Alberta : the land, histories, and stories : grade 4 social studies - Assignment Booklet 9A

2006·2.9 MB·English

by  Alberta. Alberta Education

Grade4SocialStudies
Module9: OurVoices: OurWays
HomeInstructor'sGuideandAssignmentBooklet9A
LearningTechnologies Branch
ISBN 0-7741-2888-7
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
GeneralPublic articlesontheInternetthatmaybeoffensiveorinappropriate.Aswell,thesourcesofinformation
arenotalwayscitedandthecontentmaynotbeaccurate.Therefore,studentsmaywishtoconfirm
Other factswithasecondsource.
Copyright © 2006,Alberta Education. This resource is ownedby the Crown in Right ofAlberta, 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
IINIVFR.^^ITY Of A! RFRFA
Table of Contents
Module 9: Our Voices: Our Ways 4
Overview 4
Field Trips and Speakers 4
Supplemental Reading
5
Additional Materials 5
Chapter Summaries
Chapter 1: Along the Wolfs Track 8
Chapter 2: A History Game—Hunters and Medicine Wheels 8
Chapter 3: Whispers of Bison Jumps and Canyon Songs 9
Chapter 4: Tales of Silky Furs and Wooden Forts 10
Chapter 5: Stories of Sharp Hooves and Bleaching Bones 10
Chapter 6: Songs of Racers, Homesteaders, and Sky Riders 11
Chapter 7: Past Voices in Stories, Songs, and Paint 11
Module 9: Our Voices: Our Ways
Overview
Module9markstheconclusionofIsabelleandAlex'sjourneythroughoutAlbertawiththeirgrandparents. In
thefirst partofthis module,thestudent reviewsAlberta's places andhistoric pastandrevisitsthestories of
someofthewomenand menwhomthetwins learned about duringtheiramazingsummerholiday.Asthey
reflect uponthepeople, places, andstories ofAlberta, thestudent isengagedthroughanumberofactivities,
includingmakingagameboardand recordingstories, plays, orpoems. Indoingso,thestudent demonstrates
anunderstandingandappreciationoftheroleofstories, history, andcultureinstrengtheningcommunities
and contributingtoasenseofplace, identity, and belongingwithinAlberta.
Inthesecond partofthemodule, thestudentreviews howphysicalgeographyandnaturalresourcesaffect
qualityoflifeand people's interactionwiththeland. Throughactivitiessuchas creatingalandformshield,
recordinganews report,and makingaposterofAlberta,thestudentdemonstrates anunderstandingand
appreciationofthelandscapesand environmentofAlberta.
Assessment
This is howthemarks forModule9aredistributed:
AssignmentBooklet9A
Chapter2Assignment 31 marks
Chapter3Assignment 16marks
Chapter4Assignment 36marks
Chapter5Assignment 36marks
Chapter6Assignment 36marks
Chapter 7Assignment 70marks
Total 225marks
AssignmentBooklet9B
Chapter8Assignment 15marks
Chapter9Assignment 40marks
Chapter 10Assignment 20marks
Chapter 11 Assignment 25marks
Total 100marks
Field Trips and Speal<ers
Thestudentwill beassigned noadditionalfieldtrips orvisitstospeakers inthis module.
Thestudent maysharewhat heorshehas learned duringfieldtripsandwhilelisteningtospeakersinthe
courseofreviewthroughoutthis module.
Grade4 Social Studies: IVIodule 9 4 Home Instructor's Guide 9A
Supplemental Reading
Thefollowingbooksareexcellent storiestosupplementthetopics, but maybeabovean averagegrade4
readinglevel. Inthat case, readthestoriestothestudent. Someofthebooks contain beautiful pictures or
illustrationsthestudent is suretoenjoy.
• ForOurChildren, byPeterShostak,YalenkaEnterprises, 1991.
• Hockey Under WinterSkies, byPeterShostak,YalenkaEnterprises, 2000.
• PrairieBom, byDavidBouchard, illustratedbyPeterShostak, OrcaBookPublishers, 1997.
• APrairieBoy'sSummer, byWilliamKurelek,TundraBooks, 1979.
• APrairieBoy's Winter, byWilliam Kurelek,TundraBooks, 1984.
• TheStoryBehindAlbertaNames:HowCities, Towns, Villages, andHamlets GotTheirNames, byHarryM.
Sanders, RedDeerPress, 2003.
• WhenNights WereLong, byPeterShostak,YalenkaEnterprises, 1982.
• WhoHasSeen the Wind, byW. O. Mitchell, illustratedbyWilliamKurelek, McClelland&Stewart, 1991.
Otherbooksareavailableonthesetopics. Checkwiththereferencelibrarianatyourlocal library.
