PA7.1

Indicator:

a. Describe the source of power (resources, numbers, organization) and forms of power (force, authority, influence) used by individuals in a position of leadership in the local community or a local organization.

First Nations, Métis & Inuit Education Integration Resources:

• Power point: Power/Racism/Healing available from FNMI Education Unit

Catholic Faith Permeation Resources:

• Describe the source of power (resources, numbers, organization) and forms of power (force, authority, influence) used by individuals in a position of leadership in the local community or a local organization (e.g., captain of a sports team, president or executive member of the school student council) and how subsidiarity can be exercised when dealing with people in these positions of power.
  

Indicator:

b. Analyze the sources of power, including organization, resources (technological, human, and military), and numbers, evidenced in the exercise of power by an individual, organization, or nation as described in a current events article.

First Nations, Métis & Inuit Education Integration Resources:

• Power point: Power/Racism/Healing available from FNMI Education Unit

• Analyze the sources of power, including organization, resources (technological, human, and military), and numbers, evidenced in the exercise of power by an individual, organization, or nation as described in a current events article. Is subsidiarity evident in these examples? How? If it is not evident, who could have had a say in the community?
  

Indicator:

c. Assess the sources of power held by the First Nations and the Europeans respectively in the negotiations of the treaty which governs the local area.

First Nations, Métis & Inuit Education Integration Resources:

• Inquiry: Develop inquiry around issues of: Treaties as covenant; compare checklist of powers held by First Nations, Métis, Inuit and Euro-Canadians
• http://www.otc.ca/

• Assess the sources of power held by the First Nations and the Europeans respectively in the negotiations of the treaty which governs the local area. Outline the powers received by both sides in the treaty: which powers give aboriginal people subsidiarity?
  

Indicator:

d. Identify examples of the use of co-operation balance and harmony as a source of power used to effect change in the local, provincial, national, or international community (e.g., service organizations, trade unions, First Nations and Métis organizations, co-operative movements, advocacy groups).

First Nations, Métis & Inuit Education Integration Resources:

• Identify examples of the use of co-operation balance and harmony as a source of power used to effect change in the local, provincial, national, or international community (e.g., service organizations, trade unions, First Nations and Métis organizations, co-operative movements, advocacy groups) and their relation to solidarity (also see the Social 7 Relationships unit; Topic 1) (commitment to the good of one's neighbor) and its connection to subsidiarity on a local level in relation to community needs.

Indicator:

e. Analyze the sources of power of a national leader of a Pacific Rim or circumpolar country.

• Analyze the sources of power of a national leader of a Pacific Rim or circumpolar country. Extended Learning: Students consider the following:
  

If you were in a position of secular power, how would your Catholic faith influence your decision-making? (Ex: If I were Prime Minister, would my beliefs affect my decisions that I would make for all of Canada?)