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hands-on
social studiesAn Inquiry Approach
Grade 6
Series Editor Project Consultant Jennifer Lawson Byron Stevenson
Writers Jody Alexander Monique Pregent Ramandeep Sarai Kim Stenhouse
Winnipeg • Manitoba • Canada SAMPLE PAGES www.portageandmainpress.com
© 2020 Jennifer Lawson Writers: Jody Alexander Pages of this publication designated as Monique Pregent reproducible with the following icon may Ramandeep Sarai be reproduced under licence from Access Kim Stenhouse Copyright. All other pages may be reproduced only with the permission of Portage & Main Book and Cover Design: Press, or as permitted by law. Relish New Brand Experience Inc.
All rights are otherwise reserved, and no part Cover Photo: of this publication may be reproduced, stored Getty Images in a retrieval system, or transmitted in any form Case Studies: or by any means—electronic, mechanical, Alison Stenhouse photocopying, scanning, recording, or Joel Ferguson otherwise—except as specifically authorized. Illustrations: Portage & Main Press gratefully acknowledges Jess Dixon the financial support of the Province of Manitoba Art Plus through the Department of Sport, Culture and Heritage and the Manitoba Book Publishing Tax Maps: Credit, and the Government of Canada through Douglas Fast the Canada Book Fund (CBF), for our publishing Jess Dixon activities. Research, Additional Writing: Joseph Gerbasi Hands-On Social Studies for Ontario Hands-On Social Studies for Ontario, Grade 6 Reviewer: An Inquiry Approach Jennifer Kolesar
ISBN: 978-1-55379-804-0 Printed and bound in Canada by Prolific Group
2 3 4 5 6 7 8 9 10 11 12 www.portageandmainpress.com Winnipeg, Manitoba Download the image banks that accompany Treaty 1 Territory and homeland this book by going to the Portage & Main Press of the Métis Nation website at:
Contents
Introduction to Hands-On Performance Assessment 18 Social Studies, Grade 6 1 Portfolios 18 Program Introduction 2 Summative Achievement Levels 19 What Is Social Studies? 2 Indigenous Perspectives on Assessment 19 The Goals of Social Studies 2 Important Note to Teachers 19 The Inquiry Approach to Social Studies 2 References 20 Hands-On Social Studies Curriculum Social Studies Achievement Chart 21 Expectations 3 Assessment Templates 23 Overall Expectations 3 Concepts of Disciplinary Thinking 3 Heritage and Identity: Communities in Canada, Big Ideas 3 Past and Present 35 Specific Expectations 4 About This Unit 36 Hands-On Social Studies Program Principles 4 Unit Overview 38 Cultural Connections 4 Curricular Expectations 39 Indigenous Knowledge, Experience, and Social Studies Thinking Concepts: Perspectives 4 Success Criteria 41 Program Implementation 7 Cross-Curricular Connections 42 Program Resources 7 Resources for Students 43 Lessons 8 1 Launching the Unit: Significant Canadians 47 Accommodating Diverse Learners 9 2 Canada’s Demographic Growth 52 Classroom Environment 9 3 Early Indigenous Peoples 58 Planning Units (Timelines) 10 4 Contributions of Indigenous Peoples 64 Classroom Management 10 5 Immigrating to Canada 68 Social Studies Skills: Guidelines for Teachers 10 6 The French and English Settlers 77 Communication 10 7 Relationships Between Indigenous Peoples and Europeans 84 Vocabulary 14 8 Treaties 88 Geographic Definition 14 9 Human Rights in Canada 93 Research 15 10 Our Community: Past and Present 99 The Hands-On Social Studies 11 Canadian Identities 105 Assessment Plan 16 12 Communities in Canada Heritage Fair 112 Assessment for Learning 17 13 Comparing Communities in Canada 118 Assessment as Learning 17 References for Teachers 122 Assessment of Learning 17 SAMPLE PAGES www.portageandmainpress.com
People and Environments: Canada’s Interactions With the Global Community 125 About This Unit 126 Unit Overview 129 Curricular Expectations 130 Social Studies Thinking Concepts: Success Criteria 132 Cross-Curricular Connections 133 Resources for Students 134 1 Launching the Unit: Interacting With the World 138 2 Economic Interrelationships 143 3 Canada’s Economic Relationships: Imports 149 4 Canada’s Economic Relationships: Exports 155 5 Environmental Impact 160 6 Tourism 165 7 Longitude and Latitude 169 8 Canada and the United States 173 9 Comparing Countries 178 10 If the World Were a Village 182 11 Global Issues 186. 12 Canada’s International Role 190 13 Canadian Involvement in NGOs, IGOs, and GOs 196 14 Culminating Project: Global Issues Inquiry 201 References for Teachers 206
Appendix: Image Banks 207
About the Contributors 223 SAMPLE PAGES www.portageandmainpress.com
Introduction to Hands-On Social Studies, Grade 6 SAMPLE PAGES www.portageandmainpress.com
Introduction to Hands-On Social Studies
Program Introduction to solve problems and communicate ideas and decisions about significant developments, events, The Hands-On Social Studies program focuses and issues. (p. 6) on developing students’ knowledge, skills, and attitudes through active inquiry, problem solving, The Hands-On Social Studies program has and decision making. Throughout all activities, been designed to focus on the goals of the students are encouraged to explore, investigate, Ontario Social Studies Curriculum as identified and ask questions to heighten their own curiosity by the Ontario Ministry of Education (2018). about, and understanding of, the world around These goals are to: them. ■■ develop the ability to use the “concepts of disciplinary thinking” to investigate issues, What Is Social Studies? events, and developments; Social studies is an interdisciplinary study that ■■ develop the ability to determine and apply draws from such traditional disciplines as history, appropriate criteria to evaluate information geography, political studies, economics, and and evidence and to make judgements; law. It involves the examination of communities, ■■ develop skills and personal attributes that both locally and globally. In essence, social are needed for discipline-specific inquiry and studies allows students opportunities to learn that can be transferred to other areas in life; about the world around them, helping them ■■ build collaborative and cooperative working become active citizens. Social studies also relationships; involves the development of disciplinary thinking, ■■ use appropriate technology to help students as well as inquiry, communication, and spatial • ISBN: 978-1-55379-804-0 gather and analyze information, solve skills. Students apply these skills to develop an problems, and communicate. (p. 6) understanding of their world by investigating and analyzing different perspectives, which enables The Inquiry Approach to them to make decisions and solve problems in Social Studies everyday life. As students explore the concepts of social The foundational background for social studies studies thinking, they should be encouraged to includes citizenship, disciplinary thinking, inquiry ask questions to guide their own learning. The process, big ideas, framing questions, and inquiry model is based on five components: spatial skills.
