Canada : the land, histories, and stories : grade 5 social studies - Assignment Booklet 5B PDF
Preview Canada : the land, histories, and stories : grade 5 social studies - Assignment Booklet 5B
UniversityofAlbertaLibrar 111 0 1620 3450313 4 mm 3 Home Guide Instructor's m III and Assignment Booklet 5B mm Iberia Education Grade5SocialStudies Module5:VenturetoOntario Home Instructor'sGuideandAssignment Booklet5B ISBN 978-0-7741-2915-2 CoverArt: compass,globe,andairplane ImageClubArtRoom/GettyImagesmapleleaf©2006JupiterimagesCorporation AlbertaEducation acknowledgeswithappreciation theAlbertaDistanceLearningCentreandPembina HillsRegional DivisionNo.7fortheirreviewofthisHomeInstructor'sGuideandAssignmentBooklet. Thisdocumentisintendedfor YoumayfindthefollowingInternetsitesuseful: Students / • AlbertaEducation, http://www.education.gov.ab.ca Teachers / • LearningResourcesCentre,http://www.lrc.education.gov.ab.ca • Tools4Teachers,http://www.tools4teachers.ca Administrators Exploringtheelectronicinformationsuperhighwaycanbeeducationalandentertaining.However,be HomeInstructors / awarethatthesecomputernetworksarenotcensored.Studentsmayunintentionallyorpurposelyfind GeneralPublic articlesontheInternetthatmaybeoffensiveorinappropriate.Aswell,thesourcesofinformation arenotalwayscitedandthecontentmaynotbeaccurate.Therefore,studentsmaywishtoconfirm Other factswithasecondsource. Copyright © 2007, Alberta Education. This resource is owned by the Crown in Right ofAlberta, as represented by 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. UNIVERSITY-LIBRARY Table of Contents Chapter Summaries Chapter 9: Business Is Booming 4 Chapter 10: Back in the Old Days 4 Chapter 11: Another Immigration Story 4 Chapter 12: St. Catherines and the Welland Canal 5 Chapter 13: The Falls 5 Chapter 14: A Train Trip North 6 Chapter 15: Moose Factory 6 Chapter 16: Goodbyes and Helios 7 Chapter 9: Business Is Booming Objective Thestudent learns about MohawkFirst Nation constructionworkers andthe boom and bust cycles inToronto. Instructional Strategies GrandfatherGillespietakes theboys onatourofan office buildingthat is beingconstructed andtells them stories about MohawkFirst Nation skywalkers and theeconomic cycles inToronto. Atrueorfalseactivityis included inthis chapter. InAssignment Booklet 5B, thestudent examines and interprets graphs andstatisticsto learn howCanada's population densityhas changed. Chapter 10: Back in the Old Days Objective Thestudent learns abouttheeffects ofWorldWarI, the Depression, andWorldWarIIonthe people in Ontario. Instructional Strategies Jai learns moreaboutToronto'sweather patterns and the boys discoversome interestingstories aboutthe trials andtribulationsofOntariocitizens duringWorldWarI,theGreat Depression, andWorldWarII. Thestudent uses an atlas orglobetocomparethe latitudeoftheMediterranean andToronto.An atlas is also usedtocompareOntario's location tothenorthernmost states. Toextendyourstudent's knowledgeofWorldWar I, avideoclip aboutJohnMcCraeisviewed ontheGrade5 SocialStudies MultimediaCD. An excerptfromthe book TenLost Years is reprinted inthis chapter. Thenovels TheDustBowl, byDavid Booth, and Tess, byHazel Hutchins, alsotellstories about Canadian lifeduringtheGreatDepression. Attheend ofthechapter,thestudent is directed toAssignment Booklet 5B.Yourstudent mayrefer backto information from Chapters 9and 10to help completethis activity. Thestudent maylearn moreaboutthe effects oftheworldwars andtheDepression byfindingadditional information from othersources such as reference books,television programs, orInternet sites. Chapter 11: Another Immigration Story Objective Thestudentcontinuestodevelop his orherknowledgeofhow Canadawas populated andwhypeople chosetosettlein certain areas ofCanada. Thestudent explores how immigrants from Indiacontributetoan understandingofdiversityin Canada. TheCanadian multicultural policyis discussed. Grade 5 Social Studies: Module 5 4 Home Instructor's Guide 5B Instructional Strategies Jaiand Michael discusswhat theylearned about WorldWarI and theDepressionwith GrandfatherGillespie. Hetells themabout theStatuteofWestminsterand how popularfeelings afterWorld War I helped bringthe statuteabout. Aftercompletingatrueorfalseactivity, thestudent