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Hands-On Social Studies for Ontario, Grade 6 Reviewer: an Inquiry Approach Jennifer Kolesar SAMPLE PAGES www.portageandmainpress.com Ontario 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: <www.portageandmainpress. com/product/xxxxxxxxxxxxxxx/>. Use the password XXXXXXXX to access this free download. SAMPLE PAGES www.portageandmainpress.com 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: Hands-On Social Studies for Ontario, Grade 6 spatial skills. • 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, 2 Hands-On Social Studies for Ontario • Grade 6 SAMPLE PAGES www.portageandmainpress.com 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
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