Thestudent has readandskimmedavarietyoffictionandnon-fiction booksthatsupplementedthetopics and
studied picturesorillustrationsthatwerebothbeautifulandeducational. Havethestudentgatherhis orher
favouritebooks andpicturesandskimthroughthemasthetopicarises inthereviewexercises.
Additional Materials
Anumberofadditionalmaterialsarerequiredtocompletetheassignmentsinthis module.Thestudentshould
prepareforthisaheadoftimebyassemblingthefollowing:
• Bristolboardforgameboard (52cmx52cm)
• ruler
• scissors
• blackmarkerandcrayon
• acrylicpaints
• pencilanderaser
• fourfilefolders
• taperecorderandblankcassette(orsomeotheraudio-recordingdevice)
• posterpaper
InChapter8thestudentisaskedtolistentotwosongs aboutAlberta.Theyare"FourStrongWinds,"by
IanTyson, and "AlbertaBound," byGordonLightfoot. Ifpossible, borrowthem fromyourlocallibraryor
purchasethempriortoworkingonChapter8.
ForChapter9, havethefollowingbooksavailableforthestudenttolookat:ForOurChildren, byPeterShostak,
and WhoHasSeen the Wind, byW. O. Mitchell. Otherbooks byPeterShostakandWilliam Kurelekthatshow
theirartincludePrairieBorn, WhenNights WereLong,HockeyUnderWinterSkies,APrairieBoy'sSummer, and
APrairieBoy's Winter.Thesebooks maybepurchasedorborrowedfromyourlocallibrary.
Grade4 Social Studies: Module 9 5 Home Instructor's Guide 9A
InChapter 10thestudentwillwriteasummaryofanarticleabouttheoil, naturalgas, orcoalindustries. Start
gatheringlocal, provincial, and national newspapers andnews magazinesthathavesuitablearticles about
theseindustries.
InChapter 11 thestudentwillmakeaposteraboutAlberta.Prepareforitnowbycollectingmagazines,
postcards,travel brochures, and pamphlets that dealwithAlberta.VisityourlocalChamberofCommerceor
tourist informationcentretoobtain brochures.
Websites
Throughoutthecoursethestudent hasvisited anumberofwebsitesthathavebeennoted intheInternet
Journalthatwas begun inModule 1.Websites mayhavealsobeensavedas Favourites orBookmarks ina
browser.Asthestudentworksthroughthereviewexercises, heorsheshouldrefertothosesitesaswellas
theones presented inthechapters intheStudent ModuleBooklet.Websites specificallyreferredto inthis
moduleincludethefollowing:
Alberta:Howthe West Was Young:FurTradeandMissionHistory
http://www.abheritage.ca/alberta/fur_trade/mission_sites.html
Alberta:Howthe West Was Young:ArchaeologyandPre-Contact
http://www.abheritage.ca/alberta/archaeology/overview.html
Alberta:Howthe West Was Young:SiteProfile: VermilionLakes
http://www.abheritage.ca/alberta/archaeology/site_profiles_vermilion_lakes.html
Alberta:Howthe West Was Young:SundialHillMedicine Wheel
http://www.abheritage.ca/alberta/archaeology/facts_finds_smi(lial_hill_med_wheel.html
RoyalAlbertaMuseum
http://www.royalalbertamusemn.ca/hmnan/archaeo/faq/medwhls.htm
Alberta:Howthe West Was Young:SiteProfile:Head-Smashed-InBuffaloJump
http://www.abheritage.ca/alberta/archaeology/site_profiles_headsmashedin.html
Niitoy-yiss: TheBlackfootTipi
http://www.glenbow.org/exhibitions/online/blackfoot/
Alberta:Howthe West Was Young:SiteProfile: Writing-on-Stone
http://www.abheritage.ca/alberta/archaeology/site_profiles_writingonstone.html
Niitoy-yiss: TheBlackfootTipi:MovingCamp
http://www.glenbow.org/exhibitions/online/blackfoot/moving_eng.htm
Niitsitapiisini: Our WayofLife
http://www.glenbow.org/blackfoot/EN/html/how_we_lived_with_the_land.htm
Exploration, theFurTrade, andtheHudson'sBayCompany:Stories
http://www.canadiana.org/hbc/stories/intro_e.html
Hudson'sBayCompany:LearningCentre:E-Books
http://www.hbc.com/hbcheritage/learning/ebooks/
Grade4 Social Studies: IVIodule 9 6 Home Instructor's Guide 9A
DavidThompson Things
http://www.davidthompsonthmgs.com/geog1.html
Exploration, theFurTrade, andtheHudson'sBayCompany:History
http://www.canadiana.org/hbc/hist/hist8_e.html
Parks Canada:FurTradeatLachineNationalHistoricSiteofCanada
http://www.pc.gc.ca/lhn-nhs/qc/lachine/natcul/index_e.asp
Omniglot: CreeSyllabary
http://www.omniglot.com/writing/cree.htm
MethodistMissionaries inAlberta:JamesEvans:Legacy
http://www.albertasource.ca/methodist/Own_Voices/J_Evans_Legacy.htm