• Hands-On Social Studies for Ontario, Grade 6 1. formulating questions The Goals of Social Studies 2. gathering and organizing information, evidence, or data The Hands-On Social Studies program 3. interpreting and analyzing information, supports the vision articulated in the Ontario evidence, or data Social Studies Curriculum (2018): 4. evaluating information, evidence, or data, The social studies, history, geography, and and drawing conclusions
Hands-On Social Studies for Ontario Canadian and world studies programs will enable 5. communicating findings students to become responsible, active citizens within the diverse communities to which they Using this model, the teacher becomes the belong. As well as becoming critically thoughtful facilitator of the learning process, and students and informed citizens who value an inclusive initiate questions, gather information, evaluate society, students will have the skills they need findings, and communicate their learning. s Portage & Main Press, 2020 • Portage & Main Press,
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Accordingly, the process focuses on students’ 3. Continuity and change: Students compare self-reflections as they ask questions, discover and evaluate past and present events to answers, and communicate their understanding. determine how some things stay the same, while other things evolve or change over Hands-On Social Studies time. Curriculum Expectations 4. Patterns and trends: Students examine The Ontario Social Studies curriculum for all characteristics and traits of environments to grade levels is organized into two strands: identify patterns and, over time, to identify “Heritage and Identity” and “People and trends. Environments.” Although the curriculum does not 5. Interrelationships: Students explore require each strand to be taught as a discrete connections between natural and human unit, Hands-On Social Studies organizes the systems. Relationships are a central focus strands into two units based on the grade- in the Ontario Social Studies curriculum. specific topics. The overall expectations, related For example, students investigate ways concepts of disciplinary thinking, and big ideas of life and interrelationships between the for the strand and topic on which each unit is environment and life in various communities/ based can be found in a chart in the introduction societies. to each unit of the Hands-On Social Studies 6. Perspective (both historical and program. This chart identifies the following geographic): Students analyze and evaluate components: sources to identify whose perspectives are being represented, and to determine Overall Expectations the importance of considering different • ISBN: 978-1-55379-804-0 The overall expectations describe the general perspectives when gathering information, knowledge and skills that students are expected data, and research. to demonstrate at the end of the unit. These are NOTE: The Ontario Elementary Social Studies presented in chart form in the introduction to Teachers Association (OESSTA) has developed each unit. success criteria for the concepts of social studies thinking, for all strands and topics in grades 1–6. Concepts of Disciplinary Thinking This document is a useful resource in supporting As laid out in the 2018 curriculum document, six teachers as they infuse the concepts of social foundational concepts of social studies thinking, studies thinking into their classroom programs. The which “can be used in any investigation in social OESSTA success criteria are included as a chart at • Hands-On Social Studies for Ontario, Grade 6 the beginning of each unit. studies” when students “are engaged in the inquiry process” (p. 13), are as follows: Big Ideas 1. Significance: Students examine and identify Big ideas are the “enduring understanding(s)” the importance of something, whether it is an that students carry with them into the future event, process, person, object, or location. (p. 14). Big ideas are often transferable to other The determination of significance is usually subjects and real-life experiences. Hands-On Social Studies for Ontario related to the impact on people or places. 2. Cause and consequence: Students evaluate how events and interactions affect society and/or the environment. s Portage & Main Press, 2020 • Portage & Main Press,
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Specific Expectations ■■ Assessment of student learning in social studies should be designed to focus on Curriculum expectations for the relevant strand performance and understanding, and and topic are presented in chart format in the should be conducted through meaningful introduction to each unit. assessment techniques carried on throughout the units of study. Hands-On Social Studies Program Principles Cultural Connections ■■ Effective social studies programs involve To acknowledge and celebrate the cultural hands-on inquiry, field studies, problem diversity represented in Canadian classrooms, solving, and decision making. it is important to infuse cultural connections ■■ The development of students’ understanding into classroom learning experiences. It is of the concepts of social studies thinking, essential for teachers to be aware of the cultural skills, and attitudes form the foundation of makeup of their classes, and to celebrate the social studies program. these diverse cultures by making connections ■■ Children have a natural curiosity about the to curricular outcomes. In the same way, it is world around them. This curiosity must be important to explore other cultures represented maintained, fostered, and enhanced through in the community and beyond, to encourage inquiry and active learning. intercultural understanding and harmony. For ■■ Social studies activities must be meaningful example, make connections to the local cultural and worthwhile, and must connect to real-life communities to highlight their contributions to
• ISBN: 978-1-55379-804-0 experiences. the province. Throughout Hands-On Social ■■ Teachers should encourage students to ask Studies, suggestions are made for connecting questions and should themselves model topics to cultural explorations and activities. inquiry by formulating and asking their own questions. The teacher’s major roles in Indigenous Knowledge, the social studies program are to facilitate Experience, and Perspectives activities and to encourage thinking and Indigenous peoples are central to the Canadian reflection. context, and it is important to infuse their ■■ Social studies should be taught in correlation knowledge into the learning experiences of with other school subjects. Themes and all students. The intentional integration of • Hands-On Social Studies for Ontario, Grade 6 topics of study should integrate ideas and Indigenous knowledge in Hands-On Social skills from several core areas whenever Studies helps to address the Calls to Action possible. of the Truth and Reconciliation Commission of ■■ The social studies program should Canada (2015), particularly the calls to “integrate encompass a wide range of educational Indigenous knowledge and teaching methods resources, including nonfiction research into classrooms” (Action 62) and “build student material, primary source documents and capacity for intercultural understanding, empathy Hands-On Social Studies for Ontario photos, audio-visual resources, technology, and mutual respect” (Action 63). as well as people and places in the local community (such as the local neighbourhood, Indigenous peoples have depended on the land historic sites, museums, Elders, witnesses to since time immemorial. The environment shapes historic events). their way of life: geography, vegetation, climate, s Portage & Main Press, 2020 • Portage & Main Press,
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and natural resources of the land determine the It is also important to identify on whose methods used to survive. The land continues traditional territory the school is located, as well to shape Indigenous peoples’ way of life today as the traditional territory of the location for the because of their ongoing, deep connection with place-based learning. Use the following map, the land. Cultural practices, stories, languages, First Nations Ontario, for this purpose: https:// and knowledge originate from the land. www.ontario.ca/page/ontario-first-nations-maps.
When discussing Indigenous histories, keep Incorporate land acknowledgment when in mind that First Nations, Métis, and Inuit students have learned on whose territory the students will likely be part of the class. To ensure school is located. The following example may be inclusion, refrain from framing discussions as used for guidance: “us” and “them” and avoid using the term “they”. ■■
survived on this land for millennia because of Hands-On Social Studies for Ontario of the local area to have students identify where their knowledge of the land. Indigenous peoples the location is in relation to the school. This will used observation and experimentation to refine help students develop a stronger image of their technologies, such as building canoes and community and surrounding area. longhouses and discovering food-preservation
techniques. As a result, TEK serves as an s Portage & Main Press, 2020 • Portage & Main Press,
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invaluable resource for students and teachers of something specific. It is important to respect social studies. this choice and not be directive about what the guest will talk about during their visit. Throughout Hands-On Social Studies, there ■■ It is important to properly acknowledge are many opportunities to incorporate culturally any visiting Elders or Métis Senators and appropriate teaching methodologies from an their knowledge, as they have traditionally Indigenous worldview. First Peoples Pedagogy been and are recognized within Indigenous indicates that making connections to the local communities as highly esteemed individuals. community is central to learning (Science There are certain protocols that should First Peoples Teacher Resource Guide). As be followed when inviting these guests to one example, Elders, Métis Senators, and support student learning in the classroom Knowledge Keepers offer a wealth of knowledge or on the land. The website, Deepening that can be shared with students. Consider Knowledge, offers guidelines for such inviting a local Elder or Métis Senator as a guest protocols:
Hands-On Social Studies for Ontario for sharing sacred knowledge. Accordingly, Keepers” than “Elders.” Be sensitive to their educators should think deeply about reciprocity preference. and what they can do beyond inviting Indigenous ■■ Elders and Métis Senators may wish to guests to their classrooms. Educators can speak about what seems appropriate to expand their own learning and become them, instead of being directed to talk about s Portage & Main Press, 2020 • Portage & Main Press,
