Canada : the land, histories, and stories : grade 5 social studies - Assignment Booklet 7A

2007·2.5 MB·English

by  Alberta. Alberta Education

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Home
Instructor's Guide
and Assignment 7A
Boolclet
Education
Grade5SocialStudies
IVIodule7: EncounterSasl<atcliewan
HomeInstructor'sGuideandAssignmentBooklet7A
ISBN978-0-7741-2958-9
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Table of Contents
Module 7: Encounter Saskatchewan 4
Overview
4
Field Trips and Speakers 4
Supplemental Reading
5
Chapter Summaries
Chapter 1: Essays from 'Fragrant Harbour'
and 'Beautiful Island' 6
Chapter 2: All Winners! 7
Chapter 3: The Adventure Begins 7
Chapter 4: To the Land of Fu Sang 8
Chapter 5: Saskatchewan Places 8
Chapter 6: Beneath Cool Waters, Mistasiniy Waits 9
Chapter 7: Symbols of History 10
Overview for Module 7: Encounter Saskatchewan
InModule 7,yourstudent meets Qian, Hugo, and Leijin, thefinalwinners ofaCanadian historywritingcontest.
WithQianfromHongKongand host Oscarandhis mom Mrs. CalderfromSaskatoon,yourstudenttravels
throughthehistoryofSaskatchewan, aprovincenamed afteraCreewordfor"swiftlyflowingriver."
Yourstudenthears storiesofquiet heroes likeTomSukanenwhocamewestto helphis familyand builtan
amazingshiprightontheprairiegrasses andtheFamous Fivewho insistedthatwomenwerepersons.Your
student readsalegend ofgrandmotherswhosacrificedtheirlivesto helptheirpeoplesandwhoselaughter,
somesay, echoes on awindynightand aboutTerryFox,whocourageouslydreamedofmakinglifebetterfor
cancerpatients and helped all Canadians.
InterwovenamongstoriesofCanadianswholivedonthelandforthousandsofyearsandthosewhocame
west toseekabetterlife,thestudentwill hearstories ofalandthatwelcomedeachwaveofpeoples,was
changedtomeettheirneeds, andchangedthem inreturn.
Assessment
This is howthemarks forModule 7 aredistributed:
AssignmentBooklet7A
Chapter 1 Assignment 15 marks
Chapter3Assignment 10marks
Chapter4Assignment 10marks
Chapter5Assignment 10marks
Chapter6Assignment 20marks
Chapter7Assignment 7 marks
Total 72 marks
AssignmentBooklet7B
Chapter8Assignment 14marks
Chapter9Assignment 15marks
Chapter 10Assignment 8marks
Chapter 11 Assignment 14marks
Chapter 13Assignment 14marks
Chapter 14Assignment 15marks
Chapter 15Assignment 20 marks
Total 100mcirks
Field Trips and Speakers
Fieldtripscanenrichthestudent'sexperiencesand helpreinforceconcepts. Ifpossible,visittheprovinceof
Saskatchewan, especiallytheplaces named intheStudentModuleBooklet includingthecityofSaskatoon,
theMeewasinTrail,WanuskewanHeritagePark, and OldWives Lake.Visitasloughorprotectedwetlands in
Saskatchewantobirdwatch.
Invitethefollowingguestspeakerstotalktoyourstudent:
• InviteFirst Nations Elders andstorytellerstoshareNehiyawakorotherFirstNationsoralhistory
andstories.
Grade 5 Social Studies: Module7 4 Home Instructor's Guide7A
Invitehistoryprofessors ormembersofhistorical societiestosharestories about homesteaders such as
theBarrColonists orinventorand builderTomSukanen.
• Listentoagronomistsorparksofficials speakabouttheconservationofwetlands, prairies, and forests.
Supplemental Reading
Thefollowingbooks dealwith lifeinSaskatchewanand areconsidered to beat aGrade5 readinglevel:
• AsLongastheRiversFlow, byLarryLoyie, Groundwood Books, 2005.
• PeopleoftheBuffalo, byMariaCampbell, Douglas and Mclntyre, 1976.
• The UkrainianPioneer, byWilliam Kurelek, NiagaraFallsArtGallery, 1980.
