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Citizenship Critical Skill

Aajiiqatigiinniq: Become contributing members of their community & to participate actively in building the strength of Inuit in Nunavik

Pijitsirniq: To contribute to the common good through serving and leadership

Citizenship involves understanding and valuing diverse worldviews and perspectives in order to address cultural, political, ecological, social, and economic issues that are crucial to living in a contemporary, connected and sustainable world. Students acknowledge Indigenous, Francophone or other perspectives when taking action on local or global issues. They advocate for the dignity and well-being of individuals and communities. Students value equity and diversity, and believe in their capacity to make a difference. Students have an appreciation for the diversity of people, perspectives, and the ability to envision and work toward a better and more sustainable future for all.


  • Considering diverse perspectives when examining interactions between cultural, environmental, political or economic systems and communities
  • Analyzing various ways in which decisions are made within cultural, environmental, political or economic systems
  • Demonstrating responsible citizenship through actions that contribute to healthy and sustainable communities
  • Evaluating the impact of decisions or actions on the dignity and well-being of individuals or communities
  • Valuing equity and diversity and believing in the capacity to make a difference

Indicators of Success

How do we know that students are learning this skill?

Choose the appropriate indicators to add to your rubric. Students will…

  • Contribute to society and the culture of the local, global, and digital community in a responsible, accountable, and ethical manner
  • Engage in local and global initiatives to make a difference
  • Interact safely and responsibly within a variety of communities
  • Create a positive digital footprint
  • Relate to the environment and is mindful of the importance of all living things
  • Trust others and are trustworthy within the community
  • Value, celebrate and tap into diversity among community members
  • Work to understand and empathize with others
  • Work to maintain an environment of safety, confidence, mutual esteem, and mutual support
  • Enter into productive group work – helping others to achieve a common goal
  • Take responsibility for a share of the work — keeping the interest of the community in mind
  • Share themselves as teachers or mentors of others
  • Contribute and solicit ideas, opinions and resources
  • Take an active part in forming and supporting group decisions
  • Express ideas, feelings, and hunches with diplomacy

Teacher Prompts

What a coach might say to encourage the development of this skill
  • What are some of the unwritten rules that guide behavior in this classroom?
  • Can we change the culture of this group? How?
  • What differences among your small group members could you use to better do this work?
  • What guidelines do we need to assure that we are all safe and respected here?
  • How are we as a community?
  • Do we affect one another’s learning?
  • Pull yourself out and observe the interaction of your group. What do you see?
  • How could you have expressed your idea in a way that would have been acceptable?
  • Did you fully participate in making this decision with which you strongly disagree?
  • What does your group think of that idea?
  • What kinds of behaviors show respect?
  • What do you know about your group members that you did not know before?
  • What was the result of the way you resolved that conflict?
  • Did you live up to your commitment here?
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