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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.

• Introduction to Hands-On Social Studies 1About Hands-On Social Studies 2What Is Social Studies? 2The Goals of Social Studies 2The Inquiry Approach to Social Studies 2Hands-On Social Studies Curriculum Expectations 3Overall Expectations 3Concepts of Social Studies Thinking 3Big Ideas 3Hands-On Social Studies Principles 3Cultural Connections 4Indigenous Knowledges, Experiences, andPerspectives 4How to Use Hands-On Social Studies in Your Classroom 8Unit Overview 8Accommodating Diverse Learners 12Classroom Environment 12Planning Units (Timelines) 13Classroom Management 13Classroom Safety 13Land-Based Learning 13Social Studies Skills: Guidelines for Teachers 14Communication 14Visuals 14Spatial Skills 14Vocabulary 18Geographic Definition 18Research 19The Hands-On Social Studies Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 21Performance Assessment 22Culturally Responsive and Relevant Pedagogy and Assessment 22Portfolios 23Summative Achievement Levels 23Important Note to Teachers 23References 24Social Studies Achievement Chart 25Assessment Templates 27Unit A: Changing Family and Community Traditions 31About This Unit 32Unit Overview 36Curricular Expectations 37Concepts of Social Studies Thinking: Success Criteria 40Cross-Curricular Connections 41Resources for Students 421 Launching the Unit: What’s in a Name? 452 Investigating Countries of Origin 513 What Is Culture? 564 Family Timelines 615 Family Diversity 676 Family Traditions 727 Changing Times 768 Change in First Nations, Inuit, and Métis Communities in Canada 809 Reclaiming Traditions and Customs 8410 Community Diversity 9011 Changes in My Community 9712 Community Traditions and Celebrations 10213 Celebrations Over Time 10614 Culminating Activity: A Class Celebration 113Unit B: Global Communities 119About This Unit 120Unit Overview 123Curricular Expectations 124Concepts of Social Studies Thinking: Success Criteria 127Cross-Curricular Connections 128Resources for Students 1291 Launching the Unit: Our World 1332 Getting Around the World With Atlases, Maps, and Globes 1393 Exploring Cold and Hot Regions of the World 1444 Living in Different Climates 1525 Meeting Our Needs: Clothing 1566 Meeting Our Needs: Shelter 1597 Meeting Our Needs: Food 1648 Meeting Our Needs: Water 1689 Natural Environments and Ways of Life 17310 Plants and Animals Around the World 17811 Daily Life Around the World 18212 Inquiry Through Interview 18613 Culminating Activity: Our World’s Fair 190Appendix: Image Banks 195About the Contributors 207

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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.

• Introduction to Hands-On Social Studies 1About Hands-On Social Studies 2What Is Social Studies? 2The Goals of Social Studies 2The Inquiry Approach to Social Studies 2Hands-On Social Studies Curriculum Expectations 3Overall Expectations 3Concepts of Social Studies Thinking 3Big Ideas 3Hands-On Social Studies Principles 3Cultural Connections 4Indigenous Knowledges, Experiences, andPerspectives 4How to Use Hands-On Social Studies in Your Classroom 8Unit Overview 8Accommodating Diverse Learners 12Classroom Environment 12Planning Units (Timelines) 13Classroom Management 13Classroom Safety 13Land-Based Learning 13Social Studies Skills: Guidelines for Teachers 14Communication 14Visuals 14Spatial Skills 14Vocabulary 18Geographic Definition 18Research 19The Hands-On Social Studies Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 21Performance Assessment 22Culturally Responsive and Relevant Pedagogy and Assessment 22Portfolios 23Summative Achievement Levels 23Important Note to Teachers 23References 24Social Studies Achievement Chart 25Assessment Templates 27Unit A: Changing Family and Community Traditions 31About This Unit 32Unit Overview 36Curricular Expectations 37Concepts of Social Studies Thinking: Success Criteria 40Cross-Curricular Connections 41Resources for Students 421 Launching the Unit: What’s in a Name? 452 Investigating Countries of Origin 513 What Is Culture? 564 Family Timelines 615 Family Diversity 676 Family Traditions 727 Changing Times 768 Change in First Nations, Inuit, and Métis Communities in Canada 809 Reclaiming Traditions and Customs 8410 Community Diversity 9011 Changes in My Community 9712 Community Traditions and Celebrations 10213 Celebrations Over Time 10614 Culminating Activity: A Class Celebration 113Unit B: Global Communities 119About This Unit 120Unit Overview 123Curricular Expectations 124Concepts of Social Studies Thinking: Success Criteria 127Cross-Curricular Connections 128Resources for Students 1291 Launching the Unit: Our World 1332 Getting Around the World With Atlases, Maps, and Globes 1393 Exploring Cold and Hot Regions of the World 1444 Living in Different Climates 1525 Meeting Our Needs: Clothing 1566 Meeting Our Needs: Shelter 1597 Meeting Our Needs: Food 1648 Meeting Our Needs: Water 1689 Natural Environments and Ways of Life 17310 Plants and Animals Around the World 17811 Daily Life Around the World 18212 Inquiry Through Interview 18613 Culminating Activity: Our World’s Fair 190Appendix: Image Banks 195About the Contributors 207

