Alberta : the land, histories, and stories : grade 4 social studies - Assignment Booklet 6B PDF
Preview Alberta : the land, histories, and stories : grade 4 social studies - Assignment Booklet 6B
Instructor and - Two Stories of Forts Learning Jil Technologies /dibcria Branch EDUCATION Grade4Social Studies Module6: ForestandShield: StoriesofTwoForts HomeInstructor'sGuideandAssignmentBooklet6B LearningTechnologiesBranch ISBN 0-7741-2770-8 TheLearningTechnologiesBranchacknowledgeswithappreciationtheAlbertaDistanceLearningCentreand PembinaHillsRegionalDivisionNo.7fortheirreviewofthisHomeInstructor'sGuideandAssignmentBooklet. Thisdocumentisintendedfor YoumayfindthefollowingInternetsitesuseful: Students / • AlbertaEducation,http://www.education.gov.ab.ca Teachers / • LearningTechnologiesBranch,http://www.education.gov.ab.ca/ltb • LearningResourcesCentre,http://www.lrc.education.gov.ab.ca Administrators Exploringtheelectronicinformationsuperhighwaycanbeeducationalandentertaining.However,be HomeInstructors awarethatthesecomputernetworksarenotcensored.Studentsmayunintentionallyorpurposelyfind GeneralPubUc articlesontheInternetthatmaybeoffensiveorinappropriate.Aswell,thesourcesofinformation arenotalwayscitedandthecontentmaynotbeaccurate.Therefore,studentsmaywishtoconfirm Other factswithasecondsource. Copyright © 2006,Alberta Education. Thisresource is ownedby the Crown in RightofAlberta, as representedby the Ministerof Education,AlbertaEducation, 10155-102Street,Edmonton,Alberta,Canada T5J4L5.Allrightsreserved. Nopartofthiscoursewaremaybereproducedinanyform, includingphotocopying(unlessotherwiseindicated),withoutthewritten permissionofAlbertaEducation.ThiscoursewarewasdevelopedbyorforAlbertaEducation.Third-partycontenthasbeenidentifiedby a©symboland/oracredittothesource.EveryefforthasbeenmadetoacknowledgetheoriginalsourceandtocomplywithCanadian copyrightlaw. Ifcasesareidentifiedwherethisefforthasbeenunsuccessful,pleasenotifyAlbertaEducationsocorrectiveactioncan betaken. THIS COURSEWARE IS NOT SUBJECT TO THE TERMS OF A LICENCE FROM A COLLECTIVE OR LICENSINGBODY,SUCHASACCESSCOPYRIGHT. UNIVERSITYLIBRARY |1MI\/CDCITV nc Al Dcnr* Table of Contents Chapter Summaries Chapter 10: The Great Oil Sands of Alberta 4 Chapter 11: Fort McMurray—Boom Town 4 Chapter 12: The Great Debate 5 Chapter 13: The Three R's 5 Chapter 14: A Happy Reunion 6 Chapter 15: To Little Athens of the North 6 Chapter 16: Of Bannock and Muskeg Tea 7 Chapter 17: Changes in the Lands of the Dene 7 Chapter Summaries Chapter 10: The Great Oil Sands of Alberta Thischaptershouldtakeapproximately40minutestocomplete. Objective This chapterexploresthehistoryand developmentoftheoil sands,whattheyare, howtheyaremined, and howbitumen is extracted. Instructional Strategies You maywishtovisittheOilSands DiscoveryCentrewebsiteathttp://www.oilsandsdiscovery.com/tolearn moreabouttheoilsands story. Assistyourstudentasnecessarytoview"Karl Clark," "ProjectOilsands,"and "AlbertaOilSands" inModule6 oftheGrade4SocialStudies MultimediaCD. Reviewtheoilsand separationprocesswiththestudentuntil heorshehasaclearunderstandingofhowit works. Withthestudent, discusswhattheoilsands meantoAlbertansandtheeconomy.Theycanpotentiallybring inagreat dealofrevenuetotheprovinceas demand forfossilfuels increasesovertheyears. Discusswhytheoilintheoilsands hastobeheated in in-situ mining. Bitumenisathickand heavyformof crudeoil. It issoheavythat itwillnotflowunless itis heated.At roomtemperature, it is likecold molasses. Whenthebitumenis heated, itflowseasily. Beyond the Story Thischaptercontains twooptionalBeyondtheStoryactivities. In thefirstactivity, assiststudentsin contactingtheFort McMurrayTourismofficeattheirtoll-freenumber(1-800-565-3947) ortoe-mailthem at [email protected]. Usingthis sample, ajar, andsomehotwater, they canseehowtheoilsands separation process occurs. Inthesecond activity,students areencouragedto locate thecountriesthatcontaindepositsofoilsandsintheatlas. Chapter 11: Fort McMurray—Boom Town This chaptershouldtakeapproximately40minutestocomplete. Objective This chapterdealswiththeoilsandsnatural resourceand howit has influencedthegrowth cind development ofacommunityinAlberta, itsimpacton occupationsandcommerce, andtheenvironmental issuesthat relate totheoil industry. Grade 4 Social Studies: Module 6 4 Home Instructor's Guide 6B