• ThisLandIsmyLand, byGeorgeLittlechild, Children's BookPress, 1997.
• WhoHasSeen the Wind?byW. O.Mitchell,Random HouseInc., 1995-2007.
Thefollowingbooksareexcellentreferencematerialstosupplementthetopics inModule 7, buttheymay
beaboveanaverageGrade5readinglevel. Theyareavailableatyourlocal library. Checkwiththereference
librarianatyourlibraryforotherbooksthatareavailable.
• Ahtahkakoop: TheEpicAccountofaPlains CreeHeadChief, HisPeople, andTheirStruggleforSurvival
1816-1896,byDeannaChristensen,AhtahkakoopPublishing, 2000.
• A GuidetoNature ViewingSites in andAroundSaskatoon,edited byPeterJonkerand BernieGollop,
SaskatoonNaturalHistorySociety, 2000.
• AScatteringofSeeds: The Creation ofCanada, byLindaleeTracey, McArthurandCompany,
Toronto, 1999.
• BlackfootLodge Tales, byGeorgeBirdGrinnell,IndyPublish.com, 2004.
—
• Info Canada Provincesand Territories:Saskatchewan, byWendyL. Mathieu,
NelsonThomsenLearning, 2004.
• Lesia'sDream, byLauraLangston, HarperCollinsCanada, 2003.
• LookingBack: True TalesfromSaskatchewan'sPast, byPaulDederickandBillWaiser, Fifth House
Publishers, 2003.
• GeographicNamesofSaskatchewan, byBillBarry, PeoplePlacesPublishing, 2005.
• PrairieRiver:A Canoeand Wildlife ViewingGuidetotheSouthSaskatchewanRiver, byDawnDickinson
andDennisBaresco,HolmesPrinting, 1996.
• Saskatoon:A CenturyinPictures, byWilliamP. Delainey,WesternProducerPrairieBooks, 1982.
• SaskatchewanHistoryAlongtheHighway, byBobWeber, RedDeerPress, 1999.
• Saskatchewan (Hello Canada), byGillianRichardson, LernerPublications Company, 1995.
• ThePromisedLand:Settlingthe West1896-1914, byPierreBerton,AnchorCanada, 2002.
• 7726StoryofCanada,byJanetLunnandChristopherMoore, KeyPorterKids,fifthedition, 2007.
• TheySoughtaNew World, byWilliamKurelek,TundraBooks, 1999.
Grade 5 Social Studies: Module7 5 Home Instructor's Guide7A
Websites
Suggestedwebsitesforthis moduleincludethefollowing:
• http://www.canadianencyclopedia.ca
• http://archives.cbc.ca/index.asp?IDLan=1
• http://www.pch.gc.ca/index_e.cftn
• http://www.atlas.nrcan.gc.ca/site/index.html
• http://www.infocanada.nelson.com/saskatchewan/studentcentre.html
• http://members.shaw.ca/kcic1/geographic.html
• http://www.branimirphoto.ca/stock/saskatchewan/sask-south.html
• http://en.wikipedia.org/wiki/Coat_of_arms_of_Saskatchewan
• http://www.saskstories.ca
• http://www.meewasin.com/
• http://www.environment.gov.sk.ca/about/
• http://www.buffalojump.org/avonlea.htm
• http://www.buffalojump.org/besant.htm
• http://www.buffalojump.org/saddle.htm
• http://www.heritage-online.ca/timeline/besant.htm
• http://www.georgelittlechild.com
• http://www.sukanenmuseum.ca
• http://www.swc-cfc.gc.ca/newsroom/newsl997/1212_e.html
• http://www.edukits.ca/famous/profiles.html
• http://www.whitepinepictures.com/seeds/ii/19/history2.html
• http://esask.uregina.ca/home.html
• http://olc.spsd.sk.ca/DE/saskatchewanlOO/index.html
Chapter Summaries
Chapter 1: Essays from 'Fragrant Harbour' and 'Beautiful Island'
Objective
Tocontinuedevelopingskillsofhistoricalthinking,thestudentexaminestwohistoricevents (theKlondike
goldrush andTerryFox'sMarathonofHopeRun)frommultipleperspectives.
