Alberta : the land, histories, and stories : grade 4 social studies - Assignment Booklet 5A

2006·2.1 MB·English

by  Alberta. Alberta Education

UniversityofAlbertaLibra
Trappers, Traders, and Homesteaders
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1 Branch EDUCATION
Grade4SocialStudies
Module5: Boreal Forest:Trappers,Traders, and Homesteaders
HomeInstructor'sGuideandAssignment Booklet5A
LearningTechnologies Branch
ISBN 0-7741-2747-3
TheLearningTechnologiesBranch acknowledgeswith appreciationtheAlberta DistanceLearningCentreand
Pembina HillsRegional Division No.7fortheirreviewofthisHomeInstructor'sGuideandAssignmentBooklet.
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Students / • AlbertaEducation,http://www.educatlon.gov.ab.ca
Teachers / • LearningTechnologiesBranch, http://www.education.gov.ab.ca/ltb
• LearningResourcesCentre,http://www.Irc.education.gov.ab.ca
Administrators
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Copyright © 2006, Alberta Education. This resource is owned by the Crown in Right ofAlberta, as representedby the Ministerof
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Table of Contents
Module 5: Boreal Forest: Trappers, Traders, and Homesteaders 4
Overview
4
Field Trips and Speakers 5
Supplemental Reading
6
Additional Materials 8
Chapter Summaries
Chapter 1: The Man Who Looked at Stars 10
Chapter 2: Slivers of Steel by Sweat of the Brow 11
Chapter 3: Where the North Wind Blows 11
Chapter 4: More Than Just Forest 12
Chapter 5: Of Muskeg and Moss 13
Chapter 6: Birds of the Boreal 13
Chapter 7: A Land of Contrasts 14
Chapter 8: The Bountiful Boreal Forest 15
Chapter 9: Festivals, Fairs, and Fires 15
Module 5: Boreal Forest: Trappers, Traders,
and Homesteaders
Overview
In Module5thestudenttravels fromtheRockyMountains landform intothe Boreal Forest NaturalRegion.
The module beginswithAlex, Isabelle, and theirgrandparents inJasper, learningabout DavidThompson and
his discoveries intheWest. Fromthere, thefamilytravels north. Thetwins' adventures inthis moduletake
place in and aroundthecityofGrande Prairieand thetown ofPeaceRiver. Alexand Isabelle, alongwith the
student, learn abouttheuniqueand fragile boreal forest ecosystem.Theystudytheclimate, physical features,
and natural resources oftheregion. Theylearnabouttheforestryindustryand its impact ontheenvironment
and on the peoplewho livethere.Astheybegintoappreciatetheways inwhich occupations andthe
economyhave been influenced bythenatural resources ofthis region, theycometovalueand respecttheir
relationshipswith theenvironment.
Thestudent follows thetwins as theyheartheoral historyoftheFirst Nations peopleswhocametothe
boreal forests and learned howtosurviveand thrivethere.Theylisten forthevoicesofthepast inthestory
ofTheNorthern Lights, as retold byBaba, and imaginethe peoples ofthe boreal forestsharingresponsibilities
insmall kinship groups. Thestudent learns howthepeopleswho lived in the boreal forestsshared their
knowledgewith newcomers throughthestories ofThanadelthur, Matonabbee, and Samuel Hearne; and how
David Thompsonshared his knowledgethrough his maps andjournals. Thestudent learns ofchanges that
cametothe peoples ofthe boreal forestwith thearrivalofCreemiddlemen and HBC furtraders; and laterwith
thearrival ofhomesteaders byrail, horse, andwagon. Thestudentexplores somereasonswhynewcomers,
such as navviesand homesteaders, cametoAlberta. Theyalsolearnoftheirgreat efforts andsacrifices.
Assessment
The markdistribution is as follows:
AssignmentBooklet 5A
Chapter 1 Assignment 20 marks
Chapter2Assignment 5 marks
Chapter5Assignment 10 marks
Chapter 7Assignment 10marks
Chapter9Assignment 15 marks
Total 60marks
AssignmentBooklet5B
Chapter 11 Assignment 10 marks
Chapter 13Assignment 15 marks
Chapter 14Assignment 10 marks
Chapter 15Assignment 10 marks
Chapter 17Assignment 25 marks
Chapter 18Assignment 30 marks
Total 100marks
Social Studies 4: Module 5 4 Home Instructor's Guide 5A
Field Trips and Speakers
Field trips and speakerscan enrich tiiestudent's experienceand hielp reinforceconcepts. This module
provides several opportunities for both.
