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 5 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 Curriculum Expectations 3 Overall Expectations 3 Concepts of Disciplinary Thinking 3 Big Ideas 3 Specific Expectations 4 Hands-On Social Studies Program Principles 4 Cultural Connections 4 Indigenous Knowledge, Experience, and Perspectives 4 Program Implementation 7 Program Resources 7 Lessons 8 Accommodating Diverse Learners 9 Classroom Environment 9 Planning Units (Timelines) 10 Classroom Management 10 Social Studies Skills: Guidelines for Teachers 10 Communication 10 Vocabulary 14 Geographic Definition 14 Research 15 The Hands-On Social Studies Assessment Plan 16Assessment for Learning 17 Assessment as Learning 17 Assessment of Learning 17 Performance Assessment 18 Portfolios 18 Summative Achievement Levels 19 Indigenous Perspectives on Assessment 19 Important Note to Teachers 19 References 20 Social Studies Achievement Chart 21 Assessment Templates 23 Unit A: Heritage and Identity: Interactions of IndigenousPeoples and Europeans Prior to 1713, in What Would Become Canada 35 About This Unit 36 Unit Overview 40 Curricular Expectations 41 Social Studies Thinking Concepts: Success Criteria 43 Cross-Curricular Connections 44 Resources for Students 45 1 Launching the Unit: Learning From History 49 2 Learning From Primary and Secondary Sources 54 3 Indigenous Peoples in What Would Become Canada 59 4 Daily Life and Worldviews of Indigenous Peoples Before Contact 67 5 Early European Explorers 76 6 Contact Between Indigenous Peoples and European Explorers 84 7 Perspectives on First Contact 89 8 Historically Significant People 93 9 Life in New France 100 10 The French, the Haudenosaunee, and the Wendat 107 11 The Fur Trade: Part One 114 12 The Fur Trade: Part Two 120 13 Culminating Inquiry: Impact of Interactions 125 References for Teachers 132 Unit B: People and Environments: The Role of Government and Responsible Citizenship 135About This Unit 136 Unit Overview 140 Curricular Expectations 141 Social Studies Thinking Concepts: Success Criteria 143 Cross-Curricular Connections 144 Resources for Students 145 1 Launching the Unit: Social and Environmental Issues 154 2 Rights, Freedoms, and Responsibilities 159 3 Rights and Responsibilities 164 4 Canadian Charter of Rights and Freedoms 169 5 What Is Good Citizenship? 173 6 Indigenous Governments 179 7 Levels of Government in Canada 185 8 Investigating Different Perspectives 191 9 Creating Spatial Journals: Analyzing and Constructing Maps 197 10 Citizens and Government Working Together 202 11 Inquiry Project Part One: Setting the Stage for Success 209 12 Inquiry Project Part Two: Evaluating Resources and Gathering and Organizing Information 215 13 Inquiry Project Part Three: Interpreting, Analyzing, Evaluating, and Communicating Information 220 References for Teachers 225Appendix: Image Banks 231About the Contributors 244

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 5 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 Curriculum Expectations 3 Overall Expectations 3 Concepts of Disciplinary Thinking 3 Big Ideas 3 Specific Expectations 4 Hands-On Social Studies Program Principles 4 Cultural Connections 4 Indigenous Knowledge, Experience, and Perspectives 4 Program Implementation 7 Program Resources 7 Lessons 8 Accommodating Diverse Learners 9 Classroom Environment 9 Planning Units (Timelines) 10 Classroom Management 10 Social Studies Skills: Guidelines for Teachers 10 Communication 10 Vocabulary 14 Geographic Definition 14 Research 15 The Hands-On Social Studies Assessment Plan 16Assessment for Learning 17 Assessment as Learning 17 Assessment of Learning 17 Performance Assessment 18 Portfolios 18 Summative Achievement Levels 19 Indigenous Perspectives on Assessment 19 Important Note to Teachers 19 References 20 Social Studies Achievement Chart 21 Assessment Templates 23 Unit A: Heritage and Identity: Interactions of IndigenousPeoples and Europeans Prior to 1713, in What Would Become Canada 35 About This Unit 36 Unit Overview 40 Curricular Expectations 41 Social Studies Thinking Concepts: Success Criteria 43 Cross-Curricular Connections 44 Resources for Students 45 1 Launching the Unit: Learning From History 49 2 Learning From Primary and Secondary Sources 54 3 Indigenous Peoples in What Would Become Canada 59 4 Daily Life and Worldviews of Indigenous Peoples Before Contact 67 5 Early European Explorers 76 6 Contact Between Indigenous Peoples and European Explorers 84 7 Perspectives on First Contact 89 8 Historically Significant People 93 9 Life in New France 100 10 The French, the Haudenosaunee, and the Wendat 107 11 The Fur Trade: Part One 114 12 The Fur Trade: Part Two 120 13 Culminating Inquiry: Impact of Interactions 125 References for Teachers 132 Unit B: People and Environments: The Role of Government and Responsible Citizenship 135About This Unit 136 Unit Overview 140 Curricular Expectations 141 Social Studies Thinking Concepts: Success Criteria 143 Cross-Curricular Connections 144 Resources for Students 145 1 Launching the Unit: Social and Environmental Issues 154 2 Rights, Freedoms, and Responsibilities 159 3 Rights and Responsibilities 164 4 Canadian Charter of Rights and Freedoms 169 5 What Is Good Citizenship? 173 6 Indigenous Governments 179 7 Levels of Government in Canada 185 8 Investigating Different Perspectives 191 9 Creating Spatial Journals: Analyzing and Constructing Maps 197 10 Citizens and Government Working Together 202 11 Inquiry Project Part One: Setting the Stage for Success 209 12 Inquiry Project Part Two: Evaluating Resources and Gathering and Organizing Information 215 13 Inquiry Project Part Three: Interpreting, Analyzing, Evaluating, and Communicating Information 220 References for Teachers 225Appendix: Image Banks 231About the Contributors 244