MethodistMissionaries inAlberta
http://www.albertasource.ca/methodist/index.htm
Alberta:Home, Home on thePlains:FirstPeoplesandSettlers
http://www.abheritage.ca/pasttopresent/settlement/first_peoples_settlers.html
Alberta:Home, Home onthePlains:RuralLife:Ranching
http://www.abheritage.ca/pasttopresent/rural_life/ranching.htmI
LibraryandArchives Canada: TheKid'sSiteofCanadian Trains
http://www.collectionscanada.ca/trains/kids/
LibraryandArchives Canada: TheKid'sSiteofCanadianSettlement: Ukrainian
http://www.collectionscanada.ca/settlement/kids/021013-2171-e.html
Alberta:Home, Homeon thePlains:Settlement
http://www.abheritage.ca/pasttopresent/settlement/index.html
FortMcMurrayToday
http://www.fortmcmurraytoday.com/
CalgaryHerald
http://www.canada.com/calgaryherald/index.html
EdmontonJournal
http://www.canada.com/edmontonjournal/index.html
Grade4 Social Studies: Module 9 7 Home Instructor's Guide 9A
Chapter Summaries
Read eachday'schapterintheStudentModuleBooklettofamiliarizeyourselfwith it beforeinstructing.
Assemblealloftheprevious modules, asthestudent is askedtoreviewvariouschaptersthroughoutthe
courseofthis module.Theintent is nottorereadthedesignatedchapters, buttoskim forinformationrelated
tothetopic beingdiscussed.
Chapter Along the Wolf's Track
1:
Thischaptershouldtakeapproximately40minutestocomplete.
Objective
Inthischapterthestudenthas anopportunitytopractisehis orherreadingandlisteningskills.Asthetwins
andtheirgrandparents drivesouth alongQueenElizabeth IIHighway,thestudent learnsthehistoryofthe
ancient pathcarved bymeltingglaciers andwhyitsnamechanged somanytimes.
Instructional Strategies
Withthestudent, readthepoemnarrated bywolvesthatonceroamedfreelyalongtheancientpath, and
discussthevarious names forthetrail.
Assistthestudent as necessarytoaccess itemsontheGrade4SocialStudies MultimediaCDatdesignated
points inthischapter.
EncourageindependentresearchontheInternetandinthechapter, butprovideanyhelpthestudentneeds.
Beyond the Story
Thischapterincludes optionalBeyondtheStoryactivities.Assistthestudentas necessarytolocatethe
segments abouthistorictrails fromthewebsitelisted inChapter 1. ReviewAboriginal placenames fromthe
designatedaudioselections ontheGrade4SocialStudies MultimediaCD.Obtainacopyof TheStoryBehind
AlbertaNames, byHarryM. Sanders, atyourlocal libraryorbookstoreandread selectionswithyourstudent.
—
Chapter 2: A History Game Hunters and Medicine Wheels
Thischaptershouldtakeapproximately80minutestocomplete.
Objective
In preparationforachronologicalreviewofAlbertahistory,thestudentmakes agameboard.Asthestudent
reviewsthestories ofFirst Peoples, heorshedraws fivehistoricalpicturesonthefirstsideofthegame board.
Instructional Strategies
Withthestudent, reviewallthedirectionsand explainthataccurate measurements areveryimportantwhen
designingagameboard. Encouragethestudenttoworkas independentlyas possibleto makethegameboard,
but provideassistancewhennecessary. Besurethestudent has allthematerials beforeheorshestarts the
assignment.
Grade 4 Social Studies: Module 9 8 Home Instructor's Guide 9A
Withthestudent,reviewstories abouthunters movingacrossthefrozen landscape, theexcitementofa
prehistoricmastodon hunt, andthehunters' prayerfulthanks forthemastodon's gift oflife.With thestudent,
imaginethepassageoftimeas somehunterssettled intheboreal forestwhileothers continued south tothe
grasslands,wheretheydrewpictographsoncanyonwalls and builtsacred medicinewheelswhoseremains lay
half-buried in thegrass.
Sincethestudent is revisitingchaptersthroughoutseveral modules, guidethestudentthrough thecomplex
review.Atthesametime, listencarefullytothestudent's answersandexplainanyhistoriccontentthat isstill
confusing.
Yourstudent maychoosetodownloadandsavethepictures fromthedesignatedwebsites intoafoldernamed
"FirstPeoples."Assistthestudentasnecessaryin followingtheinstructionstocreatean electronic folderand
downloadandsavepicturestoit. Ifyourstudent prefers, heorshemaychooseto printthe pictures and keep
themforreferenceinafilefolderlabelled "FirstPeoples."Assistthestudentin followingthe instructionsto
accomplishthis.