Recommended fieldtrips includethefollowing:
• museums and art galleries, such as theJasper-Yellowhead Museum and Archives in Jasper
• theGlenbowMuseum in Calgary
• theBoreal Forest Natural Region
• anyoftheforestryindustrymills intheregion (Hinton, Grande Prairie, Peace River, Whitecourt, Boyle,
SlaveLake, andsoon)
• anatural historymuseum, such astheRoyalAlbertaMuseum in Edmonton, that has excellent dioramas
ofAlbertawildlifeand exhibits ofAboriginal culture
Ifpossible, takethestudent toarodeo, gymkhana,orothercelebration inAlberta.
Plan ashort orienteeringcourse, ifpossible, ontrailswithin the boreal forestwhen studyingtheadventures
ofmapmakerDavidThompson. Themost relevant locationwould benearJasper; asecondary location may
beGrandePrairie.Alternativecourse locations could beanatural areanearthehomeoran urban blockin the
community. ReviewtheChapter 1 Assignmenttoget ideas.
Afield triptoRockyMountain Housewould beanenrichingevent foryourstudent. Encouragethestudent to
retellthestoryofDavid Thompson and CharlotteSmall, andtalkabouttheplacewheretheylived and where
theirfirstchildwas born.
Arrangeatriptoalocalrailwaymuseum, such astheAlbertaRailwayMuseum, orvisit thewebsiteat
http://railwaymuseum.ab.ca. Visit atrain station, such as theC&E(1981) RailwayStation Museum in
Edmonton,when studyingthehistoryofthefirst Canadianrailway.
When learningaboutthepeoples oftheWoodlands, visit alocal museum, suchasthe RoyalAlbertaMuseum,
or,with permission, aDeneSuline(Chipewyan), Dunne-za(Beaver), orDeneTha' (Slavey) reserve in northern
Alberta.
AtriptotheTelephoneHistorical Centrewould bevaluablewhen discussingearlytelephones and partylines.
Find out moreathttp://www.telephonehistoricalcentre.com.
Ifopportunitiesareavailable, listentothefollowingspeakers discuss landforms, natural regions, climate, and
industriescovered inthemodule:
• nationaland provincialparks employees
• geographers
• meteorologists
• forestryworkers
• farmers
• environmentalists
Social Studies4: IVIodule 5 5 Home Instructor's Guide 5A
Inaddition,you maywishto listentothefollowingspeakers discussthestories and historyofFirst Peoples,
explorers, furtraders, pioneers, and builders oftherailway:
• First Nations Elders (Observe properprotocols.)
• First Nations artists orstorytellers
• speakers from theNativeFriendship Centreorothercommunityresourcecentre
• educators,teachers, or professors in nativestudies, anthropology, drama, or historyfrom alocalschool,
university, orcollege
Supplemental Reading
Manyexcellent referencebooks are not writtenat thestudent's reading level. Theyareavailableatyour
local library. Referthestudenttotherelevant passages and encouragethestudent toskim theinformation.
Encouragehim orhertoskimthe information in reference books. Provideall necessaryassistancewith
vocabularyand concepts.
Thiswebsitehasan extensive list ofexcellent books forchildren about the forest:
http://www.forestshop.com/children.html.
Someofthefollowing books are listed onthewebsite:
• AncientForests:DiscoveringNature (ActivityBook), byAnderson, Field, and Stephenson, Dog-Eared
Publications, 1994.
• Cool Woods:A TripAroundthe World'sBorealForest, byJaneDrakeandAnn Love, TundraBooks, 2003.
• Leo's Tree, byDeboraPearson,AnnickPress, 2004.
• Meeting Trees, byScott Russell Sanders, National Geographic Children's, 1997.
• OneSmallSquare: Woods, byDonald M. Silver, McGraw-Hill, 1995.
• Shelterwood, bySusan Shetterly, TilburyHouse, 1999.
• SnowAmazing, byJaneDrakeandAnn Love,TundraBooks, 2004.
• A Walk in TheBorealForest, byRebeccaL. Johnson, CarolrhodaBooks, 2000.
• When We Go Camping, byMargriet Ruurs, TundraBooks, 2001.
• Whilea Tree Was Growing, byJaneBosveld,Workman PublishingCompany, 1997.
Otherreferencebooks includethefollowing:
• TheAtlasofEndangeredResources, byStevePollock, Kolai Books, 1995.
• Canada: TheLand, byBobbie Kalman, Crabtree Publishing, 2002.
• EmphasisArt(ThirdEdition), byFrankWachowiak, Harper/Row Publishers, 1977.
• Flashback Canada, byJ. BradleyCruxton andW. DouglasWilson, Oxford Press, 1987.
• Footprints on theLand: TracingthePath oftheAthabascaFirstNation, byAthabascaChipewyan First
Nation, 2003.
Social Studies4: Module 5 6 Home Instructor's Guide 5A
—
• TheFirstAlbertans AnArchaeologicalSearch, byGail Helgason, Lone Pine Publishing, 1987.