learns howthechanges in Canada's immigration law had an impact on immigration. Neartheendofthechapter, adiscussion ofhuman rights and multiculturalism is presented. Taketimeto discuss anyimmigration experiences offamilymembers, friends, orneighbours. Haveyou orother members ofyourfamilyrecentlyimmigratedtoCanada?These individualswould makeexcellent sources ofinformation abouttheirexperiences. You maywishtofind the bookCanada CelebratesMulticulturalism, byBobbie Kalman, to supplementyour student's understandingofmulticulturalism in Canada. InAssignment Booklet5Bthestudent is given achoiceofprojects tocomplete. Helpyourstudent choosethe most suitableproject.Anaudiotapeorvideotapewill be produced duringthechosen project. Chapter 12: St. Catharines and the Welland Canal Objective Thestudentwill learn moreaboutthelandforms and resources intheSt. Lawrenceand Great Lakes Lowlands. Thestudentwillalsodiscover moreabouttherolethattheWelland Canal plays intheSt. LawrenceSeaway. Instructional Strategies AstheGillespiefamilyandJaitravelthroughtheNiagaraPeninsula, thestudent learns abouttheNiagara Escarpmentand agricultureinthatregion.AfterJaivisits alockand amuseum, thestudentgains abetter understandingofthelockand canalsystem. Thestudentcompletes amapshowingthecities intheGolden Horseshoeand answersyes orno questions. Tolearn moreabouttheNiagaraEscarpment,yourstudent mayenjoywatchingtheGeographic Kids episode, "BrucePeninsula, Ontario: LooseontheBruce."The books The GreatSt. LawrenceSeaway, byGail Gibbons, or Lake Ontario, byAnnArmbruster, mayalsobeofinteresttoyourstudent. Chapter 13: The Falls Objective Thestudentwill learn moreaboutthelandforms and resources intheSt. Lawrenceand Great Lakes Lowlands. ThehistoryofsouthernOntariois alsoexaminedwhentheroleofSt. Catherines intheUnderground Railroad is discussedaswell asthearrivaloftheUnited Empire Loyalists. Grade 5 Social Studies: Module 5 5 Home Instructor's Guide 5B Instructional Strategies Jai and theGillespiefamilylearn about theUnderground Railroad,visit amuseum, andtourtheNiagaraFalls. Thestudent completes atrueorfalseactivity, ahistorical mapactivity, and apersonal opinion activity.After thestudentexpresses a personal opinion about NiagaraFalls in question8, discusswhythat activitywas chosen. Thestudent is encouraged toexplorethefollowingwebsiteto lookat photographs ofNiagaraFallsand its attractions: http://www.niagEirEif2dlslive.com Attheend ofthechapter, thestudent completes an exercise inAssignment Booklet 5B. Chapter 14: A Train Trip North Objective Thestudentwill learn moreaboutthe landforms and resources inthe Hudson BayLowlands. The importance ofrailroads inthesettlementofCanadais also discussed. Instructional Strategies Inthis chaptertheGillespiefamilytravels to North Bayand Cochranebyvanandthen boards atrain for MoosoneeonJames Bay.Thestudent does amapskills activityand discussesthe main features ofthe Hudson BayLowlands. Attheend ofthechapter, asortingactivityusingphotographs is assignedtothestudent inAssignment Booklet5B. Chapter 15: Moose Factory Objective Thestudentwill learn moreaboutthehistory, culture, and lifestyleoftheNorthernOntarioOmushkegowak (SwampyCree) People. Thecontribution oftheHudson's BayCompanyandtheBritish tradingforts arealso discussed. Instructional Strategies TheGillespiefamilyexplores and experiences lifein NorthernOntario. Thechildren learn aboutthe Omushkegowak (SwampyCree) Nation and theHudson's BayCompanyforts. Activities includechoosinga word tocompleteasentenceand mapwork. Attheend ofthechapter,thestudent completes an assignmentthatexamines transportation inthe Hudson BayLowlands Region andthe importanceofcommunities such as MooseFactorytotheearlyfurtradeand the Hudson's BayCompany. Yourstudent maywish toexploretheHudson'sBayHeritagewebsiteathttp://www.hbc.com/hbcher—itage,the CBC archives athttp://archives.cbc.ca, andExploration, TheFurTrade, andHudson'sBayCompany Historyat http://www.canadiana.org/hbc/intro_e.html. Grade 5 Social Studies: Module 5 6 Home Instructor's Guide 5B Thestudent mayalsoenjoyreadinghistorical fiction about the furtrade. The books Wintering, byWilliam Durban, or TroubleatFortLaPointe, by Kathleen Ernst, maybesuitable. Chapter 