# Textbook Integration Mapping: "Engaged Citizenship"

This document maps the course textbook, **"Engaged Citizenship: Canadian Investigations"** (Oxford University Press, 2018), to the **v2 realigned** Citizenship 9 course outline (WHERE-first Unit 1, Service Learning relaunched post-October — see `cit9-outline.md`).

Instead of reading the textbook sequentially, use these page ranges as **pre-activity anchors**, **case study references**, or **vocabulary prep** for specific classes.

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## Unit 1 — Who Am I as a Citizen? (Classes 1–8) + SL Relaunch (26–30)

| Class | Activity | Textbook Pages | How to Use It | Target Vocabulary |
| :--- | :--- | :---: | :--- | :--- |
| **Class 5** | Jurisdictional Matrix | **p. 82–83** | **Jurisdiction Cheat-Sheet:** Open to the responsibilities chart as the reference during the federal/provincial/municipal sorting activity. | *Municipal, Provincial, Federal* |
| **Class 7** | Desk Caucus policy briefs | **p. 36–37** | **Case Analysis:** Read the "Pink Shirt Day" and "SHOW Group" stories as caucus brief models: can a single, simple action create systemic change? | *Activism, Advocacy* |
| **Class 26** | SL Relaunch — Need Audit | **p. 30** | **Bystander Apathy pre-read:** The "Yue Yue" case study frames why community needs get missed — launch point for the Need Audit. | *Inaction, Apathy* |
| **Class 27** | SL Relaunch — Partner Outreach | **p. 35** | **Action Framing:** The "Creating Change" flowchart (Raise Awareness → Increase Understanding → Build Commitment → Generate Action) frames each team's project goal category. | *Activism, Advocacy* |
| **Class 30** | SL Proposal Workshop | **p. 24–25** | **Power Audit:** "Types of Power" / "Sources of Power" — teams add a 2-sentence power analysis to their proposal: *who holds power over this need?* | *Hard power, Soft power, Authority* |

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## Unit 2 — Rights, Treaties & Truth and Reconciliation (Classes 9–25)

| Class | Activity | Textbook Pages | How to Use It | Target Vocabulary |
| :--- | :--- | :---: | :--- | :--- |
| **Class 11** | Rights Across a Lifetime | **p. 50–53** | **Human vs. Legal Rights:** T-chart separating human rights (UDHR) from legal rights before the lifetime timeline. | *Human rights, Legal rights, UDHR* |
| **Class 13** | Four Corners on Enfranchisement | **p. 62–63** | **Rights vs. Limits:** The comparison chart (speech, religion, assembly limits) arms students for the corners debate. | *Section 1, Reasonable limits* |
| **Class 20** | Donald Marshall Jr. + Gladue | **p. 116** | **Marshall Case Review:** The Donald Marshall profile — students list the factors (racism, lack of review) that failed him, bridging to Gladue Rights. | *Donald Marshall Jr., Systemic racism* |
| **Class 22** | Self-Government + Duty to Consult | **p. 56–57** | **Nations Within Nations:** "Do groups have rights?" and the *Indian Act* cartoon — why treaty rights are collective rights. | *Indian Act, Group rights* |
| **Class 23** | U2 Review | **p. 62–63** | **Quiz Prep:** Re-use the "Rights vs. Limits" chart for the formative retrieval check. | *Section 1, Reasonable limits* |

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## Unit 3 — Economic Citizenship (Classes 26–37)

*(The textbook has no dedicated financial literacy unit — use these pages as taxation/equity anchors.)*

| Class | Activity | Textbook Pages | How to Use It | Target Vocabulary |
| :--- | :--- | :---: | :--- | :--- |
| **Class 32** | Payroll + Follow the Tax Dollar | **p. 134** | **Taxation Revenue Mapping:** The "Canadian Taxes Pay For..." chart and revenue percentages — anchor for the payroll calculations. | *Income tax, Sales tax* |
| **Class 33** | Indigenous Economic Inequality | **p. 59** | **Progressive Taxation:** "The common good and individual sacrifice" — progressive tax as an equity tool. | *Equity, Progressive tax* |
| **Class 36** | Budget Debrief + Review | **p. 112** | **Equality vs. Equity:** "Does the justice system treat all people equally?" connects same-rules vs. adapted-support to low-income budgeting. | *Equality, Equity* |

---

## Unit 5 — Governance & Service (Classes 50–70)

| Class | Activity | Textbook Pages | How to Use It | Target Vocabulary |
| :--- | :--- | :---: | :--- | :--- |
| **Class 53** | Election — Parties Form | **p. 86–87** | **Spectrum Alignment:** The "Left vs. Right" table — campaign teams align platform goals to the columns. | *Political spectrum, Ideology* |
| **Class 56** | Vote Day + Post-Mortem | **p. 94–95** | **Voter Influence audit:** "How are voters influenced?" — teams name which strategies (Image, Polling, Promises) they actually used. | *Polling, Platform, Image* |
| **Class 62** | Three Lanes + Petition | **p. 84–85** | **Branches of Government:** The legislative/executive/judicial flowchart — which branch can act on the petition issue? | *Legislative, Executive, Judicial* |
| **Class 68** | U5 Review | **p. 90–93** | **Electoral Systems Comparison:** FPTP, Proportional Representation, Preferential voting diagrams for the retrieval check and post-mortem. | *First-past-the-post, Proportional* |

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## Unit 6 — Global Citizenship (Classes 71–90)

| Class | Activity | Textbook Pages | How to Use It | Target Vocabulary |
| :--- | :--- | :---: | :--- | :--- |
| **Class 71** | UDHR Intro | **p. 53** | **UDHR Highlights:** The sidebar of UDHR articles — students select 2 to compare to the Charter. | *UDHR, Universal rights* |
| **Class 75** | Canada's Response Briefs | **p. 137** | **Active Global Citizenship:** The "Hold your government to account" questions frame each Brief. | *Foreign policy, Foreign aid* |
| **Class 85** | Capstone Final Polish | **p. 15** | **Evaluating Evidence:** The "SOURCE" evidence-evaluation chart — pairs run their capstone sources through it before submission. | *Reliability, Context, Bias* |