Unit- Canada and Our Atlantic Neighbors
Goal: To examine the local, indigenous and global interactions and interdependence of individuals, societies and
cultures and nations(IN)
Outcome:IN6.1 Evaluate and represent personal beliefs and values by determining how culture and place influence them
Indicators:
References and Resources and strategies needed for lessons
Assessment Tools
Formative
Summative
a) Identify personal roles in, and
responsibilities toward the family
and local community.
EVALUATE and REPRESENT~ personal beliefs > because of our place and culture
~values
Trying to build the framework for who we are as individuals in this place in
which we live.
Definitions of
roles and
explained and
then
demonstrated
Eston isSaskatchewan isCanada isAll based on relation to self.
Canada and Its Atlantic Neighbours text- pg. 35, 155, 158-160
First nation- pg. 35, 75, 88-91, 102, 136- 137, 161
b) Compare and Contrast family and
community roles and
responsibilities of young people
in Canada, including FNIM,
Atlantic countries(few different
ones)
Use chart as a research tool- attached
Conduct an interview with a grandparent/neighbor, use technology to link with
youth in provincial, territorial, national and global communities of choice.
Skype idea
http://www.beworldwise.org/index.php( great site to show places around the
world)
http://dms.wcs.k12.va.us/geography.htm (webquest)
Chart
Interview
strategy and
responses
Unit- Canada and Our Atlantic Neighbors
http://www.lonelyplanet.com/destinations( information for various countries)
http://lcweb2.loc.gov/frd/cs/cshome.html
Treaties in the Classroom, technology search, articles
c) Plan, conduct, and evaluate an
inquiry to illustrate how culture
and place influence the beliefs
and values of the local
community.
Culture Quest text pg. 4- 19- to give background about culture
Canada and Its Atlantic Neighbors text pg. 36, 155, 158-160
Timeline
Timelinerubric
Timeline of Eston’s development- history books- chunk the years for the group
or individuals and display them on a timeline around the room.
Why did Eston develop? Why and how has it changed? Interview parents, staff
members, senior citizens in community.
Guest speakers ( museum staff), videos, pictures museum will have some
artifacts
Outcome IN6.2 Examine the social and cultural diversity that exits in the world , as exemplified in Canada and a selection of countries
bordering the Atlantic Ocean
Indicators:
a) Compare and
represent the kinship
patterns and cultural
traditions and
traditional world views
of Saskatchewan’s
FNMI and of other
cultural groups
residing in a selection
References and Resources and Strategies
Culture Quest- textbook- Unit 1 Chapter 1
Treaties in the classroom
Assessment
Formative
Summative
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml
http://www.ruf.rice.edu/~feegi/index.html
Family tree
Examine Social and cultural Diversity of the worlds that are in Canada-
Unit- Canada and Our Atlantic Neighbors
of countries bordering
the Atlantic
Ocean
Create a Mosaic of our Classroom Heritage- post a world map identifying the places of
where families traveled from to get to Canada. A symbol or picture is placed on that
location with string then connected to Eston.
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Use webbing or concept mapping techniques to link information to the
country's history, social environment, and geographic location. (Model
the activity with the class using a selected country as an example.)
Organize, create a display for an international bazaar
Have the students teach games, dance, language, etc. from country
studied.
Make a picture essay.
Design travel brochures.
Study stories of families from different countries. Create a family from
another country studied.
The teacher can refer to the visual art curriculum for activities which
develop an understanding of cultural symbols.
Examine a country's arts to see how they are a reflection of a nation's
identity, history and environment.
Create own country with the intent being the country has all it needs to in order to
function. (could be a culminating activity for the year)
Book- Discovering Canada’s Trading Partners.
b) Develop an
understanding that
global
interdependence
impacts individual daily
life in Canada and a
selection of countries
bordering the Atlantic
Ocean.
Our Global Heritage resource book- various pages(family tree, ancestor research)
RESEARCH:
Look at one tradition from the culture of your heritage. Why did your family immigrate
to Canada and how?
http://kids.yahoo.com/reference/world-factbook
http://lcweb2.loc.gov/frd/cs/cshome.html
Research
(Rubric)
Brochure,
country
development
Chart/
frameworks
copied to
use
Unit- Canada and Our Atlantic Neighbors
Canada’s Links to the World- resource
What is interdependence? Look at from school perspective first. Who are we
interdependent with? How? Looks like_______
Look into the connection of the trade partners/relationships/benefits/impact/supports
www.GovCan.com
www.Canada.gc.ca
www.infoexport.gc.ca/docs
www.infoimport.gc.ca/docs
http://www.oxfam.org.uk/coolplanet/ontheline/schools/chocbix/index.htm
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c)
Investigate the
contributions of FNIM
people in Canada and
indigenous peoples in a
selection of countries
bordering the Atlantic
ocean to local, prov.