Instructional Strategies
Withthestudent, brainstorm howresearch materialsfromavarietyofsources (e.g.,apoem, anarticlefrom
anencyclopedia,andapassagefromahistorybook)providegreateraccuracybyallowingforacomparison
ofinformation.
Discuss TerryFox'sMarathonofHopeasseenthroughQian'seyes. (Itservesasapointofviewfroma
Grade5student.)
Withthestudent, reviewthechartas aresearchmodelandotherresearchstrategiesthestudenthas
practised, and discusswhich suitedthestudent'sstyleoflearning. Thesemightincludemakinglists, charts,
orwebs fororganizinginformationasitisgathered.
Attheendofthechapter,thestudentworks inAssignment Booklet 7A.
Grade 5 Social Studies: Module 7 6 Home Instructor's Guide7A
Website
Astimepermits,touchonLeijin's project.Withthestudent, exploreart byCanadianartistEmilyCarratthe
addresshttp://www.emilycarr.com.
Chapter 2: All Winners!
Objective
Thechapterexaminesthegeographiclocationofthehostfamilies.
Instructional Strategies
Usetheintroductiontoexplorehowall peoplearecapableofprejudiceand bias.Withthestudent, examine
howHugoandQian'sopinions preventedthem fromconsideringspecificfactsabout Canadian geography.
Inparticular, discusswhyQianignored factsabout latitudeand longitudeand based herguess on
half-rememberedstoriesofEdmonton. Hugoalsoignoredsimilarfacts andbased his guess onapreconceived
notionthattheprairiesareflatandboring.
Besurethatthestudentunderstands concepts presented inearliermodulessuchas latitude, longitude, and
geographicregions. Ifnecessary,reviewthenamesofCanada'sprovincesandterritorieswiththestudent.
Chapter 3: The Adventure Begins
Objective
Thestudentwillreflectuponnaturaldisasters andsevereweather(tornadoes)that havebeenapartof
Canada'sphysicalgeographyandthegeographyinotherpartsoftheworld.
Instructional Strategies
Withthestudent,comparetornadoes inCanada,typhoons inChina, andhurricanes intheUnitedStates, and
discuss hownaturaldisastersaffectthelives ofpeoplearoundtheworld.Discuss hownaturaldisasters may
varyfromsmalldisruptions (e.g., Leijinandhergrandfatherwerelateforanappointment)togreat disasters
(e.g., 28peoplewerekilledintheReginacyclone)tomassive,moderntragedies (e.g..NewOrleanswas
devastatedbyHurricaneKatrinainAugust2005).
Withthestudent, brainstormhowpeopleinCanadahelpotherswhennaturaldisasters strike.
Attheendofthechapter,thestudentworks inAssignmentBooklet 7A.
Website
Astimepermits,revisitthefollowingwebsite:
http://archives.cbc.ca/IDT-l-70-8/disasters_tragedies/extreme_weather/
Grade5 Social Studies: Module7 7 Home Instructor's Guide7A
Chapter 4: To the Land of Fu Sang
Objective
ThestudentappreciatesthecomplexityoftheCanadianidentitybyhearinglegendsandstoriesoftheearliest
Chinese immigrants.
Instructional Strategies
DiscusswithyourstudentthelegendaryChinesesailorwho mayhavereached Canada500years beforethe
Vikings. ExplorethepossibilityofHwuiShin'svoyagetoNorthAmerica. Visitthewebsiteat
http://www.cristobalcolondeibiza.com/2eng/2engl5.htmand discuss howancientstoneanchors foundnear
CaliforniamaywitnessthearrivalofChinesesailors inthedistant past. Explain howthewrittenrecords found
intheChinesearchives ofHwuiShin's descriptionofplankhomes inthelandofFuSangarereminiscentof
homes ofcoastalFirst Peopleswholived intheregionnowcalledBritishColumbia.
Explainthatwhileoral historypointedtoVikings' explorationandsettlementofCanada,theoral historywas
consideredalegend untilarchaeologists foundartifactsthatconfirmedVikingsvisitedCanada's eastcoast
about 1000yearsago.
DiscussthedangersthatHwuiShin might havefaced ifhecrossedthevastPacificOceaninatinyjunkas he
would havebeen batteredbygreatwaveswithoutacompass andaccuratemaps ofCanada'scoastline.
