Social+Studies+5


 * **﻿K-12 Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations. (IN) ** ||

IN5.1 Demonstrate an understanding of the Aboriginal heritage of Canada.

As part of learning about the Aboriginal tribes of Canada students created a toon do to show some of thier learning.

IN5.2 Analyze the evolution of Canada as a multicultural nation.

Project parts

1. Each student was asked to discover what their ethnic background.

 * ===research the country that their ansestors came from===
 * know the date that they came to Canada
 * research both maternal and paternal sides of your family

2. **Students then researched the country and learned about 2 different cultural events from the counties of their ancestors**.

 * Students organzized this info into a logical order, introducing thier family from the paternal side and the maternal side.
 * Students were encouraged to plan a special food dish from their country and bring it to school
 * Students created a voice thread encorporating all their information.
 * Voice threads were shared and commented on to find similarities and differences
 * students were assessed using a rubric which they helped to put in place.


 * **K-12 Goal: To analyze the dynamic relationships of people with the land, environments, events, and ideas as they have affected the past, shape the present, and influence the future. (DR) ** ||

DR5.1 Analyze the historic and contemporary relationship of people to land in Canada.

DR5.1 Analyze the historic and contemporary relationship of people to land in Canada.

DR5.3 Identify the European influence on pre-confederation Canadian society.


 * **K-12 Goal: To investigate the processes and structures of power and authority, and the implications for individuals, communities, and nations. (PA) ** ||

PA5.1 Describe Canada’s political evolution. Students ar researching different topics that lead to Cnada's development as a nation. These wil be presented on large poster board to creat a display in the school. The students will then research forn each other's projects three key questions that they should learn about one of the seven topics. The response will be done on their blogs.

Students will then be responsible to place a summary of thier topic on a time line. Time line - []

PA5.2 Explain the purposes and functions of governance structures in Canada, including First Nations systems and those patterned on the Westminster parliamentary system.

PA5.3 Develop an understanding of the nature of the treaty relationship between First Nations and Canada’s federal government.


 * **K-12 Goal: To examine various worldviews 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) ** ||

RW5.1 Explain the importance of sustainable management of the environment to Canada’s future.

Tasks: 1. Students were given opportunity to use an atlas to barinstorm the natural resources of Canada. 2. Each student chose one resource. The student researched the following info for that resource.... a)non renewable or renewable and why b) definition of resource and what it is used for to make c) places in Canada it can be found/used d) where this resource is exported e) how this resources should be managed(protected or renewed) 3. Each student wrote a persuasive letteer to PrimeMinister Stephen Haprper outlining thier ideas for resource protection/use. 4. Student presented their info to class and each person gatherered resource info.

RW5.2 Hypothesize about economic changes that Canada may experience in the future.

5. Students posted a reflection about Canada and its resources on the blogg based on this outcome.

[] a web site with Confederation History for kids

[] [|Virtual Map Creation] [|Letters from the Trunk] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">"An exciting opportunity to learn about the men and women who settled in the Canadian West in the first half of the twentieth century." <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">Trunks contain both elementary and secondary content. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">[|Jigsaw Planet]

[|l]