National and global
communities in various
areas such as politics,
business, health,
education, sport, music,
Write journal entries in response to "What if ..?" questions.
Debate a topic like, "Be it resolved that all restrictions concerning
Canadian content on television should be lifted".
Role-play a scenario involving controlling strategies.
Have a panel discussion with students assuming various positions on
a topic.
Research- chooses a region and/or FNMI people and develops an investigation based
on the topics in the indicator. (chart handout included)
Handouts/ar
ticles
Research
(rubric)
Aboriginal peoples of Canada-resource(2)
Apply the diversity definition to research from above. Make connections here.
Application of
assessing the
Unit- Canada and Our Atlantic Neighbors
literature, art, music,
dance and architecture.
d) Assess the significance
of cultural diversity
within the context of
area researched
above.
Big
questions
developed
cultural
diversity.
www.statcan.gc.ca/kits-trousses/edu06_0005a-eng.htm
http://dms.wcs.k12.va.us/geography.htm (webquest)
IN 6.3 Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic
Ocean.
Indicators:
b) Assess and interpret why
people from a selection of
countries bordering the
Atlantic Ocean have chosen, or
may choose to immigrate to
Canada
e) Become aware and
describe the role of
key international
agencies in protecting
human welfare,
especially that of
children and youth
References and Resources and Strategies
Tied in with above indicator
Immigration websitesStats Canada
http://www.cbc.ca/news/becomingcanadian/
http://archives.cbc.ca/politics/elections/topics/1181/
Google and search based on 3 questions or investigative suggestions
Unicef, world beat,
http://www.ecpc.org.uk/promise
Book- A life Like Mine
https://www.k12.gov.sk.ca/docs/midlsoc/gr6/g63conss.html#URLDB_11141
http://www.amnesty.ca/
http://www.feedingminds.org/fmfh/home/en/
http://cyberschoolbus.un.org/3PLUSU/index.html
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Organize a fund raising- purpose for….
Provide a service (e.g. for senior citizens).
Organize a display or short performance or make a video to raise
awareness in the school (e.g. UNICEF puppet show).
Assessment
Formative
Summative
Formative
Summative
ChartGraphic
organizer.
Unit- Canada and Our Atlantic Neighbors
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Propose a plan (e.g. to adopt and support a child - Foster Parents Plan).
IN.6.4 Explore aspects of cultural change over time, including: reasons for cultural change; examples of cultural change; how cultural change affects
youth; how youth respond to cultural change.
GOAL: To analyze the dynamic relationships of people with land, environments, events and ideas as they have affected
the past shape the present and influence the future,
Outcome-DR.6.1 Analyze the impact of the diversity of natural environments on the ways of life in Canada and a selection of countries bordering the
Atlantic Ocean.
Indicators:
a) Make generalizations
about the effects of
climate and vegetation
in a local area on the
historical development
of people in the
selected area.
b) Describe the
relationship between
the climate and
vegetation zones and
the lifestyles (eg.
Modes opf
transportation, home
and building
construction, modes of
dress, population
health types of sport,
recreation and leisure
activities, economic
Canada and It’s Atlantic Neighbors- charts and photos
Canada’s Atlantic neighbours
The Northern Circumpolar World
http://atlas.nrcan.gc.ca/site/english/index.html
http://www.beworldwise.org/index.php
http://www.sierraclub.ca/national/programs/health-environment/foodagriculture/index.shtml
Unit- Canada and Our Atlantic Neighbors
activity) of people in
Canada and in a
selection of countries
bordering the Atlantic
ocean.
a)
Investigate ways in which
natural environments are
reflected in the artistic
expressions (music,
dance, painting,
sculpture, architecture)
in Canada and in a
selection of countries
bordering the Atlantic
Ocean.
Choose an artist, sculpture, architect, music, dance
Create a free dance based on the area assigned to music from the country. Ex- Cape
Breton- potatoes
North- Igloo
Teach class-students can learn and teach- the steps of a dance that originated from
the area Ex- Stompin Tom, This Land is My Land,
Ted Harrison, other artists
Presentation,
demonstration
Outcome-DR 6.2 Analyze ways in which the land affects human settlement patterns and social organizations, and ways in which human
habitation affects land.