• TheFurTraderinRupert'sLand, byColin Duquemin, Vanwell Publishing Limited, 1992.
• GreatCanadianLives:Portraits inHeroism to 1867, by Karen Ford,Janet MacLean, and BarryWansbrough,
Nelson Canada, 1985.
• Journey Through Canada, byRichard Tames, Troll Associates, 1997.
• Landscapes ofAlberta, byLynda Hoffman and Pat Redhead,Alberta Education, 1979.
• TheMagicalEarthSecrets, byDelia Burford, Vancouver: Western CanadaWilderness Committee, 1990.
• ProtectingOurAir, Land, and Water, byGaryChandlerand KevinGraham, LernerPublishingGroup, 1996.
• TheStoryBehindAlbertaNames, byHarryM. Saunders, Red Deer Press, 2004.
• TheStoryofCanada, byJanet Lunn and ChristopherMoore, LesterPublishing, 1993.
• A Traveller's Guide to Geological Wonders inAlberta, byR. Mussieuxand M. Nelson, The Provincial
Museum ofAlberta, 1998.
Oralstories should beread out loud. Followingaresuggested resources forcreation/how/whystories:
• How WeSawthe World:NineNativeStories ofthe Way ThingsBegan, byC. J. Taylor, TundraBooks, 1993.
• Keepers oftheAnimals, byMichaelJ. CadutoandJoseph Bruchac, Fifth House Publishers, 1991.
Avarietyofbooks aboutthenorthern lights areavailableatthestudent's reading level. Possible resources
includethefollowing:
• IntroducingNorthernLights: TheScience, Myth, and WonderofAuroraBorealis, photography byCalvin Hall
andDaryl Pederson, essaybyGeorgeBryson, Sasquatch Books, 2001.
• NorthernLights: TheSoccerTrails, byMichael Kusugak, illustrated byVladyanaKrykorka,AnnickPress,
1993.
Otherbooks areavailableonthesetopics. Checkwiththereferencelibrarian atyour local library.
Thefollowingmaterials maybeordered fromAlbertaEnvironment:
• AlbertaTopographyposter
• CaringfortheLand posterkit
• AlbertaWildlifeViewingGuide
• ATraveller's GuidetoSpaceship Earth posterkit
• EnviroKids InvestigateForest Health
• BetweentheStands
• conekits
• NativeTrees ofAlbertaposter
• Fire, Forests, and Me,withBertieBeaver
• Forest Diseaseposter
• Forest Insect poster
• WasteWatchers activitybooklet
• CompostingGoestoSchool
• Let's Recycleposterkit
Social Studies4: Module 5 7 Home Instructor's Guide 5A
• AMatterofWasteposterkit
• Wetlands: Webbed Feet Not Required posterkit
• EnviroKids Find OutAbout Fistiactivitybook
• AlbertaSpecies at Riskbrochures
• IntroductoryGuidetoSpecies at RiskinAlberta
• BurrowingOwl
• EnviroKids CelebratetheEnvironment
• TheHomeWeShare posterkit
Toreceivethe material freeofcharge, phone[phone]or310-0000 (toll-freeoutsideofEdmonton).
You [email protected].
Additional IVIaterials
In Chapters 13, 14, 15, 17, and 18, thestudentwill design aclayreliefmap ofwestern Canada. Besurethe
following materials areavailable:
• heavycardboard, heavyrailroad board, plywood, orsomeotherfirm backingmeasuringat least
17" X 11" (43cmx28cm)
• moist modellingclay(enoughtocoverthe board and makeareliefmapofCanada)
• plastic garagebagtokeepclaymoist
• newspapers tocoverworkarea
• varietyoftools foraddingtexture: sticks, brush, plastic forks, cord, bark, nuts, etc.
• toothpicks and sharp pencil
• mapofCanada
• mapofAlberta
• watersolublepaints (e.g., posterpaint, tempera, or latex)
• paintbrush(es)
• filmordigital cameracapableoftakingeightcolourexposures
Websites
The followingwebsites maycontain important information forModule5:
Passageways: True Tales ofAdventurefor YoungExplorers
http://www.collectionscanada.ca/explorers/kids/h3-1640-e.html
Park's Canada:RockyMountainHouseNationalHistoricSiteofCanada
http://www.pc.gc.ca/lhn-nhs/ab/rockymountmn/index_e.asp
Kid'sSite ofCanadian Trains
http://www.collectionscanada.ca/trains/kids/index-e.html
Social Studies4: Module 5 8 Home Instructor's Guide 5A
%
borealforest.org
http://www.borealforest.org/mdex.php
Canadian WildlifeService:Hinterland Who's Who
http://www.hww.ca/index_e.asp
Alberta, Naturally:HabitatAudio Tour
http://www.abheritage.ca/abnature/parklands/pma_visual.htm#audiotour
Alberta'sSpecialPlaces:Alberta'sEndangeredSpecies
http://raysweb.net/specialplaces/pages/species.html
World'sBorealForests:AnimalandPlantSpecies
http://www.borealforest.org/world/world_species.htm
EnvironmentCanada:NationalClimateArchive
http://climate.weatheroffice.ec.gc.ca/
Auroras:Paintings in theSky
http://cse.ssl.berkeley.edu/segwayed/lessons/auroras/index.html
CanadianSpaceAgency:AuroraBorealis
http://www.space.gc.ca/asc/eng/missions/sts-097/kid_aurora.asp
NationalAeronauticsandSpaceAdministration:P.O.E.T.R.Y.