Withthestudent,explainthatthedistancebetweenHongKongandVancouveris 10279kilometres,5550
nautical miles,orapproximately20000lis. (Ali is anancient Chinesenautical measurementwhichequals
500metres.)
Withthestudent, discusstheearliestChineseimmigrationtoCanada.Thefollowingarefactstosharewith
yourstudent:
• About50Chineseartisanscamein 1788tobuildtradingpostsonVancouverIsland.
• ManyChinesepeoplewereprospectors duringtheEraserRiverValleygoldrush (1858) andthe
Klondikegoldrush (1897).
• By 1860,theChinesepopulationofVancouverIslandwasabout 6000.
• About 15000Chinesepeopleparticipated intheconstructionoftheCPRbetween 1870-1885.
Attheendofthechapter, thestudentworks inAssignmentBooklet 7A. Beforethestudentbeginsthe
assignment, examinethecoastlinesofbothAsia(5° northandsouthofHongKong) and NorthAmerica
(5° north andsouthofVancouver)and discussunusualdetails.
Chapter 5: Saskatchewan Places
Objective
Yourstudentexplores howphysicalgeographyand resources determinedwherecommunitieswerebuiltand
howgovernmentpolicies, aswellas naturalresources, determined howcommunities evolvedovertime.
Grade 5 Social Studies: Module7 8 Home Instructor's Guide7A
Instructional Strategies
Withthestudent, locaterivers and lakesofSaskatchewan inan atlas, and brainstormwhyforts, towns,
cities, andtouristareaswerebuilt bywater. Forexample, fortswereclosetowaterbecauseriversweremain
transportationroutes. Inturn, peoplecould bringfurstothefort moreeasily.—Ofcourse, anyoneresidingin
thefortalsoneeded drinkingwater.Touristareasrelyonwaterforrecreation forexample, fishing, canoeing,
swimming, and camping.
Explainthat Saskatchewan's grasslandswereonceahometovast bison herds and agreat huntingground for
FirstPeoples. Discuss howlifechangedaftermillions ofbisonwereslaughtered as aresultofwolfers (cruel
sports hunters)andgovernment policiessuchas buildingtherailroad.
DiscusschangestograsslandsasaresultoftheHomesteadActasBritishsettlersand, later,eastern-European
homesteadersstartedtofarmthelands.Discusschangestograsslandecologyafterhomesteaders brokethesod.
Forexample,thecomplexrootsystemofgrassesreached deepintothesoil.Therefore, deep rootsofgrasses
anchoredthetopsoilandpreventedvaluablesoilfromblowingawayinthewind. Bycontrast,wheat has a
shallowrootsystem.Theshallowrootsofwheatwereunabletostopploughedsoil from blowingaway. Finally,
—
discusstheconsequencestoanimalssuchasrabbits, antelope,and deerafterthegrasslands which provided
—
foodandshelter becamefieldsofwheat.Thesefields providedneitherfood norsheltertotheanimals.
Explaintothestudentthatwhilethetermsodbustersaccuratelydescribedthebreakingofthematted roots
byhomesteaders, itwas used inaprejudicialfashionbythosepeople, includingranchers,whowereaffected
whengrazinglandswereploughed. Theranchersviewed homesteadersas interlopers.
Attheendofthechapter,thestudentworks inAssignmentBooklet 7A.
Chapter 6: Beneath Cool Waters, Mistaslnly Walts
Objectives
Yourstudentwillstudystories asavalidsourceofknowledgeaboutlandandexplorewhoseresponsibilityitis
toensureitspreservation.
Instructional Strategies
Beforetacklingthequestionoflandusage,viewtheregionsofSaskatchewanattheaddress
http://www.branimiiphotoxa/stock/Saskatchewan/sask-south.htmlwithyourstudent.Touchon
characteristicsofSaskatchewan'sgeographicregions (CanadianShieldandInteriorPlains Region)aswellas
theprovince'svegetationregions (forest, parkland, andgrassland). It maybehelpfulforthestudenttogoto
theSocialStudies5MultimediaCD 1 andreviewthesegmenttitled "GeographicRegionsofCanada."