Withthestudent,reviewpicturesonwebsites, inthechapter, in historybooks, andintheencyclopediabefore
heorsheusesthemas inspirationforthedrawingsonthegameboard.
ThestudentworksontheChapter2AssignmentinAssignmentBooklet9Athroughoutthechapter.
Thestudentshouldcompleteallassignmentsindependently.
Chapter 3: Whispers of Bison Jumps and Canyon Songs
Thischaptershouldtakeapproximately40minutestocomplete.
Objective
AsthestudentcontinuesthereviewofstoriesofFirstPeoples, heorshedrawsthelastfourhistorical pictures
onthefirstsideofthegameboard.
Instructional Strategies
Withthestudent, imaginethepassageoftimewhenthegreathuntersadaptedtheirwaysafterthearrivalof
horses broughtthe"goldenage"totheirlands.
Sincethestudentisrevisitingchaptersthroughoutseveralmodules, guidehimorherthroughthecomplex
review.Atthesametime, listencarefullytothestudent's answersandexplainanyhistoriccontentthatisstill
confusing.
Withthestudent,reviewpictures onwebsites, inthechapter, inhistorybooks, and intheencyclopediabefore
heorsheusesthemas inspirationforthedrawingsonthegameboard.
ThestudentworksontheChapter3AssignmentinAssignmentBooklet9Athroughoutthechapter.
Grade4 Social Studies: Module 9 9 Home Instructor's Guide 9A
Chapter 4: Tales of Silky Furs and Wooden Forts
Thischaptershouldtakeapproximately40minutestocomplete.
Objective
Inthischapterthestudentdrawsthesecond setofninehistoricalpictures onthegameboard.
Instructional Strategies
Assistthestudentas necessarytocreateanelectronicfolderforimagedownloadsand nameit "FurTraders,
Trappers, Explorers, andPeacemakers."Ifyourstudent prefers, heorshemaychoosetoprintthepicturesand
keepthemforreferenceinafilefolderlabelled "FurTraders, Trappers, Explorers, andPeacemakers."
Withthestudent, reviewstories aboutfurtraders, explorers, mapmakers,trappers, and middlemen. Discussthe
greatchangesthat startedwhenswift paddles ofexplorers and mapmakers brokethesilenceofunchartedlakes;
andwhentrappers nolongercaughtanimals forfood, clothing, andshelter, butexchangedtheirfursforguns and
othermetalgoods.
Sincethestudent is revisitingchaptersthroughout severalmodules,guidethestudentthroughthecomplexreview.
Atthesametime, listencarefullytothestudent's answers and explainanyhistoriccontentthat is stillconfusing.
Withthestudent, reviewpicturesonwebsites, inthechapter, inhistorybooks,and intheencyclopediabeforehe
orsheusesthemas inspirationforthedrawingsonthegameboard.
Thestudentworks ontheChapter4Assignment inAssignment Booklet9Athroughoutthechapter.
Chapter 5: Stories of Sharp Hooves and Bleaching Bones
Thischaptershouldtakeapproximately40minutestocomplete.
Objective
Inthischapterthestudentcompletesthethirdset ofninehistoricalpicturesonthegameboard.
Instructional Strategies
Assistthestudentas necessarytocreateanelectronicfolderforimagedownloadsand labelit "Adventurous and
CourageousMenandWomen." Ifyourstudent prefers, heorshemaychoosetoprintthepictures and keepthem
forreferenceinafilefolderlabelled "Adventurous and CourageousMenandWomen."
Withthestudent, reviewstoriesoftradingrivalryand usageofland. Discuss howthelivesoftheFirst Peoples and
Metis changedassurveyors measuredtheirlands and settlerstrickledwest. Contrastthemanypositivechanges
inAlberta, as missionaries helpedtheFirst Peoples and theNWMPmarchedwesttobringorder,withtheterrible
changesthatoccurredwhen hunters destroyedthe bisonherds andwhiskytraders exchangedwhiskyforfurs.
Sincethestudent is revisitingchaptersthroughout severalmodules,guidethestudentthroughthecomplexreview.
Atthesametime, listencarefullytothestudent's answers andexplainanyhistoriccontentthatisstillconfusing.
Withthestudent, reviewpictures onwebsites, inthechapter, in historybooks,and intheencyclopediabeforehe
orsheusesthemas inspiration forthedrawingsonthegameboard.
Thestudentworks ontheChapter5Assignment inAssignment Booklet9Athroughoutthechapter.
Grade4 Social Studies: Module 9 10 Home Instructor's Guide 9A