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connected to Indigenous people by, for example, unit (see pages 39 and 130), which complement engaging in Indigenous community events, those established in the Ontario Social Studies working with the Education Department of the Curriculum document (2018). Units are organized local Nations, or exploring ways to continue as follows: developing the relationship between the local Nations and educators in the district. About This Unit Each unit begins with an introduction to the topic The Seven Teachings are also an integral part of of study. This introduction provides a general First Nation perspective, knowledge, and ways outline for the unit, brief background information of living. These are Love, Respect, Courage, for teachers, planning tips for teachers, and Honesty, Wisdom, Humility, and Truth. Invite vocabulary related to the unit. It also suggests a a local Elder, Métis Senator, or Knowledge culminating task for the end of the unit that the Keeper to share their understanding of the class will work toward. Seven Teachings. Teachers may then refer to these teachings throughout all subject areas Curriculum Correlations as appropriate. As well, use local resources Four charts are included in this section: such as Teachings of the Seven Sacred/Seven Grandfathers by the Ontario Native Literacy 1. Unit Overview: includes overall expectations, Coalition (2010). the social studies thinking concepts, and Big Ideas. NOTE: Indigenous resources recommended 2. Curricular Expectations: provides in Hands-On Social Studies are all considered to be authentic resources, meaning that they correlations between lessons and • ISBN: 978-1-55379-804-0 reference the Indigenous community they came expectations. from, they state the individual who shared the 3. Social Studies Thinking Concepts: story and gave permission for the story to be Success Criteria: reflects the curriculum used publicly, and the person who originally focus on social studies thinking concepts shared the story is Indigenous. Stories that are and the application of success criteria for works of fiction were written by an Indigenous student learning. author. For more information, please see Authentic First Peoples Resources at:
Program Implementation Language, Mathematics, Science, the Arts, • Hands-On Social Studies for Ontario, Grade 6 and Physical Education/Health. Program Resources Review these charts before beginning the unit, The Hands-On Social Studies program is and refer back to them throughout the teaching arranged in a format that makes it easy for and learning process. teachers to plan and implement. Each volume contains two units of study that are based on the Resources for Students
curricular expectations of the two grade-specific The curriculum charts are followed by a list of Hands-On Social Studies for Ontario topics identified in The Ontario Curriculum: student books and several annotated websites Social Studies … 2018 (see p. 24). that relate to the unit topic. The lessons within each unit relate directly to the expectations identified at the start of each s Portage & Main Press, 2020 • Portage & Main Press,
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Lessons product/HOSSBANKGR6/>. Use the password XXXXXXXXXX to access this free download. The unit activities are organized into topics based on the specific expectations. Each lesson NOTE: Image banks may be projected or printed includes: for use in the lessons. Some activities require that students work with hard copy prints. Other Lesson Description images are intended for use in a slide show or This section describes the lesson and its displayed/projected for the whole class. Choose among various options based on the availability of purpose, including Guided Inquiry Questions, projectors, as well as on the needs of students. Learning Goals, and the Social Studies Thinking Concepts upon which the lesson focuses. Activate The Learning Goals are an integral part of the This section includes strategies to connect with assessment process. From these, students and prior knowledge and experiences related to teachers co-construct success criteria for the the learning goals for the lesson, to establish lessons, which students will use to monitor a positive learning environment, and to set their learning. the context for learning. The strategies often Information for Teachers involve questions that are a starting point, to Some lessons include content knowledge that be augmented by students’ own questions and focuses specifically on the topic of study. Such observations. information is presented in a clear, concise Action format. This section introduces new learning and • ISBN: 978-1-55379-804-0 Materials provides opportunities to practise and apply Each lesson includes a complete list of learning. Instructions are given step by step. materials and resources required to conduct the This procedure includes higher-level questioning activities. The quantity of materials required will techniques and suggestions for encouraging depend on how the activities are conducted. discussion, inquiry, decision making, and If students are working individually, collect problem solving. enough materials for each student. If students Many lessons include activity sheets for students are working in groups, the materials required will to use to communicate their learning. Activity be significantly reduced. Many items identified sheets may be completed by individual students, • Hands-On Social Studies for Ontario, Grade 6 in the materials list are intended for display pairs of students, or small working groups. purposes or to make charts for recording Alternatively, activity sheets may be projected students’ ideas. In some cases, visual materials and completed together as a class. have been provided with the activity in the form of photographs, illustrations, maps, sample In some lessons, inquiry guides are provided. charts, and diagrams to assist in presenting Use these to model the presentation of content ideas and questions and to encourage for students, and to ensure the generation of inquiry questions on specific topics. As with
Hands-On Social Studies for Ontario discussion. A black-and-white thumbnail reference is included in the Appendix (see page activity sheets, inquiry guides can be completed 207). Colour images of these thumbnails can by individual students, pairs of students, small be downloaded from the Portage & Main Press working groups, or projected and completed website at: 8 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Consolidate and Debrief strategies focus specifically on the learning Students are provided with opportunities to goals of the lesson. In the next section, on page demonstrate what they have learned through 16, assessment is dealt with in detail. Keep in consolidation and reflection. This process allows mind that the suggestions made in the lessons for synthesis and application of inquiry and are merely ideas to consider—refer to the other new ideas. assessment strategies presented in the next section, or use your own techniques. Talking Circle At the end of each lesson, students are Accommodating Diverse Learners encouraged to revisit the guided inquiry It is important to consider the unique learning questions focused upon in that specific styles and needs of each student in the lesson through a Talking Circle. Talking Circles social studies classroom. In order to ensure originated with Indigenous leaders as a process all students meet with success, including to encourage dialogue, respect, and the students with special needs and English- co-construction of ideas. The following process language learners, make accommodations is generally used in a Talking Circle: during activities and assessment. Please see ■■ the group forms a complete circle the Ontario Curriculum for Social Studies (2018), pages 40–45 for accommodation guidelines. ■■ one person holds an object such as a stick, feather, shell, or stone Classroom Environment ■■ only the person holding the stick talks, while the rest listen The classroom environment is inclusive of the • ISBN: 978-1-55379-804-0 ■■ the stick is passed around in a clockwise diverse backgrounds and learning needs of all direction students. The strengths students bring to school ■■ each person talks until they are finished, are identified, nurtured, and used to promote being respectful of time student achievement. Students are encouraged to ask questions, and different perspectives are ■■ the Talking Circle is complete when everyone has had a chance to speak appreciated. ■■ a person may pass the stick without The classroom environment must also foster the speaking, if they choose conditions required for inquiry and discussion. To promote inquiry in the classroom, consider See Introduction 9 SAMPLE PAGES www.portageandmainpress.com ■■ Avoid dominating discussion. On Social Studies program. It is important, ■■ Provide equal opportunities for all learners to however, to spend time on every lesson in the participate. program so students focus on all the curriculum ■■ Model good questions and questioning expectations established for their grade level. strategies. ■■ Guide students in discovering answers to Classroom Management questions. Inquiry is emphasized throughout this program; the manner in which these experiences are The classroom setting is an important handled is up to teachers. In some cases, component of the learning process. An active students may work individually with materials environment—one that gently hums with the and resources; in other cases, a small-group purposeful conversations and activities of setting may be appropriate. Small groups students—indicates meaningful learning is encourage the development of learning skills taking place. When studying a specific topic, and social skills, enable all students to be active the room should display related objects and in the learning process, and mean less cost materials: student work; pictures and posters, in terms of materials and equipment. Again, maps, graphs, and charts made during activities; classroom management is left up to teachers—it and anchor charts of important concepts, is the teacher who, ultimately, determines how procedures, skills, or strategies co-constructed their students function best in the learning with students. Visuals serve as a source of environment. information and reinforce concepts and skills that have been stressed during social studies • ISBN: 978-1-55379-804-0 Social Studies Skills: Guidelines activities, and also serve to support those for Teachers students who are visual learners. Charts outlining success criteria are also displayed While involved in the Hands-On Social Studies in the classroom. For further discussion of program, students will use a variety of skills this important topic, see “Equity and Inclusive while asking questions, conducting inquiry, Education in Social Studies, History, and solving problems, and making decisions. The Geography” in The Ontario Curriculum: Social following provide some guidelines for teachers Studies … 2018, pp. 49–51. when encouraging students’ skill development in social studies. • Hands-On Social Studies for Ontario, Grade 6 Planning Units (Timelines) Communication No two groups of students will cover topics and In social studies, communication occurs through material at the same rate. Planning the duration the use of visuals, maps, diagrams, graphs, of units is the responsibility of the teacher. In charts, models, symbols, as well as with written some cases, the activities described herein and spoken language. Communicating spatial will not be completed