SELECTING REPORT CARD COMMENTS THAT WORK
Sample Unit: Grade 3: Early Settlements in Upper Canada
? has been able to engage in
research to study interactions
between new settlers and existing
communities of First Nations
people in New France.
? has identified factors that helped
to shape the nature of early
communities in Upper Canada.
? is able to organize a multicriterion comparison to compare
communities past and present.
? researched Native People and
settlers.
? can name 3 factors that helped to
shape the communities of Upper
Canada..
? is able to identify factors such as
heritage, natural resources, and
climate as influences on the
development of settlement in
Upper Canada.
? can list the countries of origin of ? demonstrates understanding of
the people who settled Upper
the multi-cultural nature of Upper
Canada around 1800.
Canada around 1800.
? can identify the different ethic
? can identify, locate, and describe
groups and areas where each
the lifestyles of different First
settled in Upper Canada in the
Nations groups in Upper Canada
early 1800’s.
around 1800.
? can identify several factors that
? can identify ways that early
helped to shape the development of settlers valued, used and looked
early settlements ( e.g.,
after natural resources.
transportation, climate, natural
resources, origin, etc.)
? is able to identify things that
? can describe the early
early settlers learned from native
components of an early settlement.
people that helped them to adapt
to their new environment.
? can build a 3 dimensional model ? knows the various roles of male
to show the components of an early and female settlers.
settlement in Upper Canada ( e.g.,
grist mill, church, school, general
store, blacksmith’s shop, etc.)
? can describe and explain reasons
for the various roles of male and
female settlers.
? can ask, and research answers
for, questions related to the study
of early settlement in Upper
Canada.
? has learned to use our local
? has been able to demonstrate,
museum, and our visit to a Pioneer through drawings and
Village, to gather information
reenactments, a clear
about pioneer life and to support
understanding of human and
ideas with information from maps, environmental relationships in
illustrations, and media sources.
early settlements.
? has successfully used a variety of ? is able to use appropriate
graphics ( e.g., graphs, charts,
vocabulary to name and describe
maps, models) media works,
various aspects of life in Upper
written notes, and drawings, to
Canada.
demonstrate learning about life in
Upper Canada.
? has completed a detailed
? has completed a detailed
comparison of the lives of children comparison of the lives of Native
in Native and European
People, early settlers, and people
settlements in Upper Canada and
today using several criteria
contrasted these to the lives of
(children’s lives, adult roles,
children today.
buildings, tools, etc.).
? is able to use comparison
? compared buildings in Upper
organizers to examine many
Canada,with First Nations
aspects of life for different groups communities, and today.
in early settlements and contrast
these with life today.
? has compared the tools and
? participated in the re-creation of
technologies used by early settlers, some social activities and
First Nation people, and people
celebrations common to early
today.
settlements and First Nations
communities.