Indicators:
a) Identify, on a map or
globe, major cities,
landforms, and bodies
of water in Canada and
a selection of countries
bordering the Atlantic
Ocean.
b) Propose explanations
for population
distributions, densities,
and growth rates in a
selection of countries
bordering the Atlantic
http://atlas.nrcan.gc.ca/site/english/index.html
http://www.cbc.ca/news/background/champlainanniversary/index.html
http://missmaggie.org/geospy_files/geospy.html
http://www.eduplace.com/ss/maps/
http://kids.yahoo.com/reference/world-factbook
http://www.rethinkingschools.org/just_fun/games/mapgame.html
Atlantic Neighbors- Stepping Up_ Environmental Unit from the scholastic program.
Video to use that shows population with lights showing in areas of the world.
Unit- Canada and Our Atlantic Neighbors
Ocean, and compare
this to population
distributions, densities
and growth rates in
Canada.
c) Identify the historical
and contemporary
factors that influence
the migration of
people( environment,
economic, and political
factors) and research
examples from a
selection of countries
bordering the Atlantic
Ocean.
Stats Canada
Migration http://www.cic.gc.ca/
http://www.collectionscanada.gc.ca/confederation/kids/index-e.html
Define what contemporary factors areCreate the questions to guide what needs to be learned on this topic based on the
understanding of contemporary factors.
Outcome: DR 6.3 Appraise the strategies human societies have used to orient themselves within time and place in the
natural environment.
Indicators:
b) Use parallels of
latitude and meridian
of longitude to situate
locations on a map.
http://missmaggie.org/geospy_files/geospy.html (game for smart board or
computer)
http://www.rethinkingschools.org/just_fun/games/mapgame.html
c) Calculate the time in
different time zones
http://www.eduplace.com/ss/maps/
relevant to Canada and
a selection of countries
bordering the Atlantic
Ocean, using
http://www.timeticker.com/
technological tools and
appropriate vocabulary
including international
Unit- Canada and Our Atlantic Neighbors
date line, universal
time, local time and
daylight savings time.
d) Investigate the
aboriginal
understanding of day,
night and seasons as
part of global cycles.
e) Describe and compare
diverse approaches to
natural resource and
land use among First
Nations and Métis
peoples in Canada,
among indigenous
peoples in countries
bordering the Atlantic
Ocean and nonindigenous peoples of
these regions, and
explore how these
diverse approaches
have come into conflict
and been in harmony
in various time periods
and locations.
http://www.sicc.sk.ca/keepinghouse/tofc.html
http://www.ruf.rice.edu/~feegi/index.html
Conflict- define- RAN chart/KWLS
Timeline of events peace and wars
Fur trade
Colonization
Unit- Canada and Our Atlantic Neighbors
DR. 6.4 Relate contemporary issues to their historical origins in Canada and a selection of countries bordering the
Atlantic Ocean.
Indicators:
b) Analyze the historical
origins of a current issue
affecting youth in Canada and
selection of countries
bordering the Atlantic Ocean
by tracing the evolution of the
issue over time (e.g. slavery,
colonization, migration and
indigenous people’s
relationships with colonizing
peoples)
As we look into the country we have been following during this study we will closely
focus on the youth now within the context of the items mentioned in the indicators.
Each area will have an item or issue that is more prevalent and will become the
focus.
Contemporary- define this
(For the combined grade Grade 5’s- heroes/voting)
GOAL: To investigate the processes and structures of power and authority, and the implications for
individuals, communities and nations(PA)
Outcome PA6.1 Examine the relationship between an individual’s power and authority and the power and authority of
others.
Indicators:
a) Illustrate the forms of
power: force,
authority, and
influence with respect
to their personal lives
(e.g. force: pushing
someone, saying
something hurtful:
authority: being
elected class
representative, being
invited to act or speak
on behalf of the group;
Develop common understanding of the terms FORCE, AUTHORITY,INFLUENCE.
Role play current and past situations that students may be familiar with. Sort into
categories of power.
Cross curricular piece to tie in is health education.
Unit- Canada and Our Atlantic Neighbors
influence: speak out
on their behalf or on
the behalf of others)
b) Give examples of the
forms of power (force:
gangs, bullying:
authority: leadership
of an organization;
influence: clergy,
charisma) in the local
community
d) Identify and
examine the
characteristics of local,
provincial, national
and international
leaders and
organizations in order
to:
 understand
how the
individuals and
organizations
identified
obtained their
power
 explain how
the individuals
and
organizations
identified use
influence,
force or
authority
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Lisa Visits the Legislature. (Video). Filmcrew (MHP/BB), 1995. 37 min. Dup.
order no. V9044. Teacher's Guide - Order no. BB 1896
For information regarding the function and structure of the legislative
assembly visit the website.