during one block of time and statistical information includes: and will have to be carried over. In other cases, Hands-On Social Studies for Ontario teachers may observe that the students are ■■ examining and discussing visuals, and especially interested in one topic, and they making inferences may choose to expand upon it. The individual ■■ drawing pictures and labelled diagrams needs of students should be considered; there ■■ reading, interpreting, and annotating a variety are no strict timelines involved in the Hands- of maps and globes s Portage & Main Press, 2020 • Portage & Main Press, 10 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com ■■ making and labelling maps As students progress through the grade levels, ■■ examining and discussing artifacts, and they should become proficient in reading maps making inferences and in producing maps that include the above- ■■ reading and interpreting data from tables and mentioned components, as in the following charts example: ■■ making tables and charts ■■ reading and interpreting data from graphs Canada’s Geographic Regions ■■ making graphs ■■ making models ■■ using oral and written language Visuals Give students many opportunities to examine and discuss visuals related to topics of study. Visuals include illustrations, artwork, photographs, satellite images, aerial maps, and diagrams; in history, include primary documents and photographs (originals created during the time period being studied). Students develop observation skills by examining and analyzing such visuals. Also, encourage students to create 0 500 1000 Km • ISBN: 978-1-55379-804-0 their own visuals (e.g., drawings and diagrams) km to communicate their understanding of concepts and ideas. Spatial Skills Maps convey various types of information— Spatial skills involve the use of maps, globes, geographical locations, physical land features, graphs, and related language. population, natural resources, vegetation, and so on. Students should be provided with Maps opportunities to use, read, and construct a When presenting maps or when students make variety of maps in order to develop these skills of • Hands-On Social Studies for Ontario, Grade 6 their own maps as part of a specific activity, communication on social studies. there are guidelines that should be followed. Maps should have an appropriate title that Mapping skills are best integrated within student indicates specifically the information being inquiries, rather than as discrete topics. Students presented. Maps may also have: should be encouraged to ask simple geographic questions, such as the following: ■■ a compass rose, which is used to identify directions ■■ Why is that town there? Hands-On Social Studies for Ontario ■■ a legend, which describes the symbols used ■■ How are landforms and waterways used? on the map Mapping activities should also include the use ■■ a scale, which communicates relative area of geotechnologies. There are many digital and distance websites that teachers and students can use s Portage & Main Press, 2020 • Portage & Main Press, Introduction 11 SAMPLE PAGES www.portageandmainpress.com to map and analyze communities and their Charts characteristics (see Resources for Students, Charts require appropriate titles, and both page 43 and page 134). columns and rows need specific headings. All of Spatial Journals these titles and headings should be capitalized. A chart can be in the form of a checklist or can A spatial journal, which is used in geography, is a include room for additional written information type of annotated map and is useful as a and data. For example: teaching and learning strategy for connecting text to maps. It is a visual representation, or Data Chart map, that includes information relevant to Area of Provinces and Territories specific locations. In its simplest form, the Province/ Land Freshwater Total development of a classroom spatial journal Territory (km2) (km2) (km2) might involve attaching sticky notes—with Yukon 478970 4480 483450 inquiry questions and answers (or interesting Manitoba 548360 101590 649950 anecdotes related to the topic of study)—to a wall map. Map locations are numbered and Ontario 891190 117390 1008580 correspond to numbers on the notes. The notes Checklist Chart and locations are also connected with lines Location of Countries of the World (which could be made of string or wool), as in the Country Northern Southern example below). Hemisphere Hemisphere Canada 3 • ISBN: 978-1-55379-804-0 Australia 3 New Zealand 3 Graphs There are guidelines that should be followed when presenting graphs or when students are constructing graphs. A bar graph is a common form of communication used in the social studies. Technology such as Google Earth or ArcGIS • Hands-On Social Studies for Ontario, Grade 6 Bar graphs should always be titled so that the Explorer can also be used to create spatial information communicated is easily understood. journals. The title should be capitalized in headline style NOTE: Spatial journals are especially useful when (like the title of an article or story). Both axes of addressing concepts related to the People and the graph should also be titled and capitalized Environments strand of the Ontario Social Studies in the same way. In most cases, graduated curriculum. However, annotated maps are also markings are noted on one axis, and the useful when exploring the units in the Heritage and objects or events being compared are noted Hands-On Social Studies for Ontario Identity strand. on the other. On a bar graph, the bars must be separate, as each bar represents a distinct piece of data. s Portage & Main Press, 2020 • Portage & Main Press, 12 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com For example: A stem and leaf plot displays data that is organized by place value. The plot clearly shows Bar Graph the greatest, least, and median values in a set Where We Live of data. The following stem-and-leaf plot shows books read over the summer by 10 students with 10 these results: 6, 7, 10, 12, 12, 15, 19, 21, 23, 25. 9 8 Stem Leaf 0 6 7 7 1 0 2 2 5 9 2 1 3 5 5 A broken line graph is used to communicate 4 data when measuring an object or event over 3 a period of time. For example, a broken line Number of Students 2 graph may be used to present daily outdoor 1 high temperatures over a period of one week. Specific points are plotted on the graph and then 0 o se art ent e connected by lines. Type of Home For example: A double bar graph is commonly used when Broken Line Graph • ISBN: 978-1-55379-804-0 comparing similar attributes in two different sets, Daily High Temperatures events, or objects. 35 Double Bar Graph 30 Population Growth 25 5 20 0 5 5 15 5 0 10 • Hands-On Social Studies for Ontario, Grade 6 4 5 ºC Temperature 4 0 5 3 5 3 0 Sun A Mon TuesB WedC Thurs D Fri ESat May 8 May 9 May 10 May 11 May 12 May 13 May 14 Population 2 5 2 0 Date 1 5 1 0 A continuous line graph consists of an unbroken Hands-On Social Studies for Ontario 0 5 line in which both axes represent continuous 0 0 2010 2011 2012 2013 quantities. It is used to show trends in data over Year time. The slope of the line tells the reader at a ■ an o er ■ oronto glance the direction of the trends. s Portage & Main Press, 2020 • Portage & Main Press, Introduction 13 SAMPLE PAGES www.portageandmainpress.com Continuous Line Graph directions (northeast, northwest, southeast, southwest). Absolute location uses terminology Average Children’s Weight that is not related to another location (e.g., 80 boy latitude, longitude, address, postal code). Students should use the vocabulary both orally 60 girl and in written form, as appropriate to their developmental stages. Consider developing word walls and whole-class or individual 40 glossaries whereby students can record the terms learned and define them in their own Weight (kg) Weight 20 words. Glossaries can also include sketches, labelled diagrams, and examples. 0 When referring to Indigenous histories, note that A B C D E 1 3 5 7 9 11 13 15 17 19 some terminology is outdated (e.g., Aboriginal) Age (years) or offensive (e.g., Eskimo), and in some regions certain language is retained (e.g., In the United Models States it is common to use the term Indian, When students are given the opportunity to which is considered derogatory by many First construct models, they present their learning in Nations in Canada). Not all resources have been a concrete manner. Modelling also serves as an updated, therefore, it is important to explain • ISBN: 978-1-55379-804-0 excellent precursor to more abstract tasks. For respectful terminology to students. example, when students build a concrete model Geographic Definition of a community and look at the model from above, they better understand how maps are In defining geography, Charles Gritzner (2002, created to communicate physical locations. 38–40) notes that all geographic inquiry should begin with the question, “Where?” He suggests Vocabulary that geographers, and learners of geography, Communicating involves using the language also investigate why they are where they are, or and terminology of social studies. This can be why events happen where they happen. And, complex, because it often includes technical because these events, features, and conditions • Hands-On Social Studies for Ontario, Grade 6 terms and words from many languages. have impact on humans, it is worthwhile to Students should be encouraged to use the consider why they are important to us. Gritzner appropriate vocabulary related to the topics has condensed these ideas into a short but of study (e.g., community, province, country, meaningful phrase: “What is where, why there, culture, tradition, origin, urban, rural). Also use, and why care?” and encourage students to use, vocabulary Using geographic definition is valuable when related to the inquiry model and spatial skills. exploring geographical issues, and can be Hands-On Social Studies for Ontario Vocabulary related to spatial skills includes the considered when posing questions to students. language of location. Descriptions of relative For example: location use terms such as near, far, close, ■■ When exploring the local community, have beside, above; as well as cardinal directions students identify places of significance and (north, east, south, west); and intermediate s Portage & Main Press, 2020 • Portage & Main Press, 14 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com discuss why specific places are located research resources (both print and online) to where they are (e.g., Why is the grocery store ensure that they are appropriate for student located where it is? How is the location of the use. Suggestions for research guidelines are store important to us?). presented regularly throughout the Hands-On ■■ When investigating provincial parks, discuss Social Studies program. where they are located, why they are located in those places, and how humans impact the natural environment in those parks. ■■ When discussing the pre-Contact period (before 1500 CE) have students think about how the land would have been used differently without Colonial territorial, provincial, and national boundaries (e.g., How were places defined/named? Would the lack of modern boundaries have changed how people moved around the land? And, how?) These kinds