "Why might people be in favour or against a particular project or issue (e.g., fear that it might cost too much or that it might be too much work, one's own idea was rejected, desire to contribute to the community, desire to beautify the community)".
(f)	Paraphrase orally and in writing a favourable opinion and an unfavourable opinion about an issue of concern in a community studied.
(g)	Simulate one or more conflict resolution models as a means of resolving an issue in the school or community.
(h)	Research different laws and rules in communities studied, and speculate upon the reasons for such laws and rules.

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Resources

R053242

A Mother's Earth

This award-winning series, produced in Cree, English and French, uses stop-motion animation to portray life in a fictional northern Saskatchewan community. It focuses on issues and events in the lives of children and their supportive families in this traditional Cree community. The adults guide the children to retain their traditional culture and values while living in the modern world. In this episode, six year old Raven must write a report on identity, describing who she thinks she is. Through talking to many people in the community, 10-year-old Talon reconciles her Cree-Metis identity as a daughter and sister. Cousin T-Bear and brother Talon are asked to help create a sweat lodge and through their hard work they earn their Indian names. Non-Aboriginal students viewing this film will gain a better understanding of Aboriginal identity and traditional practices. T-Bone's father's role at the band office provides a glimpse into First Nations governance and its complex issues.

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Media and Formats : Video

Price : Free

Record posted/updated: November 22, 2018

R012793

Concentus Citizenship Education Resources. Grade 3: The Intentional & Explicit Teaching of Essential Citizenship Competencies

Students investigate the responsibilities of varying levels of government and the scope of influence of their decisions. Students extend their use of maps and globes to represent the Earth and consider why people choose to live and settle where they do. Students begin to learn about the relationship between beliefs, rights and responsibilities. Students consider the impact of culture and diversity on interpretation of current events.

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Media and Formats : Document

Price : Free

Record posted/updated: January 21, 2019

R049619

Under One Sun Grade 3. Complete Classroom Set

This set includes six copies each of six leveled books and one print teacher's resource. The reading levels range from L-Q. The topics addressed in the set include traditional and contemporary life comparisons, world views, what is treaty, treaty people, and first visitors to Turtle Island.

Media and Formats : Kit

Price : See publisher.

Record posted/updated: June 10, 2022

R053615

Deepening the Discussion: Gender and Sexual Diversity

This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.

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Media and Formats : Document

Price : Free

Record posted/updated: February 13, 2019