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.For over 20 years, Kellie Ierullo (she, her, hers) has been an educator with the Toronto District School Board including as a classroom teacher, special education teacher, and now as a teacher-librarian, technology chair and science/STEM lead educator. Kellie is passionate about helping teachers engage students through meaningful coding and STEM activities and encouraging students to move beyond navigating technology to creating it for themselves. Kellie lives in Woodbridge, Ontario with her family.

• Introduction to Hands-On Social Studies 1About Hands-On Social Studies 2What Is Social Studies? 2The Goals of Social Studies 2The Inquiry Approach to Social Studies 2Hands-On Social Studies Curriculum Expectations 3Overall Expectations 3Concepts of Social Studies Thinking 3Big Ideas 3Hands-On Social Studies Principles 3Cultural Connections 4Indigenous Knowledges, Experiences, andPerspectives 4How to Use Hands-On Social Studies in Your Classroom 8Unit Overview 8Accommodating Diverse Learners 12Classroom Environment 12Planning Units (Timelines) 13Classroom Management 13Classroom Safety 13Land-Based Learning 13Social Studies Skills: Guidelines for Teachers 14Communication 14Visuals 14Spatial Skills 14Vocabulary 18Geographic Definition 18Research 19The Hands-On Social Studies Assessment Plan 20Assessment for Learning 21Assessment as Learning 21Assessment of Learning 21Performance Assessment 22Culturally Responsive and Relevant Pedagogy and Assessment 22Portfolios 23Summative Achievement Levels 23Important Note to Teachers 23References 24Social Studies Achievement Chart 25Assessment Templates 27Unit A: Changing Family and Community Traditions 31About This Unit 32Unit Overview 36Curricular Expectations 37Concepts of Social Studies Thinking: Success Criteria 40Cross-Curricular Connections 41Resources for Students 421 Launching the Unit: What’s in a Name? 452 Investigating Countries of Origin 513 What Is Culture? 564 Family Timelines 615 Family Diversity 676 Family Traditions 727 Changing Times 768 Change in First Nations, Inuit, and Métis Communities in Canada 809 Reclaiming Traditions and Customs 8410 Community Diversity 9011 Changes in My Community 9712 Community Traditions and Celebrations 10213 Celebrations Over Time 10614 Culminating Activity: A Class Celebration 113Unit B: Global Communities 119About This Unit 120Unit Overview 123Curricular Expectations 124Concepts of Social Studies Thinking: Success Criteria 127Cross-Curricular Connections 128Resources for Students 1291 Launching the Unit: Our World 1332 Getting Around the World With Atlases, Maps, and Globes 1393 Exploring Cold and Hot Regions of the World 1444 Living in Different Climates 1525 Meeting Our Needs: Clothing 1566 Meeting Our Needs: Shelter 1597 Meeting Our Needs: Food 1648 Meeting Our Needs: Water 1689 Natural Environments and Ways of Life 17310 Plants and Animals Around the World 17811 Daily Life Around the World 18212 Inquiry Through Interview 18613 Culminating Activity: Our World’s Fair 190Appendix: Image Banks 195About the Contributors 207