of inquiries generate thoughtful discussion related to geographical issues while fostering connections to students’ real-life experiences. NOTE: The geographic definition is directly • ISBN: 978-1-55379-804-0 connected to concepts in the People and Environments strand of the Ontario Social Studies Curriculum. Accordingly, in the About This Unit section, specific details are provided to assist teachers and students in exploring the geographic definition as it relates to the unit of study. Research Research is to be done using an inquiry approach. Research involves the following: • Hands-On Social Studies for Ontario, Grade 6 ■■ asking questions ■■ locating information from a variety of reliable sources ■■ organizing the information ■■ interpreting and analyzing information ■■ presenting findings Hands-On Social Studies for Ontario To enhance the learning experience, always provide a structure for research that highlights student-generated questions, as well as a format to be followed. It is also essential to review Portage & Main Press, 2020 • Portage & Main Press, Introduction 15 SAMPLE PAGES www.portageandmainpress.com The Hands-On Social Studies Assessment Plan The Hands-On Social Studies program their own goals, monitor their own progress, provides a variety of assessment tools that determine their next steps in learning, and reflect enable teachers to build a comprehensive and on their learning. Assessment of learning (also authentic daily assessment plan for students. known as evaluation) is summative in nature Based on current research about the value and is intended to identify student progress in of quality classroom assessment (Davies relation to learning expectations. The challenge 2011), suggestions are provided for authentic for educators is to integrate assessment assessment, which includes assessment seamlessly with other learning goals. The for learning, assessment as learning, and Ontario assessment model uses the following assessment of learning (referred to as process: “evaluation” in The Ontario Curriculum: Social ■■ Establish learning goals from curriculum Studies … 2018). expectations: Lessons include learning Ontario’s policy on assessment is outlined in goals in student-friendly language developed the document Growing Success: Assessment, from curriculum expectations. These learning Evaluation, and Reporting in Ontario Schools goals are to be shared with students and (see • Hands-On Social Studies for Ontario, Grade 6 teachers work with students to identify progress, and adjusting learning strategies. The teacher acts as a “lead learner,” providing next steps to determine how students may support while gradually releasing more and more improve. This may include differentiating responsibility to the student, as the student instruction. develops the knowledge and skills needed to ■■ Use information for peer and self- become an independent learner. assessment: Students assess their own work and the work of others to determine The primary purpose of assessment is to what still needs to be done. Hands-On Social Studies for Ontario improve student learning. Assessment for ■■ Establish individual goals: Students learning provides students with descriptive determine what they need to learn next and feedback and coaching for improvement. how to get there. Assessment as learning helps students self- assess by developing their capacity to set s Portage & Main Press, 2020 • Portage & Main Press, 16 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com The Hands-On Social Studies program especially useful during conferences, interviews, provides assessment suggestions, rubrics, and and individual student performance tasks. templates for use during the teaching/learning Students should have a method to monitor this process. These suggestions include tasks teacher feedback. Students may use a social related to assessment for learning, assessment studies journal, add notes to their portfolios, or as learning, and assessment of learning. keep online social studies blogs or journals to Assessment for Learning record successes, challenges, and next steps related to the learning goals. It is important to assess students’ understanding before, during, and after a social studies lesson. Assessment as Learning The information gathered helps teachers It is important for students to reflect on their determine students’ needs and then plan the own learning in relation to social studies. For next steps in instruction. Students may come this purpose, find the STUDENT SELF-ASSESSMENT into class with misconceptions about the social template on page 28, as well as a STUDENT studies thinking concepts. By identifying what REFLECTIONS template on page 29. In addition, they already know, teachers can help students keeping a social studies journal will encourage make connections and address any challenging students to reflect on their own learning. issues. When assessment as learning is suggested To assess students as they work, use the in a lesson, the following icon is used: assessment-for-learning suggestions provided with many of the activities. A L a • ISBN: 978-1-55379-804-0 When assessment for learning is suggested Student reflections can also be done in many in a lesson, the following icon is used: ways other than using these templates. For Af L example, students can: ■■ interview one another to share their While observing and conversing with students, reflections on social studies use the ANECDOTAL RECORD sheet template and/ ■■ write an outline or brief script and make a or the INDIVIDUAL STUDENT OBSERVATIONS template to record assessment-for-learning data. video reflection ■■ create an electronic slide show with an audio Anecdotal Record: To gain an authentic view recording of their reflections • Hands-On Social Studies for Ontario, Grade 6 of a student’s progress, it is critical to record observations during social studies activities. The Assessment of Learning ANECDOTAL RECORD template, page 23, provides Assessment of learning provides a summary of a format for recording individual or group student progress related to the accomplishment observations. of the learning goals at a particular point in time. It is important to gather a variety of Individual Student Observations: To focus more on individual students for a longer period assessment data to draw conclusions about Hands-On Social Studies for Ontario what a student knows and can do. Accordingly, of time, consider using the INDIVIDUAL STUDENT consider collecting student products, observing OBSERVATIONS template, page 24. This template provides more space for comments and is processes, and having conversations with students. Also consider which student work s Portage & Main Press, 2020 • Portage & Main Press, Introduction 17 SAMPLE PAGES www.portageandmainpress.com 3 4 /4 Score Rubric 3 3 4 – Surpasses provincial standard 4 – Surpasses provincial standard 3 – Meets provincial standard provincial Approaches 2 – standard provincial 1 – Below Legend Accurate Accurate 3 3 Capitals Labelled Accurately Accurately Criteria • ISBN: 978-1-55379-804-0 3 Sample Rubric Compass Rose Compass ProvincesTerritories and January 28 Mapping Canada’s Capital Cities Capital Mapping Canada’s SAMPLE • Hands-On Social Studies for Ontario, Grade 6 Title 3 3 ______Appropriate ______Hands-On Social Studies for Ontario Jesse Suon ______Student _ Portage & Main Press, 2019 • Portage & Main Press, Social Studies Activity: Social Studies Topic: Date: 25 SAMPLE PAGES www.portageandmainpress.com Curricular Correlation Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 A1. Application: A1.1 explain how various features, including built, physical, and social features of communities can contribute to identities in and images of a territory and/ √ √ or country, and assess the contribution of some of these features to images of and identities in Canada A1.2 analyze some of the contributions that various First Nations, Métis, and Inuit communities and √ √ √ individuals have made to Canada A1.3 analyze some of the contributions that various settler/newcomer groups have made to Canadian √ √ √ √ √ √ identities A1.4 explain how various groups and communities, including First Nations, Métis, and Inuit communities, have contributed to the goal of inclusiveness in √ √ √ √ Canada, and assess the extent to which Canada has achieved the goal of being an inclusive society A2. Inquiry: A2.1 formulate questions to guide investigations into different perspectives on the historical and/ or contemporary experience of a few distinct √ √ √ √ √ communities, including First Nations, Métis, and/or Inuit communities, in Canada · ISBN: 978-1-55379-955-9 A2.2 gather and organize information from a variety of primary and secondary sources that present different perspectives on the historical and/or contemporary √ √ √ √ experience of a few communities, including First Nations, Métis, and/or Inuit communities, in Canada A2.3 analyze and construct print and digital maps as part of their investigations into different perspectives on the historical and/or contemporary experience of √ √ communities, including First Nations, Métis, and/or Inuit communities, in Canada A2.4 interpret and analyze information and evidence √ √ √ √ √ √ √ √ √ √ √ relevant to their investigations, using a variety of tools · Hands-On Social Studies for Ontario, Grade 6 A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct communities, including √ √ √ √ √ √ √ First Nations, Métis, and/or Inuit communities, in Canada A2.6 communicate the results of their inquiries, using √ √ √ √ √ appropriate vocabulary Hands-On Social Studies for Ontario s Portage & Main Press, 2020 · Portage & Main Press, Communities in Canada, Past and Present 39 SAMPLE PAGES www.portageandmainpress.com Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 A3. Understanding Context: A3.1 identify the traditional Indigenous and treaty territory or territories on which their community is √ √ located A3.2 identify the main reasons why different peoples √ √ √ migrated to Canada A3.3 describe some key economic, political, cultural, and social aspects of life in settler/newcomer communities in Canada, and identify significant ways √ √ √ √ √ in which settlers’ places of origin influenced their ways of life in Canada and, where applicable, had an impact on Indigenous communities A3.4 identify various types of communities in Canada and some ways in which they have contributed to the √ √ √ √ √ development of the country A3.5 describe significant events or developments in the history of two or more First Nations, Métis, and/or Inuit communities in Canada and how these √ √ √ √ events affected the communities’ development and/or identities A3.6 describe significant events or developments in the history of two or more settler/newcomer √ √ communities in Canada and how these events affected · ISBN: 978-1-55379-955-9 the communities’ development and/or identities A3.7 describe interactions between communities in Canada, including between newcomers and groups √ √ that were already in the country A3.8 identify key differences, including social, cultural, and/or economic differences, between two or more √ √ √ √ √ historical and/or contemporary communities, including First Nations, Métis, or Inuit communities, in Canada A3.9 describe significant