Canada : the land, histories, and stories : grade 5 social studies - Assignment Booklet 8A

2007·2.6 MB·English

by  Alberta. Alberta Education

UniversityofAlbertaLibra
Home
Guide
Instructor's
and Assignment Booldet 8A
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Grade5SocialStudies
IVIodule8:Visitthe Landofthe MidnightSun
HomeInstructor'sGuideandAssignmentBooklet8A
ISBN978-0-7741-2961-9
CoverArt:compass, globe,andairplaneImageClubArtRoom/GettyImagesmaple/eaf©2006JupiterimagesCorporation
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Table of Contents
Module 8: Visit the Land of the Midnight Sun 4
Overview
4
Field Trips and Speakers 4
Supplemental Reading
5
Websites
6
Chapter Summaries
Chapter 1: To the Land of the Midnight Sun 6
Chapter 2: Not a Moose in Sight! 6
Chapter 3: From a Giant's Backbone 7
Chapter 4: A Great River at Its Heart 7
Chapter 5: Yukon Landforms and Another Great River 8
Chapter 6: Beringia 8
Chapter 7: A Raven Cried 8
Chapter 8: Where Caribou Cross 9
Module 8: Visit the Land of the IVIidnight Sun
Overview
Yourstudent,alongwith HugoLamfrom HongKongInternationalSchoolinChina,visits aland overflowing
with mountains, boreal forests, spongymuskegswamps, permafrost, and greatrivers. With Hugo's host family,
theMercredis, andclassmateGraceWhite,yourstudent meets FirstNations people, Inuitpeople,cheechakos
and sourdoughs, trappers, traders, miners, dreamers, schemers, andaNWMPofficer.
Thestudent betterunderstandsandappreciatesthephysicalgeography,environment, andnaturalresources
ofCanada's FarNorth and learns howthesefactorsaffectthequalityoflifeforcitizens inthis regionofCanada.
Assessment
This is howthemarks forModule8aredistributed:
AssignmentBooklet8A
Chapter 1 Assignment 10marks
Chapter2Assignment 8marks
Chapter3Assignment 15 marks
Chapter4Assignment 15 marks
Chapter5Assignment 15 marks
Chapter6Assignment 15 marks
Chapter7Assignment 12 marks
Chapter8Assignment 15 marks
Total 105 marks
AssignmentBooklet8B
Chapter9Assignment 15marks
Chapter 10Assignment 4marks
Chapter 11 Assignment 9marks
Chapter 12Assignment 10mcirks
Chapter 13Assignment 12 marks
Chapter 14Assignment 10marks
Chapter 15Assignment 10marks
Chapter 16Assignment 15 marks
Total 85 marks
Field Trips and Speakers
Fieldtripsand guestspeakerscanenrichyourstudent'sexperienceandhelpreinforceconcepts.Thismodule
provides severalopportunities forboth.
ThefollowingaresuggestedfieldtripsforModule8:
• avisittotheGlenbowMuseum inCalgaryandatouroftheFirstPeoplesoftheFourDirectionsexhibit
• avisittotheGlenbowMuseumontheInternetandalookattheonlineexhibits
• avisittoFortEdmontonorasimilarrestoredfortandaparticularlookforNWMPartifactsandinformation
• amuseumthatwould includeartifactsorinformationconcerningtheKlondikegoldrush
• anexcursiontotakethestudentpanningforgold
Grade5 Social Studies: Module 8 4 Home Instructor's Guide 8A
Arrangeforguestspeakerstodiscussstoriesand historyofthefollowing:
• theKlondikegold rush
• someonewhohas hikedtheChilkootTrail
• someonewho has livedorworked intheArctic
• anInuit Elder
Supplemental Reading
Thesearebooksyourstudent mightenjoytosupplementthetopics covered in Module8. Someofthe
referencebooks arenotwrittenataGrade5student'sreadinglevel, soyou mayneedtoprovideassistance
withvocabularyandconcepts.
• BreakingTrail, byJoanneBell,GroundwoodBooks,2005.
• Caribou: Wandererofthe Tundra, byTomWalker, GraphicArts CentrePublishingCompany, 2000.
• ChilkootTrail:HeritageRoutetotheKlondike, byDavid Neufeld&FrankNorris, LostMoosePublishing,
2005.
• EarlyDayson the Yukon, byWilliamOgilvie,WolfCreekBooksInc., 2002.
• FrontierSpirit: TheBrave Women oftheKlondike,byJenniferDuncan, DoubledayCanada, 2003.
• LandoftheMidnightSun, byKenS. Coates&WilliamR. Morrison, Hurtig, 1988.
• The CanadianEncyclopedia: 'Yukon Territory,'McClellandandStewart, 2000.
• YukonPhotographs, byRichard Hartmier,WhitecapBooks, 2001.
• Yukon, byTrudieBonBernard,Nelson, 2004.
