LESSON 3
Unit 2: Newfoundland and Labrador from the Turn of the 19th Century through to the
Early 20th Century: History as a Story of People
Title: The Dialect Atlas of Newfoundland and Labrador: Lifestyles
Time: Two to three 56 minute periods
To be incorporated after looking at European Settlement in Chapter 2 (pp 35-39 in Voyage
to Discovery). This lesson corresponds to Chapter 5 and is intended to follow lessons 1 and
2.
Specific Curriculum Outcomes
Sample Teaching/Learning Strategies
SCO 1.1 The student will be expected 1st class (to be completed if you have not already
completed lesson 1): Introduction to the Dialect Atlas
to demonstrate an understanding
of Newfoundland and Labrador
and appreciation of history
(www.dialectatlas.mun.ca)
1.1.1 Identify historical sources (e.g.,
art, documents, photos, stories,
 Watch introductory video with class (
artifacts, and music) in their own
http://www.youtube.com/watch?v=10MSgbnY
community. (K)
Gjk) (1.1.1, 1.1.2, 1.1.9)
 Instruct students on the use of the site for the
1.1.2 Examine how historical sources
first half of the class (approximately) and let
(e.g. art, documents, photos, stories,
them navigate it themselves (teacher-directed)
artifacts, and music) are windows into
for the second half with special attention to the
the past. (A)
Words section of the Atlas, under the ‘Whole
Province’ search option (see the ‘Using the
1.1.7 Infer an historical condition (e.g.,
Dialect Atlas’ document for step-by-step
economic role, social more, lifestyle,
instructions on the use/navigation of the Dialect
and living conditions) from an
Atlas) (1.1.1, 1.1.2, 1.1.9)
historical source. (I)
2nd class:
1.1.9. Examine the role of historic
Examining lifestyle themes
sites, archives, and museums in
interpreting and preserving history. (A)
 Lists of lifestyle-related questions from the
Dialect Atlas are organized into tables each of
SCO 1.2: The student will be
which represents a thematic area (housing,
expected to demonstrate an
foodways, clothing, social activities, health,
understanding of how to find out
transportation; see ‘Information for Teachers’
about the past:
and ‘Information for Student’ documents).
 Students can be divided into small groups, and
1.2.3 Formulate a key question that is
each will be assigned a different lifestyle
supported by a given source. (A)
theme.
 Students will be instructed to find local words
1.2.4 Identify other sources that relate
that match each of the questions in their
to the key question. (A)
assigned thematic area, using the Words
section of the Dialect Atlas website.
1.2.5 Gather information that is
significant for the question. (A)

Students will:
i)
Ask themselves each of their assigned
questions and write down their answers
(the words that they themselves would
use) in the appropriate column of the
worksheet provided (see the document
‘Information for Students’ for Lesson
3).
ii)
Search the Dialect Atlas and write down
answers given by speakers to the
assigned questions.
iii)
Make a list of regions and/or
communities where each term is found.
(1.1.1, 1.1.2, 1.1.7, 1.1.9, 1.2.3, 1.2.4, 1.2.5,
1.2.6, 1.2.7, 2.5.1, 2.5.2, 2.5.4, 2.5.6, 2.5.8,
2.5.9, 2.5.10, 4.5.15, 4.5.16)

Students will spend the rest of the class
preparing their findings to present in the next
class.
1.2.6 Find patterns and trends in the
information (A)
1.2.7 Draw conclusions based on the
patterns and trends in the information
(A)
1.2.8 Present explanations or
arguments in support of the key
question (I)
SCO 2.5 The students will be
expected to demonstrate an
understanding of lifestyles of peoples
in Newfoundland and Labrador in
the 19th century
2.5.1 Show how housing reflected how
the owner earned a living. (K)
2.5.2 Examine the food ways of the
19th century. (A)
2.5.4 Analyze activities people
engaged in for entertainment and
recreation (A)
2.5.6 Describe the health care services
(e.g., the Grenfell Mission) provided in
Newfoundland and Labrador. (K)
2.5.8 Relate social and economic
activity to times of the year (A)
2.5.9 Explain the role of technology in
communications and transportation in
the 19th century. (K)
2.5.10 Compare lifestyles of the 19th
century with lifestyles today. (K)
SCO 4.5 The student will be expected
to demonstrate an understanding of
3rd class:
 Students will present their findings to the class.
(1.2.8)
Note:
* Although students will only work on one lifestyle
thematic area, they will learn about all areas through
presentations. Students can be assigned more than one
lifestyle theme if desired.
social changes and issues that
Newfoundland and Labrador
experienced at the close of the 20th
century
4.5.14 Evaluate what is meant by a
Newfoundland and Labrador identity
(I)
4.5.16 Examine the forms in which
Newfoundland and Labrador culture is
being expressed. (A)
Sample Assessment Strategies
Students may, for example,



Reflect on why certain
lifestyles and related terms are
used in particular areas. (1.1.7,
1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7,
2.5.1, 2.5.2, 2.5.4, 2.5.6, 2.5.8,
2.5.9, 2.5.10, 4.5.15, 4.5.16)
Use the worksheet (see the
document ‘Information for
Students’ for Lesson 3) to find
out more about lifestyles.
(1.1.7, 1.2.3, 1.2.4, 1.2.5, 1.2.6,
1.2.7, 2.5.1, 2.5.2, 2.5.4, 2.5.6,
2.5.8, 2.5.9, 2.5.10, 4.5.15,
4.5.16)
Present their findings to the
class. (1.2.8)
Teacher Notes
Smallwood, J. R.(1981 -). Encyclopedia of
Newfoundland and Labrador Vol 1-6.
St. John’s, NL: Newfoundland Book Publishers.
Available on-line at
http://enl.cuff.com
.
Dialect Atlas of Newfoundland and Labrador
www.dialectatlas.mun.ca
Dictionary of Newfoundland English
www.heritage.nf.ca/dictionary
The Book of Newfoundland