16: Goodbyes and Helios Objective Thestudentwillreviewthegeographic regions ofOntarioand doaproject to illustrate his or her understandingoftheregions. Thestudent alsoreviews several important Canadian historical events, sequencesthem, and explainswhytheywereimportantto Canada's development as acountry. Instructional Strategies Inthis chapterJaiandtheGillespiefamilyreturntoTorontoandJai completes several projects before heading hometoIndia.Asthestudentworksthrough theprojectsthechapter's main concepts arereviewed. Thestudent searchesthrough Module5tonotethedates ofsomeimportant events in Canadian history. Thestudentconstructs atimelineand placestheevents in orderonthetime lineinAssignment Booklet 5B. Thestudent is askedtochoosetwooftheevents and discuss howeach eventwas important to Canada's developmentas acountry. Encouragethestudenttorereadthe portions oftheStudent ModuleBooklet that discusstheeventsthat heorshechooses to describe.Additional resources, suchas encyclopedias or non- fiction books, maybeconsultedforadditional information. Thestudent is askedtocompleteanelectronic graphicorganizerbyfollowingthesteps outlined in Assignment Booklet5B. Thestudentselects oneofthethreegeographicregions found in Ontario. Directthestudenttogather informationfromtheStudent ModuleBookletandtheGrade5 SocialStudies MultimediaCD 1 includingthe "Geographic Regions ofCanada" segment.Assistthestudentwith enteringthe information usingthe "Graphic Organizer" foundontheGrade5 SocialStudies MultimediaCD2.You maywishtogatheradditional text resources abouttheselected geographic regionatyourlocal library. Onlineresourcesthat maybe helpful includethefollowing: • http://www.thecanadianencyclopedia.com • http://www.canadainfolink.ca Thegraphicorganizershould includeinformation aboutthelandforms, majorbodies ofwater, natural resources, and majorindustries forthegeographicregionselected. Yourstudentwillneedaccesstoacomputertocompletethis assignment. Whenthegraphic organizeris complete, eitherprintitand attach ittoAssignment Booklet5Borsend itelectronicallytotheteacher. Ifyouaresendingitelectronicallybesureyou have madearrangementswiththeteacher. CompletetheHomeInstructor's FeedbackForm, and directthestudenttocompletetheStudent Feedback Formattheend ofAssignment Booklet5B.AssistthestudentwithsendingAssignment Booklet5Btothe teacher. Grade 5 Social Studies: Module 5 7 Home Instructor's Guide 5B Digitized by the Internet Archive 2015 in https://archive.org/details/canadalandhistor00albe_16 ASSIGNMENT BOOKLET5B Grade 5 Social Studies Module 5: Chapters 9-16 Home Instructor's Comments and Questions FOR SCHOOL USE ONLY Assigned Teacher: DateAssignment Received: Grading: Home Instructor'sSignature FOR HOME INSTRUCTOR USE Additional Information: (if label is missing orincorrect) Student File Number: o o DateSubmitted: a a < 0 0} E -o z(0 "<O Teacher'sComments Teacher'sSignature HomeInstructor:Keepthissheetwhenitisreturnedtoyouasarecordofthestudent'sprogress. INSTRUCTIONS FOR SUBMITTING THIS DISTRIBUTED LEARNING ASSIGNMENT BOOKLET Whenyouareregistered fordistributed learning courses, youareexpectedtoregularly submitcompleted assignments forcorrection.Tryto submiteachAssignmentBookletas soon asyoucomplete it. Donotsubmit morethanoneAssignmentBooklet inone subjectatthe sametime. Before submittingyourAssignmentBooklet, pleasecheckthe following: • Are all theassignmentscompleted? Ifnot, explainwhy. • Hasyourworkbeenrereadtoensure accuracy in spellinganddetails? • Isthebookletcoverfilledoutandthe correctmodule label attached? Mailing 1. Donotenclose letterswithyourAssignmentBooklets. Send alllettersin a separate envelope. 2. PutyourAssignmentBooklet inanenvelopeandtake ittothepostofficeandhave itweighed.Attach sufficientpostage andseal the envelope. FAXING 1. AssignmentBookletsmaybe faxedtothe school withwhichyouareregistered. Contactyourteacherforthe appropriate faxnumber. 2. All faxingcosts aretheresponsibilityofthe sender. E-MAILING Itmaybepossibletoe-mailyourcompletedAssignmentBooklettothe school withwhichyouareregistered.You alsomaybe requiredtoe-mail some ofyourassignments. Contactyourteacherfortheappropriatee-mail address.
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