—
• ExploringCanada Yukon Territory, byStevenFerry,LucentBooks, 2002.
• SymbolsoftheArctic: TheAllAboutSeries, byBarbMcDermottandGailMcKeown,Nelson2001.
• TheArctic: TheAllAboutSeries, byBarbMcDermottandGailMcKeown, ReidmoreBooks Inc., 1999.
• Yukon: TheAllAboutSeries, byBarbMcDermottandGailMcKeown, ReidmoreBooks Inc., 1999.
• Nunavut: TheAllAboutSeries, byBarbMcDermottandGailMcKeown, ReidmoreBooks, 1999.
• NorthwestTerritories: TheAllAboutSeries, byBarbMcDermottandGailMcKeown, ReidmoreBooks, 1999.
• Iqaluit: TheAllAboutSeries, byBarbMcDermottandGailMcKeown,ReidmoreBooks, 1999.
Grade 5 Social Studies: Module 8 5 Home Instructor's Guide 8A
Websites
Thefollowingwebsites maycontainuseful information forModule8:
• http://www.learnalberta.ca
• http://atlas,gc.ca/
• http://www.cgkids.ca/cgkids/
• http://www.pc.gc.ca/
• http://history.cbc.ca/
• http://www.writeyukon.com
• http://www.gov.yk.ca
• http://www.questconnect.org/ak_home.htm
• http://www.beringia.com
• http://www.arcticwebsite.com
Chapter 1: To the Land of the Midnight Sun
Objective
ThestudentexploresthediversityofgeographicphenomenainCanadabyfocusingonimportantfactsabout
Yukon's people, mammals, and birdsthroughtheeyes ofHugoLam,
Instructional Strategies
Withyourstudent, useanatlastolocatethemajormountainrangesthatalmostencircletheterritoryand
theYukonRiverthatwindsthroughits heart. Discusswiththestudentthediversityofpeopleswhomadethe
Yukontheirhome, includingFirst Peopleswho, accordingtostories, havealways livedthere; prospectors
whocameduringthegold rush; andarchaeologistswhoflynortheverysummerinsearchofancient bones
andstones. Finally, explorewiththestudentthepeoplewhotodaymaketheYukontheirhome, including
adventurous immigrantswhoexperiencetheCanadianNorthforthefirsttime, likeHugo,andreturntostay.
Thestudentwillsharewithyousomeofthefacts abouttheYukongiven inthischapter.Thefacts given inthis
chapterarebasedon2006statistics. Formorecompletestatistics,visittheStatisticsCanadawebsiteorthe
Yukongovernmentwebsiteathttp://www.gov.yk.ca/facts/index.html.
Attheendofthechapter, thestudentworks inAssignmentBooklet8A.
Chapter 2: Not a Moose in Sight!
Objective
This chapterintroducesthestudenttoHugo's host familyandtouchesonthehistoryofthepeoplewholivein
theYukonand howlooks attheYukongotitsname.
Instructional Strategies
Inthischaptertherearetwovideosegments forthestudenttoviewontheGrade5SocialStudiesMultimedia
CD3. Oneistitled "SamSteele" andtheotheristitled "AstheCrowFlies."Youmaywishtopreviewthese
segmentstodeterminetheirsuitabilityforyourstudent.
Grade 5 Social Studies: Module 8 6 Home Instructor's Guide 8A
Attheendofthechapter, thestudentworks inAssignment Booklet8A. You mayneed to providesupport for
researchthestudent is assigned todoaboutSam Steele.
Chapter 3: From a Giant's Backbone
Objective
Thischapterintroducesthestudenttothegeographicregions oftheYukonandthemountain ranges of
theregion.
Instructional Strategies
Withyourstudent, locatethemajormountainrangesintheYukon, includingSaint Elias, Ogilvie, Richardson,
Selwyn, andMackenzie(alsoknownas BackboneRanges).Asthestudentworks throughthechapter, discuss
thephysicalcharacteristicsofeachrangeandtheirpowerful impactontheYukon'searliest inhabitantsand
its Europeanexplorers, aswellas morerecentarrivals.
— —
Discuss withyourstudent whatimpactthearrivalofEuropeans hadontheFirstPeoples.
Attheendofthechapter,thestudentworks inAssignmentBooklet8A.
Chapter 4: A Great River at Its Heart
Objective
ThischapterexploreshowbodiesofwateraffectthequalityoflifeinnorthernCanadabyfocusingonthe
vastnessoftheYukonRiverand its importancetopeopleswholivedindiversecommunitiesalongits shores.
Instructional Strategies
DisplayadetailedmapoflakesandriversthatfeedtheYukonRiverandthecommunities it passes by, and be
sureyourstudenthasaccesstoacurrentatlas.Asthestudentworksthroughthechapter, assistwith locating
bodiesofwaterthatfeedtheYukonand communitiesthatwerebuiltalongits shores. Discussthehistoryof
individuals likeHBCtraderRobertCampbell,whobuiltatradingpostatFortSelkirk,andtheFirstPeoples
traderswhoobjectedwhenhetriedtocutintotheirtrade.