Pamphlets available through the Legislative Assembly of Saskatchewan
Hansard is available by date.
Pictures of the Saskatchewan Legislative Buildings.
Rehabilitation of the Legislative Building.
http://www2.parl.gc.ca/Sites/LOP/Education/MPTV/index-e.asp
http://www.parl.gc.ca/common/SenatorsMembers_senate.asp?Language=E&Parl=3
7&Ses=3&Sect=senhist
School- how is it run in terms of SLC?
Local, Provincial, Canadian governments
Animal book from Eston library- KIT that uses animals in the government structure
Mock legislature within the classroom.
Videos that show the House in action
PLEA materials
Government of Canada materials
http://www.parl.gc.ca
Create and use already developed SMART board files for matching vocabulary,
people ect.
Unit- Canada and Our Atlantic Neighbors
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show the
relationship
between the
power and
authority of
those
individuals and
organizations
and the power
and authority
of others.
DR. 6.2 Analyze the distribution of power and privilege in Canada and a selection of countries bordering the Atlantic ocean.
Indicators:
a) Gather and interpret
data from various print
and electronic sources,
such as graphs, maps
and charts, to illustrate
geographic and
economic differences
among regions in
Canada and a selection
of countries bordering
the Atlantic Ocean(e.g.
mountainous area;
tourism, forestry, and
mining; coastal areas:
fishing and shipping)
Use sites mentioned previously to gather data from.
Use a chart for comparative purposes. Choose two areas to compare and illustrate.
Unit- Canada and Our Atlantic Neighbors
c) Investigate the
concept of white
privilege, and assess
the degree to which it
exists within Canada
and a selection of
countries bordering
the Atlantic Ocean.
This can be a cross curricular piece as well with ELA.
Underground To Canada, Tunnels of Time are examples of novels used as vehicles to
teach skills in ELA.
http://www.lonelyplanet.com/destinations
https://www.k12.gov.sk.ca/docs/midlsoc/gr6/g64conss.html#URLDB_10085
d) Identify the personal
and societal impact of
white privilege on
individuals and groups
within Canada and a
selection of countries
bordering the Atlantic
Ocean.
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section9.sh
tml
http://www.gaiaproject.bc.ca/related/Bigpicture.htm?
PA 6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled, youth and the elerly,
may be affected by the injustice or abuses of power.
Indicators:
c) Propose changes needed in
human behavior and
institutions in order to prevent
the abuse of power.
d) Investigate the relationship
between people and their
governments in Canada and a
selection of countries
bordering the Atlantic Ocean.
Include things as human rights,
http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part3/default.htm
http://www.milestonesproject.com/
http://youth.devp.org/THINKfast/Resources/Shoes.pdf (doesn’t always come up)
Unit- Canada and Our Atlantic Neighbors
treatment of minorities,
history with indigenous
peoples, infrastructure for
health , education (including
reference to residential
schools and the
intergenerational impact of
those experiences)
GOAL: To examine various worldview about the use and distribution of resources and wealth in relation
to the needs of individuals, communities, nations, and the natural environment and contribute to
sustainable development. RW)
Outcome:
RW 6.1 Examine and analyze factors that contribute to quality of life, including material and non-material factors.
Indicators:
a) Explain the difference
between needs and
wants.
Needs
Wants
b) Compare and contrast
the needs and wants of
Canadian youth with
those of youth in a
selection of countries
bordering the Atlantic
Ocean.
g) Compare and
contrast the quality of
life in Canada with the
quality of life in a
selection of countries
bordering the Atlantic
http://www.ecpc.org.uk/promise
http://www.feedingminds.org/fmfh/home/en/
Unit- Canada and Our Atlantic Neighbors
Ocean using various
sources of data
including a quality of
life index, maps,
graphs, and charts.
Outcome: RW 6.2 Contribute to initiating and guiding change in local and global communities regarding environmental,
social and economic sustainability.
Indicators:
b) Investigate how
individual local
consumer choices may
affect people
elsewhere in the world
(e.g. child labour,
enslavement, sweat
shops, consumption of
scarce resources,
prosperity through
employment)
c) Develop an action-plan
for harmonizing one’s
personal lifestyle with
collective needs
regarding social,
environmental, and
economic
sustainability.
http://www.amnesty.ca/
World beat resources used here.
http://cyberschoolbus.un.org/3PLUSU/index.html
Take action- Make a difference book- a Social Studies Handbook