Hands-On Social Studies for Ontario, Grade 3

Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.

• Introduction to Hands-On Social Studies, Grade 3 1Program Introduction 2 What Is Social Studies? 2 The Goals of Social Studies 2 The Inquiry Approach to Social Studies 2 Hands-On Social Studies Concepts and Expectations 3 Overall Expectations 3 Concepts of Social Studies Thinking 3 Big Ideas 3 Specific Expectations 3 Hands-On Social Studies Program Principles 3 Program Implementation 4 Program Resources 4 Introduction to the Unit 4 Lessons 5 Accommodating Diverse Learners 6 Classroom Environment 6 Planning Units (Time Lines) 7 Classroom Management 7 Social Studies Skills: Guidelines for Teachers 7 Communication 7 Research 11 Hands-On Social Studies Assessment Plan 12The Hands-On Social Studies Assessment Plan 12 Assessment for Learning 13 Assessment as Learning 13 Assessment of Learning 14 Performance Assessment 14 Portfolios 15 Summative Achievement Levels 15 Important Note for Teachers 15 References 15 Social Studies Achievement Chart 16 Assessment Blackline Masters 18 Strand A: Heritage and Identity Unit 3A: Communities in Canada, 1780–1850 27Unit Overview 28 Curricular Expectations 29 Concepts of Social Studies Thinking: Success Criteria 31 Cross-Curricular Connections 32 Books for Students 33 Websites 36 Introduction to the Unit 37 1 Launching the Unit: Communities in Canada from 1780 to 1850 39 2 Introducing First Nations Peoples 45 3 Upper Canada and Lower Canada 55 4 Climate, Landscape, and Settlement 64 5 Settlers and the Land 69 6 Interactions Between the Early Communities in Canada 74 7 Comparing Settlement Groups and Their Challenges 82 8 The Underground Railroad 88 9 Investigating Women’s Lives in Upper Canada and Lower Canada 93 10 Needs and Wants: Past and Present 99 11 Comparing the Lives of First Nations and Settler Children to Present-Day Children 108 12 In a Character’s Life 119 13 Canadian Identity 121 14 Investigating Artifacts 126 15 Culminating Activity: Researching Artifacts 138 References for Teachers 144 Strand B: People and Environments Unit 3B: Living and Working in Ontario 145Unit Overview 146 Curricular Expectations 147 Concepts of Social Studies Thinking: Success Criteria 149 Cross-Curricular Connections 150 Books for Students 151 Websites 153 Introduction to the Unit 155 1 Launching the Unit: Natural Environments in Ontario 157 2 Mapping Skills 168 3 Natural Resources 173 4 Land Use 183 5 How Land Use Is Related to Human Wants and Needs 192 6 Jobs in Ontario 196 7 Where People Live in Ontario 199 8 Ontario’s Landform Regions 203 9 First Nations Communities in Ontario 211 10 Representing Ontario 218 11 Satellite Images 221 12 Ontario Forests 226 13 Environmental Issues 232 14 Ontario’s Provincial Parks 239 15 Culminating Activity: Representing Ontario’s Landform Regions 245 References for Teachers 251Appendix: Image Banks 253About the Contributors 265