Attheendofthechapter,thestudentworks inAssignmentBooklet8A.
Websites
Afteryourstudentcompletestheassignment,youcancheckoutsomeinterestingwebsites.Thehistoryof
GeorgeJohnston,asuccessfulTlingithunterandtrapper, isfound athttp://www.gjmuseum.yk.net/.
LakeLabergeandthefictionalizedcremationofSamMcGeeiscoveredathttp://www.arcticwebsite.com/
ServiceCremationHistory.html.
ThecommunitiesalongtheYukonRivercanbeexploredathttp://www.chrs.ca/Rivers/Yukon/Yukon_e.htm.
Grade 5 Social Studies: Module 8 7 Home Instructor's Guide 8A
Chapter 5: Yukon Landforms and Another Great River
Objective
Thechapterbeginswithareviewofthelowlands, mountains, and plateausoftheYukonandthengoes onto
investigateand researchtheMackenzieRiverintheNorthwestTerritories.
Instructional Strategies
Assistthestudentwith locatinginformationabouttheMackenzieRiverbyusinganatlas,theInternet, or
books andencyclopedias. DiscusswiththestudentthesignificanceoftheMackenzieRiverandthe
MackenzieDeltatotheexploration, settlement, and developmentofCanada's North.
Attheendofthechapter, thestudentworks inAssignmentBooklet8A.
Chapter 6: Beringia
Objectives
Thischapterexplores howpaleontologyand archaeologycontributetoanunderstandingofthestoryofthe
Yukon'searliest hunters bytouchingonprehistoricanimalsthatweretheirmainfoodsourceand howmore
than40species disappeared.
Instructional Strategies
Withyourstudent, discuss howscientists revisetheirknowledgeastheycomparenewfindings in bones and
artifacts atsitessuchastheBluefishCaves andsites scatteredthroughoutregionsoftheYukonandthenorth.
Bettertechnologiesoffernewlight and interpretationsonthesearchaeologicalfinds.
Attheendofthechapter,thestudentworks inAssignmentBooklet8A.Assistthestudentwith locating
informationaboutoneoftheprehistoricanimals. Selectanappropriateanimaltoresearch based onavailable
information.
Websites
Iftimepermits, helpthestudentgofurtherin an investigationofBeringiaatthefollowingwebsites:
• http://www.beringia.com/
• http://www.nps.gov/akso/beringia/whatisberingia2.htm
Chapter 7: A Raven Cried
Objectives
ThischapterintroducesthestudenttosomeFirstNationsstoriestounderstand howoraltraditionsare
sourcesofknowledge, history,and beliefs.
Grade 5 Social Studies: Module 8 8 Home Instructor's Guide 8A
Instructional Strategies
Withyourstudent, read "HowRaven Brought LighttotheWorld" and discuss the importanceofRaven as a
symboltotheFirstNations peopleinthis areaofCanada.Also, discuss howFirst Nations peopleused stories
toexplaintherelationshipofpeopleand nature.
Withyourstudent, brainstormhowelements ofthestorymayexplaincyclicaltimes ofmidnight sun followed
bytheendless darkness ofwinter.
You maywishtofurtherinvestigatethestoriesthat involveRaven (Crow) bydoingageneral search on the
Internetorbyvisitingalibrarytolocatebooks such as Crows:Encounters with Wise Guys, byCandaceSavage,
GreystoneBooks, 2005.
Attheend ofthechapter, thestudentworks inAssignment Booklet8A.
Chapter 8: Where Caribou Cross
Objectives
ThischapterexplorestheuniquewayoflifeofGwich'inhunters,theirrelationshipwithcaribou,and how
theirhistoriclandagreementresulted inthecreationofVuntutNationalPark.
Instructional Strategies
Withthestudent,reflectontheimportanceofcariboutoFirstNations peopleand InuitpeopleoftheNorth.
Discusstheknowledgegatheredoverthousands ofyearsaboutcalvingplaces, placesofcrossing, andthe
besttimestohunttheanimalsandhowtheypassthisknowledgeontomoderngenerations. Comparehunting
methodsandtheuseofcaribouwiththemethodsemployed bybisonhunterswholivedontheprairiesof
WesternCanada.
Ifyoucanborrow"BeingCaribou" fromtheNationalFilmBoard,thiswould beanexcellenttimetoviewit.To
learnmoreaboutcaribou, doageneralsearchontheInternetorgototheParks Canadawebsiteandfollow
thelinkstoVuntutNationalParkofCanada.
Grade5 Social Studies: Module 8 9 Home Instructor's Guide 8A
Digitized by the Internet Archive
2015
in
https://archive.org/details/canadalandhistor00albe_19