Tohelpthestudentunderstandwhytheland intheQu'AppelleValleywhereFirstPeoplesgatheredand
celebratedwasconsideredasacredsite, readanddiscussthestoryofMistasiniy.Withthestudent,
brainstormhowthedecisiontoblastthebison-shapedrockandfloodthelandshowedthegovernment's lack
ofunderstandingabouttheland'simportancetoFirstPeoples.
Tohelpthestudentunderstandwhythegovernmentchosetocreateahuman-madelakethatfloodedthe
land, reviewstoriesoftheDirtyThirtiesand discusstheeffectthatyearsofdroughthadonfarmers.Withthe
student, brainstormhowthedecisionbygovernmenttocreatetwodams (Qu'AppelleDamandGardinerDam)
showedanunderstandingoftheplightoffarmers. ExplaintoyourstudentthatwhenQu'AppelleDam (built
ontheQu'AppelleRiver)andGardinerDam(builtontheSouthSaskatchewanRiver)wereopenedonJune21,
1967,LakeDiefenbakerfloodedtheland.Akeypurposeofthedamswastoregulatewaterflowintothetwo
Saskatchewanriversand haveareliablesourceofwater(LakeDiefenbaker)availabletoareafarmers.
Grade5 Social Studies: Module7 9 Home Instructor's Guide7A
Otherbenefits ofthedams includedthefollowing:
• safedrinkingwaterforapproximatelytwooutoffivepeopleinSaskatchewan
• anadequatewatersupplyforthepotash-miningindustry
• ameans forgeneratinghydro-electricity
• arecreationareaforswimmingand boating
Attheendofthechapter,thestudentworks inAssignmentBooklet 7A. Thestudent mustcompletethe
assignment independently, butyou mayneedto helpthestudent brainstormreasonsthegovernmentdecided
tobuildthedams. Helpthestudent answerthefollowingquestion: Didthegovernmentactresponsibly
consideringthattheneedsoftwogroupsofpeople, farmersand First Peoples,wereopposed?In particular,
helpguidethestudenttodeterminewhetheracompromisesolutionofsavingtheareawherethebison-shaped
rockwas located should havebeenconsidered.
Chapter 7: Symbols of History
Objectives
Thestudentexplores howthecontributions madebydiversegroupsarerepresented inSaskatchewan'sflag.
Instructional Strategies
GototheSocialStudies 5MultimediaCD3withyourstudent,and findthesegmenttitled "CanadianProvincial
andTerritorialSymbols, Part 3." Clickon "Saskatchewan"toviewthecoatofarms,flag, and othersymbols.
UsingQian'squestions as astartingpoint,thestudentexploresthecoatofarms as asymbolictimelinethat
capturesaperiod inCanada's history.Withthestudent, discuss howthecoatofarms usestwosymbols
(thelions and imperialcrown)toreflecthowdominantBritishculturewasatthebeginningofthetwentieth
centurywhenthecoat ofarmswas designed. Contrastthattotherepresentationofothercultures including
FirstPeoples, French, andMetis,whoseimpact isacknowledged onlyingeneralterms. Forexample,the
beadedcollarrepresentsFirst Peoples afterthefurtrade, butitdoesn'tacknowledgetheirwayoflifeorrich
culturethatspannedcenturies beforethetraderscame. Brainstormpossiblesymbolsthatwouldreflectthe
storiesofFirstPeoples, French explorersorsettlers, and Metis farmers.
Withthestudent, reflectonthemotto"From manypeoples,strength." Encouragethestudenttoreadsomeof
thefollowingstories:
• AScatteringofSeeds: The Creation ofCanada, byLindaleeTracey. (This historicalnon-fictionbookis
basedontheaward-winningserieswhich airedontheHistoryChannel. Chapterstoread include"The
Road Chosen:TheStoryofLemWong" byKeithLockand "TheMagnificentAbersons" byJaneAberson.)
• Saskatchewan's Own:People WhoMadeaDifference, byVernClemence.
Encourageyourstudenttodoasearch inencyclopediasorontheInternettofind informationabout
—
TomSukanen aFinnish homesteader—andtheshiphebuilt.
Attheendofthechapter, thestudentworks inAssignmentBooklet 7A.
Website
Therearemanystoriesyourstudentcanreadatthefollowingaddress:
http://www.saskstories.ca
Grade 5 Social Studies: Module 7 10 Home Instructor's Guide7A