http://image.gsfc.nasa.gov/poetry/
ShootingtheAuroraBorealis
http://www.ptialaska.net/~hutch/aurora.html
Jan CurtisImagesoftheAurora:Aurora'sNorthernNights
http://climate.gi.alaska.edu/Curtis/curtis.html
ThreadsoftheLand: TwoHundred YearsofDene Clothing
http://www.civilization.ca/aborig/threads/thred01e.html
Hudson'sBayCompanyDigitalCollection
http://coUections.ic.gc.ca/hbc/ind1en.htm
CanadianMuseum ofCivilization:Ethnology
http://www.civilization.ca/collect/coletlme.html
HBCLearningCentre:E-Books
http://www.hbc.com/hbcheritage/learning/ebooks/
Passageways: True TalesofAdventure forYoungExplorers
http://www.collectionscanada.ca/explorers/kids/h3-1610-e.html
Parks Canada:Prince ofWalesFortNationalHistoricSite ofCanada
http://www.pc.gc.ca/lhn-nhs/mb/prince/index_e.asp
The TelephoneHistoricalCentre
http://www.telephonehistoriccdcentre.com/
TheAlbertaRailwayMuseum
http://railwaymuseum.ab.ca/home.html
Social Studies4: Module 5 9 Home Instructor's Guide 5A
Chapter Summaries
Chapter 1: The Man Who Looked at Stars
This chaptershould takeapproximately40 minutestocomplete.
Objective
Thefocus is onthegreat Canadian mapmaker, David Thompson, and his amazingmapsthat arestillrelevant
today.
Instructional Strategies
Help thestudent understandthatwhilethescopeand accuracyofThompson's mapswas an astounding
achievement andwas ahuge helptothetraders and settlers, First Nations people mapped theroutes and
characteristics oftherivers intheirmemoryand travelledonthem long before Europeanexplorers and fur
traders.
Usethe poemto introducethestudenttothelandscapeofCanadaand AlbertathatThompson sawand
recorded. With thestudent, read thestories ofDavidThompson's lifeas heexploredand mapped the lands
whose rivers flowed into Hudson Bay. Foradditional informationon David Thompson,you maywish tovisit
thePassageways: True Tales ofAdventureforYoungExplorerswebsite:
http://www.collectionscanada.ca/explorers/kids/h3-1640-e.html
Discuss the importanceofthreekey individualswho helped Thompson achieve his goals. Primarily, discuss
the immensecourageofhiswifeof60years, CharlotteSmall,whoselovecreated astable homeforamanwho
left his familybehind in England, andwhoseknowledgeofroutes ofherancestors assisted in his mapmaking.
TalkabouttheroleofthePiikani leaderwhotaughtDavidThompson both theAlgonquian languageand the
ways ofsurvivalonthelands fewwhite people hadvisited. Thirdly, discuss David's fortunate meetingwith
cartographerand mentor PhilipTurnor,whotaught Thompsontheskills ofsurveyingand mapmaking. Finally,
usethediaryexcerptto help thestudentappreciatetheimmensehardships Thompsonovercamewhen
mappingtheland.
An orienteeringgamedesigned byyou and playedwith friends inaparkornaturalareawould befun forthe
student andwould help preparethestudent fortheChapter 1 Assignment.
Afield triptoRockyMountain Housewould beanenrichingevent foryourstudent. Encouragethestudentto
retellthestoryofDavid Thompson and CharlotteSmall, andtalkabout the placewheretheylived andwhere
theirfirst childwas born. You maywish tovisitParks Canada'sRockyMountainHouseNationalHistoricSite
websiteat http://www.pc.gc.ca/lhn-nhs/ab/rockymountain/index_e.asp.
Reviewnewvocabularythroughoutthe moduleand,wheneverpossible, incorporateit intoconversation.
Remind thestudenttoincludeanynewwebsites and links in his or her Internet Journal forfutureassignments.
Attheend ofthechapter, direct thestudent totheChapter 1 Assignment inAssignmentBooklet5B.
Social Studies 4: Module 5 10 Home Instructor's Guide 5A