Instructional Strategies IntheChapter 12BeyondtheStoryactivity,you and thestudent aregoingto debatethe issueof how Albertans dealwithcompetingdemands on land use. Helpthestudent prepare forthis bygathering more informationfromthelocal newspaper, anational newspaper, magazines, thelocal library, and the Internet. Havethestudent discusstheissuewith familymembers toget different points ofview. Chapter 12: The Great Debate Thischaptershouldtakeapproximately40 minutes tocomplete. Objective This chapterfocuses on howAlbertansand theoil industrydealwithcompetingdemands on land use. Instructional Strategies Withthestudent, discusssomeoftheissues raisedbytheheadlinesatthebeginningofthechapter. Helpthe studentunderstandthatoildevelopment has bothpositiveand negativeoutcomes. Attheend ofthechapter, directthestudenttotheChapter 12AssignmentinAssignment Booklet 6B. Beyond the Story ThischapterhasanoptionalBeyondtheStoryactivity.Withthestudent, decidewhichpointofvieweachof — youwillargue^ fororagainstfurtheroildevelopment. Havethestudentmakesomenotes defendinghis or herviewpoint.Showthestudentyournotesasanexample. Duringthedebate, makesureyouboth followthe debatingrulesthatarestated intheStudentModuleBooklet.Youmaywishtoincludeothers inyourdebate. Chapter 13: The Three R's Thischaptershouldtakeapproximately80minutestocomplete. Objective Thischapterfocusesonhowthestudentcan helptheenvironmentthrough hisorherchoicesand actions. Instructional Strategies Withthestudent, discussways heorshecanhelptheenvironment. HavethestudentsearchtheInternetfor websitesaboutthethreeR's. Belowarejustafewofthemanyenvironmentaleducationwebsitesthat have excellentexamplesofwaystoreduce,reuse, recycle, and repair: • http://www.reaps.org/kidskorner/index.htm • http://www.ecokids.ca/pub/eco_info/browse_topics/index.cfm • http://www.insideeducation.ca/ • http://www.epa.gov/kids/index.htm • http://www.gould.edu.au/html/fun_for_kids.asp • http://www.metrokc.gov/dnr/kidsweb/index.htm • http://www.dnr.state.wi.us/org/caer/ce/eek/earth/recycle/index.htm Grade4 Social Studies: Module 6 5 Home Instructor's Guide 6B Yourstudent mightenjoyreadinganyofthefollowingbooksaboutthethreeR's: • GarbageandRecycling(YoungDiscoverers:EnvironmentalFactsandExperiments) • The GreatTrashBash • Recycle!AHandbookforKids • Recycle That!(RookieRead-AboutScience) • SirJohnny'sRecyclingAdventure • WhereDoesthe Garbage Go? Attheend ofthechapter, directthestudenttotheChapter 13AssignmentinAssignmentBooklet6B. Chapter 14: A Happy Reunion This chaptershouldtakeapproximately40minutes tocomplete. Objective Inthis chapter, thetwins arereunitedwiththeirgrandparents from FortChipewyan. Instructional Strategies Havethestudent lookatthemapofAlbertaand figureoutwhythegrandparentscan't drivefrom Fort ChipewyantoFort McMurray. (Thereisnoroad.) Agood reviewofCanada's borealforest maybefoundatthefollowingwebsite: http://www.wwf.ca/satellite/wwfldds/Boreal/Default.asp Attheend ofthechapter, directthestudenttotheChapter 14Assignment inAssignmentBooklet6B. Chapter 15: To Little Athens of the North This chaptershouldtakeapproximately40minutestocomplete. Objective Thefocus is onthetwins learningaboutGrand-mereand Grand-pere's historyandthehistoryofFort Chipewyan. Instructional Strategies Helpthestudent explorehowGrand-pere'shistoryis intertwinedwithboththeDenepeoples andthehistory ofthefort. Contrast his historywiththestoryofthearrivaloffurtraders inthelandsoftheDeneSuline (Chipewyan), Dunne-za(Beaver), and DeneTha' (Slavey) peoplesandnewcomers likeGrand-mere. Assistyourstudentas necessarytoaccess "Fort Chipewyan"and "FortChipewyan 2" inModule6ofthe Grade4SocialStudiesMultimediaCD. Additional informationabout FortChipewyanandtheCreeand Denepeopleswholivetherecanbefoundat thefollowingwebsites: • http://www.atc97.org/index.html • http://www.albertasource.ca/treaty8/eng/Peoples_aDd_Places/default.htm Grade4 Social Studies: Module 6 6 Home Instructor's Guide 6B Encouragethestudenttoexplorehisorherown historybytracingthelineageofhis orherown parents, grandparents, andgreat-grandparents incommunitieswheretheylived and thecommunitywherethey presentlyreside. InformationaboutTreaty8maybefound atthefollowingwebsites: • http://www.collectionscanada.ca/treaty8/index-e.html • http://www.albertasource.ca/treaty8/eng/The_Treaty/default.htm • http://www.treaty8.ca/ Chapter 