changes within their own √ community in Canada A3.10 identify and describe fundamental elements of · Hands-On Social Studies for Ontario, Grade 6 √ √ √ Canadian identities Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, 40 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Social Studies Thinking Concepts: Success Criteria Social Studies Success Criteria Thinking Concepts ■ I can identify the main reasons why different people came to Canada. ■ I can describe (verbally, graphically, etc.) some key economic, political, cultural, and social aspects of life in settler communities in Canada, and identify significant ways Significance in which their place of origin influenced their ways of life in Canada. ■ I can identify and describe fundamental elements of Canadian identities (e.g., founding nations, universal health care). ■ I can identify the contributions made by various groups and their impact on various communities in Canada to the development of Canada as a diverse, multilingual, and multicultural country. ■ I can demonstrate how the various communities and groups in Canada resulted Cause and in a consequence that affected the natural environment and/or human society Consequence (e.g., inclusiveness). ■ I can use my understanding of various communities and regions in Canada to recognize consequences and determine possible solutions (e.g., the policy of multiculturalism). ■ I can make connections between significant events or developments in the history of two or more communities in Canada and determine how these events affected the communities’ development or identity. ■ I can identify and explain the key differences, including social, cultural, and/ Continuity and Change or economic differences, between two or more historical and/or contemporary communities in Canada (e.g., social and economic differences between upper-class and working-class people in industrializing cities). ■ I can describe significant changes within my own community in Canada. ■ I can identify the characteristics of various communities and/or regions in Canada and how they contribute to the identity and image of our country (e.g., the variety of ethnic neighbourhoods in some of Canada’s largest cities). · ISBN: 978-1-55379-955-9 ■ I understand how settlement patterns of various communities affected the natural Patterns and Trends and/or human environment and how they influence our way of life (e.g., how the demands of an urban population affect the natural environment). ■ I can explain how various groups have contributed to the goal of inclusiveness in Canada. ■ I can gather a variety of information and analyze a source to determine perspective of at least two or more historical or contemporary communities (e.g., primary sources such as photographs; secondary sources such as newspaper articles and biographies). ■ I can use the perspective of two or more historical or contemporary groups or Perspective communities to successfully analyze a topic or experience. ■ I am able to compare and contrast how two or more historical or contemporary groups may view and interpret the same development, event, or issue (e.g., · Hands-On Social Studies for Ontario, Grade 6 Colonization of Canada by Europeans from the perspective of Indigenous people at the time, settlers, Indigenous peoples today, and present government). Source: “Generic Success Criteria 1.1.” Ontario Elementary Social Studies Teachers Association. Communities in Canada, Past and Present 41 SAMPLE PAGES www.portageandmainpress.com Cross-Curricular Connections Subject Physical Lesson Lesson Name Language Math Science Arts Education/ Arts Health Launching the Unit: Significant 1 √ √ √ √ Canadians Canada’s Demographic 2 √ √ Growth 3 Early Indigenous Peoples √ √ √ Contributions of Indigenous 4 √ √ √ Peoples 5 Immigrating to Canada √ √ √ The French and English 6 √ Settlers Relationships Between 7 Indigenous Peoples and √ Europeans 8 Treaties √ √ 9 Human Rights in Canada √ √ Our Community: 10 √ √ Past and Present 11 Canadian Identities √ √ Communities in Canada · ISBN: 978-1-55379-955-9 12 √ √ Heritage Fair Comparing Communities in 13 √ √ Canada · Hands-On Social Studies for Ontario, Grade 6 Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, 42 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Unit Overview Social Studies Thinking Overall Expectations Big Ideas Concepts B1. Application Interrelationships; The actions of Canada and Explain the importance of international Perspective Canadians can make a difference cooperation in addressing global in the world. issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena. B2. Inquiry Cause and Consequence Global issues require global Use the social studies inquiry process action. to investigate some global issues of political, social, economic, and/ or environmental importance, their impact on the global community, and responses to the issues. B3. Understanding Context Significance; Canada and Canadians Describe significant aspects of Patterns and Trends participate in the world in many the involvement of Canada and different ways. Canadians in some regions around the world, including the impact of this involvement. · ISBN: 978-1-55379-955-9 · Hands-On Social Studies for Ontario, Grade 6 Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, Canada’s Interactions With the Global Community 129 SAMPLE PAGES www.portageandmainpress.com Curricular Correlation Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 B1. Application: B1.1 explain why Canada participates in specific international accords and organizations and assess the influence √ √ √ √ √ of some significant accords and/or organizations in which Canada participates B1.2 analyze responses of Canadian governments, non-governmental organizations (NGOs), and individual √ √ √ √ citizens to an economic, environmental, political, and/or social issue of international significance B1.3 explain why some environmental issues are of international importance and require the participation of other regions of √ √ √ √ the world, along with that of Canada, if they are to be effectively addressed B2. Inquiry: B2.1 formulate questions to guide investigations into global issues of political, social, economic, and/or environmental √ √ √ √ √ √ importance, their impact on the global community, and responses to the issues · ISBN: 978-1-55379-955-9 B2.2 gather and organize information on global issues of political, social, economic, and/or environmental importance, including √ √ √ √ √ √ their impact and responses to them, using a variety of resources and various technologies B2.3 analyze and construct different types of maps, both print and digital, as part of √ √ √ √ √ √ √ √ √ √ √ √ their investigations into global issues, their impact, and responses to them B2.4 interpret and analyze information and · Hands-On Social Studies for Ontario, Grade 6 data relevant to their investigations, using a √ √ √ √ √ √ variety of tools B2.5 evaluate evidence and draw conclusions about global issues of political, social, economic, and/or environmental √ √ √ √ √ √ importance, their impact on the global community, and responses to the issues B2.6 communicate the results of their inquiries, using appropriate vocabulary and √ √ √ √ √ √ formats Hands-On Social Studies for Ontario s Portage & Main Press, 2020 · Portage & Main Press, 130 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 B3. Understanding Context: B3.1 identify some of the major ways in which the Canadian government interacts √ √ √ √ √ √ √ √ √ √ √ √ with other nations of the world B3.2 describe Canada’s participation in different international accords, √ √ √ √ organizations, and/or programs B3.3 describe several groups or organizations through which Canada and √ √ √ √ Canadians are involved in global issues B3.4 describe the responses of the Canadian government and some NGOs to √ √ √ √ √ √ different disasters and emergencies around the world B3.5 identify some significant political, social, and economic interactions between Canada and other regions of the world, and √ √ √ √ √ √ √ √ √ √ √ √ describe some ways in which they affect these regions B3.6 identify and locate on a map countries and regions with which Canada has a significant interrelationship, and use √ longitude and latitude to locate cities in · ISBN: 978-1-55379-955-9 these countries/regions B3.7 identify countries/regions with which Canada has a significant economic relationship and some of the reasons why √ √ √ √ √ √ √ √ √ √ √ √ close relationships developed with these countries/regions and not others B3.8 describe significant economic effects on Canada and Canadians of interactions √ √ √ √ √ √ √ √ √ √ √ √ between Canada and other regions of the world B3.9 describe some ways in which Canada’s interactions with other regions of √ √ √ √ √ √ · Hands-On Social Studies for Ontario, Grade 6 the world have affected the environment Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, Canada’s Interactions With the Global Community 131 SAMPLE PAGES www.portageandmainpress.com Social Studies Thinking Concepts: Success Criteria Social Studies Success Criteria Thinking Concept ■ I can identify some of the major ways in which the Canadian government interacts with other nations of the world. ■ I can describe (verbally, graphically, etc.) how Canada’s involvement in other Significance regions around the world is influenced by society and circumstance. ■ I can describe some ways in which Canada’s interactions with other regions of the world have affected the environment. ■ I can investigate a global issue of political, social, economic, and/or environmental importance and explain global impact. Cause and ■ I can use the factors that led to a development, event, or issue to create a response Consequence to a global issue of political, social, economic, and/or environmental importance. ■ I can use my understanding of a global issue to recognize consequences and determine possible solutions. ■ I can identify characteristics of the countries/regions with which Canada has a significant economic relationship. ■ I can describe significant economic trends in Canada and interactions between Patterns and Trends Canada and other regions of the world (e.g., the loss of manufacturing jobs to countries with lower labour costs). ■ I can recognize consistent patterns in the response of the Canadian government to global natural and human environment issues over time and determine trends. ■ I can explain why Canada participates in specific international accords and organizations and assess the influence of some significant accords and/or organizations in which Canada participates. ■ I can analyze the responses of Canadian governments, non-governmental Interrelationships organizations, and individual citizens to an economic, environmental, political, and/ or social issue of international significance (e.g., how these groups have responded · ISBN: 978-1-55379-955-9 to an issue such as a natural disaster in another region or civil war and refugees). ■ I can determine why some environmental issues are of international importance. ■ I can gather a variety of information and analyze a source to determine perspective. ■ I can analyze information to determine a perspective found in a global issue. Perspective ■ I can explain how Canada’s actions regarding an issue may be viewed and interpreted by different groups. Source: “Generic Success Criteria 1.1.” Ontario Elementary Social Studies Teachers Association. 