Part C: Lifelong Learning Citizens Resources

LESSON RESOURCES

You Tube Videos for Explorers:

Books for Explorers

  • Canadian Explorers by Maxine Trottier, 2005, Scholastic.
  • The Kids Book of Canadian History by Carlotta Hacker, 2002, Kids Can Press.
  • The History News Explorers by Michael Johnstone, Scholastic.
  • The Fur Traders by Robert Livesey, 1898, Stoddart Publishing.
  • Exploration of North America, 1998, Ticktock Publishing
  • Henry Hudson by Ruth Manning, 2002, Reed Educational & Professional Publishing
  • Jaques Cartier by Andrew Santell, 2001, Reed Educational & Professional Publishing
  • John Cabot by Neil Champion, 2001, Reed Educational & Professional Publishing
  • Beginnings: From the First Nations to the Great Migration by Marshall Jamieson, 1996, Reidmore Books
  • Fur Traders: Early Canada by Heather C. Hudak, 2007, Weigl Educational Publishers Ltd.
  • Samuel de Champlain: From New France to Cape Cod by Adrianna Morganelli, 2006, Crabtree Publishing Company
  • Great Canadian Lives: Portraits in Heroism to 1867, 1985, Nelson Publishing
  • The Story of Canada: The Beginning, The Making of a Nation and A Century of Change by Janet Lunn and Christopher Moore, 1997, Scholastic

Push Pull Factors

Settling of Canada

CROSS CURRICULAR CONNECTIONS

Language Arts

Themes

  • Personal and Philosophical: Students will:
    • believe in their own self-worth and feel that they have control over the things that happen to them;
    • look inward and focus on self-image and self-esteem; and,
    • reflect on self and life, and on their beliefs and values and those of their society.
  • Social, Cultural, and Historical: Students will:
    • look outward and examine their relationships with others, their community, and the world;
    • consider the social and historical context;
    • explore their connections in families, schools, groups, and communities to understand the diverse needs and wants of others; and,
    • show concern for other people in their relationships, groups, and communities.
  • Environmental and Technological: Students will:
    • explore the elements of the natural and constructed worlds and the role of technology and related developments in their society; and,
    • explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes.

Treaty Education

  • TR5: Examine the concepts of colonization and decolonization and analyze their effects.
  • SI5: Analyze how symbols used by treaty signatories contributed to the treaty making process.
  • HC5: Analyze the concept of self-government as it applies to First Nation and Métis people.
  • TPP5: Analyze the benefits of treaties for all people in Saskatchewan from a contemporary perspective.

Health

Understanding, Skills, and Confidences (USC)

  • USC5.5 Analyze the impact of violence and the cycle of abuse on the holistic well-being of self, family, and community.
  • USC5.7 Assess the importance of self-regulation and taking responsibility for one’s actions.

Decision Making (DM)

  • DM5.1 Analyze possible obstacles and envision solutions to addressing health challenges related to personal eating practices, changes of puberty, impact of illness/disease, identity and well-being, violence, peer pressure, and self-regulation.

Science

Life Science: Human Body Systems (HB)

  • HB5.1 Analyze personal and societal requirements for, and the impact of, maintaining a healthy human body. [CP, DM]
  • Physical Science: Properties and Changes of Materials (MC)
  • MC5.3 Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment. [DM, SI]
  • Physical Science: Forces and Simple Machines (FM)
  • FM5.3 Assess how natural and man-made forces and simple machines affect individuals, society, and the environment. [CP, DM, SI]
  • Earth and Space Science: Weather (WE)
  • WE5.3 Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions. [DM]

FURTHER INVESTIGATION SUGGESTIONS

  • Have students address question “What does it mean to be Canadian?”
  • Have students create a representation of what it means to be a Canadian in
  • _____________ (province/territory). Their representation would need to include the historical, environmental and symbolic information they found. They could represent their learning through a variety of ways: ie. Multi-media presentations, technology (Prezi, Wiki, Powerpoint, videos, etc.), dramas, skits, plays, talk show, newspaper article, commercial, poster, etc.
  • Have students deconstruct the lyrics to the “Métis National Anthem” to determine meaning.

APPENDIX

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Grade 5 ResourcesGrade 5 Lifelong Learning Citizens Part C Resources