P.S. 105 The Blythebourne
Sophocleous, Stella / Unit 4 Social Studies / Grade 5 (P.S. 105 The Blythebourne)
Sunday, May 6, 2012, 7:57PM /
Unit: Social Studies (Week 31, 13 Weeks)
Standards
NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5, NYS: 5th Grade , Reading: Informational Text
6. Assess how point of view or purpose shapes the content and style of a text.
§ 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Big Ideas
How do geography, economics, people, and key events connect to shape Canada? What challenges does Canada face today? / Essential Questions
1.How has geography impacted the development of Canada?
2. What were the characteristics of the native cultures of Canada? (Case Study)
3. How did European nations play a role in the development of Canada?
4. How did Canada grow and expand?
5. What challenges does Canada face today?
Content
Geography of Canada
(rivers, mountains, countries, tundra, forests, landforms)
Focus : Case study of a native culture of Canada
(Inuit, Canada’s First Nations, People of the Sub Arctic)
• social class and organization
• growth of culture
• traditions, language, arts, architecture, literature, dance
• economic features
• religious practices and beliefs
• use/creation of new technology
• government systems
• contributions and achievements
Colonization:
• European exploration and the native peoples
• France establishes colonies
• Colonies established for religious, political and economic reasons
• Alliances and interactions between Native Canadians and the French
Independence:
• Key events and people in Canadian independence
• Effects/outcome of independence
• Successes and challenges of the new government
Growth and Expansion:
• Canadian Provinces from 1867 through 1931
• The gold rush
• Transportation development and
settlement
• Canada and the Commonwealth of Nations
• Industrialization and the growth of factories
Environmental issues (loss of
rain forests, deforestation, limited resources) / Skills/Strategies
Identify the diverse geographical features of Canada
Describe native cultures of Canada
Understand the causes and effects of Canada’s road to independence
Ask authentic questions about Canada’s growth and expansion
Identify facts and details that support main ideas
Learn to use multiple/varied resources to research the movement for Quebec’s sovereignty
Use technology effectively for research, presentation, and application of content
Participate in discussions and listen well
Assessment/ Performance Task
Performance: Authentic Task
Protecting Canada’s Ecosystems
1. You have been chosen to speak at a SAVE THE EARTH conference in Canada. They would like you to speak on how we can save one of the Ecosystems of Canada. The presentation is to increase the audience’s awareness of the damages of the chosen ecosystem and propose a plan for restoring or protecting that ecosystem.
Since you will be speak to a large audience you are t o bring visuals ( a poster, a power point presentation, a slide show etc)
Students will design a plan to save or restore one of Canada’s ecosystems. The plan should include the followings:
1. Explain how non-living things and living things interact in the chosen ecosystem.
2. Analyze how human activities (e.g. deforestation and pollution) have affected that ecosystem.
3. Propose a plan for restoring or protecting that ecosystem.
4. Anticipate obstacles in carrying out the plan.
Learning Activities
Students investigate a particular region in Canada
Inquiry: Students will research life as an Inuit
Students will analyze Inuit innovations from the past and the present
Consult A True Book, The Inuit, Life in the Far North, Native Americans, Arctic Peoples First Reports, The Inuits, The Inuit Thought of It, Amazing Arctic Innovations
Students will compare and contrast the experiences of the indigenous people of Canada and the United States
Consult French Colonies in the Americas, Samuel de Champlain (Kline), Samuel de Champlain (Sonneborn), Henry Hudson: Seeking the Northwest Passage, Jacques Cartier, Samuel de Champlain: From New France to Cape Cod
Students will determine an explanation for why Canada did not have a revolution
Consult The Kids Book of Canadian History, The Kids Book of Canada, Spotlight on Canada, That’s Very Canadian!
Students will develop questions using images and text relating to Canada’s growth and expansion
Consult Canada, Spotlight on Canada, A Visit to Canada, Crazy about Canada, Coming to Canada, The Kids Book of Canadian History
http://www.donnellys.com/mainpage.html
http://www.edunetconnect.com/cat/candict/
Students will understand environmental issues Canada faces today / Resources/Touchtone Texts/Field Trips
http://kids.nationalgeographic.com/Places/Find/Canada
http://www.gov.nu.ca/english/about/NunavutFacts.pdf
http://www.ec.gc.ca/education/default.asp?lang=en&n=3AD65317-1
http://www.greenpeace.org/international/en/publications/reports/canada-s-largest-ecosystem-is/
http://www.ec.gc.ca/eau-water/default.asp?lang=En&n=6CA710A4-1
Last Updated: Sunday, May 6, 2012, 7:57PM
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