132 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Cross-Curricular Connections Subject Lesson Lesson Name Physical Language Math Science Arts Education/ Health Launching the Unit: Interacting 1 √ With the World 2 Economic Interrelationships √ √ Canada’s Economic 3 √ √ √ Relationships: Imports Canada’s Economic 4 √ √ √ Relationships: Exports 5 Environmental Impact √ √ 6 Tourism √ √ √ √ √ 7 Longitude and Latitude √ √ 8 Canada and the United States √ √ √ √ 9 Comparing Countries √ √ √ √ 10 If the World Were a Village √ √ 11 Global Issues √ √ 12 Canada’s International Role √ Canadian Involvement in 13 √ NGOs, IGOs, and GOs Culminating Project: Global 14 √ · ISBN: 978-1-55379-955-9 Issues Inquiry · Hands-On Social Studies for Ontario, Grade 6 Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, Canada’s Interactions With the Global Community 133 SAMPLE PAGES www.portageandmainpress.com SAMPLE PAGES www.portageandmainpress.com Unit A: Heritage and Identity Communities in Canada, Past and Present SAMPLE PAGES www.portageandmainpress.com About This Unit In this unit, students will explore the experiences use. See Resources for Students, page 43, for and perspectives of diverse communities suggestions. in historical and contemporary Canada and Have students keep a social studies journal examine how they have contributed to the where they can reflect on lesson activities, their development of the Canadian identity. conceptual understandings, and their learning The culminating activity has students developing goals. They can also reflect on their learning and Heritage Fair projects that focus on students’ experiences throughout the unit. Students may inquiry questions related to topics studied also use their journal for writing prompts found in throughout the unit. Assessment as Learning suggestions throughout the lessons. Planning Tips for Teachers Since this unit focuses on identities and Vocabulary communities in Canada, both historical and Throughout this unit, use, and encourage current, collect background material in these students to use, vocabulary related to the topic, areas. Some good resources include: such as: ■■ history magazines (e.g., Kayak: Canada’s ■■ bilingualism, census, community, culture, History Magazine for Kids, Canada’s History) data, demographics, diversity, emigrate, ■■ antiques, artifacts, or other objects that relate ethnic group, First Nations, heritage, to the individuals and groups being studied homeland, human rights, identity, immigrate, ■■ historical photographs of people and inclusiveness, Indigenous, Inuit, Métis, · ISBN: 978-1-55379-804-0 places (e.g., from Library and Archives multiculturalism, perspective, pull factors, Canada · Hands-On Social Studies for Ontario, Grade 6 local and regional museums and historical evaluate, explain, explore, find, follow, sites (for more information, visit the Ontario gather, graph, identify, improve, interpret, Museum Association website: 36 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com line graph, location, longitude, map, relative direction (e.g., right, left, in front, behind), scale, symbol, thematic map, title Furthermore, as appropriate, use, and encourage students to use, language related to social studies thinking concepts, such as: ■■ cause, change, consequence, importance, interrelationships, pattern, perspective, result, significance, trend NOTE: Use the chart, Social Studies Thinking Concepts: Success Criteria on page 41, to focus on these concepts throughout the unit. Have students create a glossary to record new terminology, along with definitions and illustrations. Where possible, encourage students to draw pictorial representations of the word(s) to enrich learning and support literacy. A template for the glossary is found in the first lesson of this unit. Create a word wall on a bulletin board, a piece · ISBN: 978-1-55379-804-0 of poster paper, or a piece of chart paper. Record new vocabulary on the word wall as it is introduced throughout the unit, along with related visuals, examples, and definitions. Ensure the word wall is placed in a location where all students can see and access the words. NOTE: When appropriate, include terminology in languages other than English, such as Indigenous · Hands-On Social Studies for Ontario, Grade 6 languages, on the word wall. This is a way of acknowledging and respecting students’ cultural backgrounds, while enhancing learning for all students. Online dictionaries may be used as a source for translations. Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, Communities in Canada, Past and Present 37 SAMPLE PAGES www.portageandmainpress.com 4 Contributions of Indigenous Peoples Students will understand the ongoing Materials contributions and innovations of Indigenous ■■ chart paper peoples. ■■ markers Guided Inquiry Questions ■■ poster paper ■■ What are some of the significant ■■ art supplies (e.g., pencil crayons) contributions and innovations of First ■■ computer/tablet with internet access Nations, Inuit, and Métis peoples? ■■ projection device ■■ What impact have these contributions and ■■ Image Bank: Indigenous Inventions and innovations had on Canada and the world Innovations (see Appendix, page 207) today? ■■ Activity Sheet: Indigenous Inventions and Innovations (A.4.1) Learning Goal ■■ Image Bank: Indigenous Art (see Appendix, ■■ We are learning about the contributions and page 207) innovations of First Nations, Inuit, and Métis ■■ resources related to Indigenous art peoples. Social Studies Thinking Concepts Activate Record the term invention on chart paper. Ask: ■■ Significance ■■ Continuity and Change ■■ What does this term mean? ■■ Perspective Have students share their ideas and record · ISBN: 978-1-55379-804-0 Information for Teachers these as well. Organize the class into working groups, and have each group brainstorm a list Indigenous peoples have lived on the land for of inventions. Have each group share their list, thousands of years. They have always used the explaining what the invention is and how it helps resources available to them to survive, and along people, either by making life easier or by making the way they created many innovations still used life more enjoyable. Ask: today. Some of these include innovations related to hockey, lacrosse, canoes, kayaks, dogsleds, ■■ What do you know about inventions and axes, pulleys, saws, asphalt, compasses, innovations made by Indigenous people living mirrors, anesthetics, diuretics, cataract removal, in Canada? · Hands-On Social Studies for Ontario, Grade 6 skin grafts, smelting, ironwork, chocolate, potato Have students share their ideas, and record chips, food colouring, mouthwash, toothbrushes, these on chart paper. Also record inquiry tax systems, political structures, apartment questions generated during presentation and complexes, insulation, stonemasonry, seawalls, discussion. urban planning, and dreamwork psychology. Introduce the guided inquiry questions: Indigenous peoples have also made significant cultural contributions through the arts, such as ■■ What are some of the significant Hands-On Social Studies for Ontario wood, bone, and soapstone carvers; painters contributions and innovations of First and printmakers; beaders; and the Indigenous Nations, Inuit, and Métis peoples? Group of Seven. ■■ What impact have these contributions and innovations had on Canada and the world today? s Portage & Main Press, 2020 · Portage & Main Press, 64 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com 4 Action Part One ■■ beadwork ■■ painting Provide each student with a copy of the Activity Sheet: Indigenous Inventions and Innovations ■■ soapstone carving (A.4.1). Then, project the Image Bank: Indigenous ■■ wood carving Inventions and Innovations. As each image is ■■ bone carving projected, have students record on their activity ■■ moose-hair embroidery sheet the name of the object, the features of the ■■ porcupine quillwork item, why it might have been created, and how it ■■ birchbark biting helped people. ■■ woven basketry Activity Sheet Have students work in pairs to conduct an Directions to students: inquiry investigation on one type of art. As a In the chart provided, fill in the inventions, the class, generate inquiry questions to guide the reason for each invention, and how it makes life investigation. For example: easier or more enjoyable (A.4.1). ■■ Which First Nations, Inuit, or Métis people Assessment for Learning Af L create this type of art? Observe students as they participate in ■■ What materials do they use? discussions, focusing on their ability to share ■■ What is the purpose of the art? Does it serve understanding of why these inventions and a function or is it for visual enjoyment? innovations were made. Use the ANECDOTAL RECORD template, page 23, to record Have students conduct an investigation to learn observations. more about this type of art and then create · ISBN: 978-1-55379-804-0 a poster to share their learning. As a class, Action Part Two co-construct success criteria for the posters. For example: To focus on cultural contributions and connect to the art curriculum, invite a local Elder, ■■ includes a title Knowledge Keeper, Métis Senator, or Indigenous ■■ includes visuals (drawings or photographs) artist to share stories, artifacts, or experiences ■■ answers at least three inquiry questions with their art. These guests may also be very ■■ cites sources helpful while viewing the image bank below. Record the success criteria on chart paper · Hands-On Social Studies for Ontario, Grade 6 NOTE: See page 6 for guidelines for inviting Elders, for students to reference as they work on their Métis Senators, or other Knowledge Keepers to posters. Guide students in their investigation speak to students. and production of their posters. Display the posters as a gallery walk for other students and Project the Image Bank: Indigenous Art. As each community members. image is projected, have students discuss the art. Focus on materials used, colours, designs, Assessment of Learning AoL and so on. Challenge students to predict how Observe students as they participate in this Hands-On Social Studies for Ontario these examples might have been created long inquiry. Focus on their ability to identify inquiry ago and how they might be created today. questions, access information from available resources, and organize their findings. Use the As a class, generate a list of the types of art in ANECDOTAL RECORD template, page 23, to record the image bank. For example: observations. s Portage & Main Press, 2020 · Portage & Main Press, Communities in Canada, Past and Present 65 SAMPLE PAGES www.portageandmainpress.com 4 Consolidate and Debrief ■■ Add new and important vocabulary from the lesson to the word wall, along with related Create a list of inventions and contributions of visuals and examples. Include the words First Nations, Inuit, and Métis people. Ask: in languages other than English, such as ■■ What do these inventions and innovations tell Indigenous languages, as appropriate. us about Indigenous communities? ■■ Have students record, in their personal ■■ How significant are these innovations? glossaries (A.1.2), new and important ■■ Is there one innovation that you find terminology from the lesson, along with particularly significant? Why? illustrations and examples. When possible, ■■ What is one item you were surprised was an encourage them to add words and examples Indigenous invention? in languages other than English, including ■■ How has your thinking changed about Indigenous languages, reflective of the class Indigenous innovations? cultural makeup. ■■ In their social studies journals, have Have students share their ideas and opinions. students reflect on the lesson’s activities, their conceptual understandings, and their Talking Circle learning goals. Revisit the guided inquiry questions: ■■ What are some of the significant contributions and innovations of First Nations, Inuit, and Métis peoples? · ISBN: 978-1-55379-804-0 ■■ What impact have these contributions and innovations had on Canada and the world today? Have students share their experiences and knowledge, provide examples, and ask further inquiry questions. Assessment as Learning AaL In their social studies journals, have students · Hands-On Social Studies for Ontario, Grade 6 reflect on their learning and the significance of the innovations of Indigenous peoples. Extend ■■ Have students choose a task that needs to be performed in everyday living. Explain that they will develop an invention that makes the Hands-On Social Studies for Ontario task easier. Tell them to ensure their invention does not already exist and to make it of natural materials. Have them make a drawing of their invention. Portage & Main Press, 2020 · Portage & Main Press, 66 Hands-On Social Studies for Ontario • Grade 6 Reproducibles –67 A.4.1 A.4.1 www.portageandmainpress.com · ISBN: 978-1-55379-804-0 978-1-55379-804-0 ISBN: · 6 Grade Ontario, for Studies Social Hands-On · Ontario for Studies Social Hands-On · 2020 Press, Main & Portage A.4.1 Enjoyable Easier More or How it Makes Life it Makes How ______Name: ______Indigenous and Innovations Inventions Invention/Innovation Observations Date: SAMPLE PAGES SAMPLE A.4.1 SAMPLE PAGES www.portageandmainpress.com References for Teachers Websites Trade Commissioner Service. Government of Canada. A list of major NGOs and IGOs from News Sites the Canadian Trade Commissioner website. ■■ https://www.cbc.ca/news CBC News. CBC. Latest Canada, world, Trade Agreements entertainment, and business news. ■■ https://www.international.gc.ca/gac-amc/ campaign-campagne/ceta-aecg/year_one- ■■ https://www.ctvnews.ca/ premiere_annee.aspx?lang=eng CTV News. CTV. Top stories, breaking news, “CETA Benefits Already Visible a Year After headlines. Its Entry Into Force.” Canadian–European ■■ https://globalnews.ca/ Union: Comprehensive Economic and Global News. Latest and current news, Trade Agreement. Government of Canada. weather, sports, and health news. Provides information about Canada’s new ■■ https://teachingkidsnews.com trade agreement with the European Union. Teaching Kids News. Daily, free and kid- ■■ https://www.international.gc.ca/trade- friendly news, for teachers, parents and kids. commerce/trade-agreements-accords- commerciaux/agr-acc/cusma-aceum/ Trade index.aspx?lang=eng ■■ https://www.statcan.gc.ca/tables- “A New Canada–United States–Mexico tableaux/sum-som/l01/cst01/gblec02a- Agreement.” CUSMA. Government of eng.htm Canada. Provides information on Canada’s · ISBN: 978-155-379-804-0 “International Merchandise Trade for All new trade agreement to replace NAFTA. Countries and by Principal Trading Partners ■■ https://www.international.gc.ca/trade- (monthly) [formerly CANSIM].” Statistics commerce/trade-agreements-accords- Canada. Table that lists imports, exports, commerciaux/agr-acc/cptpp-ptpgp/index. and trade balance of goods (on a balance- aspx?lang=eng of-payments basis, by country, or by country grouping. “What is the CPTPP?” CPTPP. Government of Canada. This government webpage ■■ https://www150.statcan.gc.ca/n1/en/ explains the Trans-Pacific Partnership and subjects/international_trade Canada’s role within it. · Hands-On Social Studies for Ontario, Grade 6 International Trade: Key Indicators. Statistics ■■ https://www.international.gc.ca/trade- Canada. Up-to-date data on Canadian agreements- imports and exports. Includes the Canadian accords-commerciaux./index.aspx International Merchandise Trade (CIMT) online database, trade data at the 6-digit Opening New Markets: Trade Negotiations level, summary tables, trade publications, and Agreements (Foreign Affairs, Trade and research papers. and Development Canada). Information about Free trade agreements (FTAs) and ■■ Hands-On Social Studies for Ontario https://www.tradecommissioner.gc.ca/ foreign investment promotion and protection development-developpement/index. agreements (FIPAs) between Canada and its aspx?lang=eng trading partners. “Business Opportunities: Development and Humanitarian Aid Markets.” The Canadian Portage & Main Press, 2020 · Portage & Main Press, 206 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com Appendix: Image Banks Images in this appendix are thumbnails from the Image Banks referenced in the lessons. Corresponding full-page, high-resolution images can be printed or projected for the related lessons, and are found on the Portage & Main Press website at: Please follow these steps to retrieve the images and reproducibles for this book. 1. Go to Lesson 3: Early Indigenous Peoples Canadian Geography 1. Arctic – Iqaluit, NU 2. Subarctic – Chambord, QC 3. Northwest Coast – Haida Gwaii, BC 4. Plateau – Kamloops, BC 5. Prairies – Grasslands National Park, SK 6. Eastern Woodlands – Crab Lake, ON Image Credits: 1 – Tour of Iqaluit by US Embassy Canada. Used under Public Domain 4 – Kamloops Lake by David Brodbeck. Used under CC by 2.0 licence. Mark 1.0 licence. 5 – 70 Mile Butte by Edna Winti. Used under CC by 2.0 licence. 2 – river by Ken Ratcliff. Used under CC by 2.0 licence. 6 – Crab Lake (Ontario, Canada) 9 by James St. John. Used under CC 3 – Haida Gwaii – View from Tow Hill by Christine Rondeau. Used by 2.0 licence. · ISBN: 978-1-55379-804-0 under CC by 2.0 licence. Lesson 4: Contributions of First Nations, Inuit, and Métis Peoples in Canada Indigenous Peoples in Canada · Hands-On Social Studies for Ontario, Grade 6 Hands-On Social Studies for Ontario 1. Indigenous peoples 2. Indigenous peoples in the Plateau 3. Indigenous peoples in the Prairies in the Northwest Coast Portage & Main Press, 2020 · Portage & Main Press, 211 SAMPLE PAGES www.portageandmainpress.com 4. Indigenous peoples 5. Indigenous peoples in the Arctic 6. Indigenous peoples in the Subarctic in the Eastern Woodlands Image Credits: 1 – David Morrow 4 – David Morrow 2 – David Morrow 5 – David Morrow 3 – David Morrow 6 – David Morrow Indigenous Inventions and Innovations 1. Three Sisters planting method 2. Three Sisters planting method 3. Iroquois lacrosse stick · ISBN: 978-1-55379-804-0 · Hands-On Social Studies for Ontario, Grade 6 4. Eastern Woodlands lacrosse stick 5. Algonquin bark canoe 6. Northern Plains arrowheads Hands-On Social Studies for Ontario 7. Eastern Woodlands tomahawk head 8. Mi’kmaq basket 9. Iroquois or Kanien’kehá:ka mortar and pestle Portage & Main Press, 2020 · Portage & Main Press, 212 SAMPLE PAGES www.portageandmainpress.com 10. Assiniboine bow 11. Eastern Cree or Innu snare 12. Dogsled 13. Kalaallit hunting kayak 14. Inuit qulliq oil lamp 15. Anishinaabe or Saulteaux snowshoes · ISBN: 978-1-55379-804-0 16. Red River cart with canvas top 17. Bannock 18. Pemmican Image Credits: 1 – Three sisters by GreenHouse17. Used 8 – McCord Museum ACC5450A-B 15 – McCord Museum M11051.1-2 under CC by 2.0 licence. 9 – McCord Museum M5919.1 16 – William Hind. William George Richardson 2 – the three sisters by Lindsay. Used under 10 – McCord Museum M10127.1 Hind collection. Library and Archives CC by 2.0 licence. Canada, C-028252 Used under CC by 11 – McCord Museum M998.10.68 3 – McCord Museum ACC3190 2.0 licence. 12 – Winters, Snow, Nature, Mountain, 17 – Bannock by Nicholas. Used under CC 4 – McCord Museum ACC3189 Landscape, Cold, White by 3938030. by 2.0 licence. · Hands-On Social Studies for Ontario, Grade 6 5 – Algonquin Bark Canoe. Courtesy of the Used under CC0 1.0 Universal licence. Canadian Canoe Museum and Michael 18 – Pemmican by John Johnston. Used 13 – Western Greenland Hunting Kayak. under CC by 2.0 licence. Cullen Courtesy of the Canadian Canoe Museum 6 – McCord Museum ACC1059 and Michael Cullen. 7 – McCord Museum M9368 14 – McCord Museum ME982X.164 Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, 213 SAMPLE PAGES www.portageandmainpress.com Indigenous Art 1. Eastern Woodlands wood carving 2. Inuit bone carving 3. Inuit soapstone carving 4. Woodland style painting, 5. Eastern Woodlands armband with 6. Eastern Woodlands birchbark Deer Clan – Waawaashkeshi Doodem moose hair embroidery handbag with quillwork by Donald Chrétien · ISBN: 978-1-55379-804-0 7. Birchbark biting 8. Eastern Woodlands beaded container 9. Mohawk basket weaving Image Credits: 1 – McCord Museum M5078 5 – McCord Museum M6266 8 – McCord Museum M196 2 – McCord Museum M999.105.13 6 – Birch-bark handbag by Jeremy Board. 9 – Basket Weaving by Carrie Hill. · Hands-On Social Studies for Ontario, Grade 6 3 – McCord Museum ME985.136.6 Used under CC by 2.0 licence. 4 – Deer Clan – Waawaashkeshi Doodem by 7 – Birch Bark Biting by Pat Bruderer Donald Chrétien Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, 214 SAMPLE PAGES www.portageandmainpress.com About the Contributors Jody Alexander is an Algonquin from Monique Pregent is an elementary science Pikwakanagan First Nation in Ontario. With 16 teacher in southwestern Ontario. As an years’ experience in education, Jody believes Anishinaabe educator, she is passionate about infusing Indigenous history, perspectives, and sharing how to add Indigenous perspectives into knowledge will benefit every student, and all subjects and levels. She is the Indigenous through this new knowledge, a better Canada Education Lead for her school board. She has will be created for future generations. also presented workshops to school boards and the Elementary Teachers Federation of Ontario. Jennifer Lawson, PhD, is the originator and Monique has been a guest writer in resources senior author of the Hands-On series in all about how to infuse Indigenous perspectives subject areas. Jennifer is a former classroom into all subjects and welcomes the day when it teacher, resource/special education teacher, becomes a normal practice in every classroom. consultant, and principal. She continues to develop new Hands-On projects, and also Byron Stevenson is a curriculum writer and serves as a school trustee for the St. James- educational consultant. He worked as a program Assiniboia School Division in Winnipeg, co-ordinator for the Social & World Studies and Manitoba. the Humanities department in the TDSB and he has been a leader within the Ontario Elementary Social Studies teachers Association. Byron has worked with several publishers and he advocates for teaching and learning approaches that promote inquiry, big ideas, and disciplinary thinking. · ISBN: 978-1-55379-804-0 · Hands-On Social Studies for Ontario, Grade 6 Hands-On Social Studies for Ontario Portage & Main Press, 2020 · Portage & Main Press, About the Contributors 223