16: Of Bannock and Muskeg Tea Thischaptershouldtakeapproximately40minutestocomplete. Objective Thefocus is onchanges inthelivesoftheDeneSuline(Chipewyan) peoples afterthearrivalofthe furtraders, continuingchangesafterthesigningofTreaty8, andaglimpseoflifein moderntimes. Instructional Strategies Withthestudent,discussthatcustoms, likegatheringherbsand brewingmedicinal drinks such as muskegtea (Labradortea),werepractised forthousands ofyears andcontinuetobepassed fromgenerationtogeneration tothis day. Othercustoms,such as bakingbannock,startedwhentraders brought flourand bakingpowderto thelands oftheDeneabout200years ago. Remindthestudentthattherecipequicklymadeitswayintothe meals ofFirst Nationsfamilies andcontinuestobepassedonfromgenerationtogenerationtothisday. Discusswiththestudentthat, althoughtraditionalfishingmethods havechangedwiththeadventof motorboatsand modernfishingequipment, undertermsofTreaty8, Denepeoplehavetherighttofish,just as theirancestors didforthousandsofyears. Besurethestudentunderstandsthatwhilethenewcomers broughtnewfoodsandinventionstothe lands oftheDene,theywould havesufferedgreatlyifmembersofFirstNationscommunities hadn'tsharedtheir inventions, suchascanoes,snowshoes,andherbalmedicines,andguidedthemthroughthenorthernlands. Yourstudent mayenjoyreadingaboutayoungboywhodiscovers moreabouthisAboriginal heritagewhen hevisits hisrelativesduringTreatyDays. Ifso,trythestoryFortChipewyanHomecoming:AJourneytoNative Canada. Chapter 17: Changes in the Lands of the Dene Thischaptershouldtakeapproximately40minutestocomplete. Objective Thefocus is onchanges inthelivesoftheDenepeoplethatoccurredwiththearrivalofotherFirst Peoples and oftradersandexplorerswhoworkedfortheHudson'sBayandNorthWestCompcinies. Grade4 Social Studies: Module 6 7 Home Instructor's Guide 6B Instructional Strategies Withthestudent, reviewthejourneyoftheFirstPeoples,traders, explorers, middleman, mapmakers, and peacemakersthroughtheCanadian north. Helpthestudentsynthesizethestoriesofbravemenandwomen strugglingthroughtheunfamiliarand unforgivinglandscape. Besurethestudentunderstandsthatwhilethenewcomers brought newfoods, likebannock, and inventions, likeguns,tothelandsoftheDene,theywould havesuffered greatlyiftheFirst Peoples hadn'tsharedtheir inventionssuchascanoes, snowshoes, and herbal medicines, survivalskills, andguidedthemthroughthe northern lands. Haveyourstudentorganizethechronologyoftheeventsdiscussed inthis module.Thestudent mayusea timelineorchooseanotherwaytoorganizethedates, events, and peopleinAlbertahistory. Attheend ofthechapter, directthestudenttotheChapter 17Assignment inAssignmentBooklet6B. Grade4 Social Studies: Module 6 8 Home Instructor's Guide 6B ASSIGNMENT BOOKLET6B Grade4Social Studies Module6: Chapters 10-17 Home Instructor'sCommentsand Questions FOR SCHOOL USE ONLY AssignedTeacher: DateAssignment Received: Grading: Home Instructor'sSignature FOR HOMEINSTRUCTOR USE Additional Information: (iflabel ismissingorincorrect) Student File Number: TO3 DateSubmitted: >a» <Q. Teacher'sComments Teacher'sSignature HomeInstructor:Keepthissheetwhenitisreturnedtoyouasarecordofthestudent'sprogress. INSTRUCTIONS FOR SUBMITTING THIS DISTANCE LEARNING ASSIGNMENT BOOKLET Whenyouareregisteredfordistancelearningcourses,youareexpectedtoregularlysubmitcompleted assignments forcorrection.Tryto submiteachAssigimientBookletas soonasyoucompleteit.Donotsubmit morethanoneAssignmentBookletinone subjectatthe sametime. Before submittingyourAssignmentBooklet, pleasecheckthefollowing: • Arealltheassignmentscompleted? Ifnot, explainwhy. • Hasyourworkbeenrereadtoensureaccuracyinspellinganddetails? • Isthebookletcoverfilledoutandthecorrectmodulelabelattached? MAILING 1. DonotencloseletterswithyourAssignmentBooklets. Sendalllettersinaseparateenvelope. 2. PutyourAssignmentBookletinanenvelopeandtakeittothepostofficeandhaveitweighed.Attach sufficientpostageandsealtheenvelope. FAXING 1. AssignmentBookletsmaybefaxedtotheschoolwithwhichyouareregistered. Contactyourteacherforthe appropriatefaxnumber. 2. All faxingcostsaretheresponsibilityofthe sender. E-MAILING Itmaybepossibletoe-mailyourcompletedAssignmentBooklettotheschoolwithwhichyouareregistered.You alsomayberequiredtoe-mailsomeofyourassignments. Contactyourteacherfortheappropriatee-mailaddress.
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