Grade 5 — Social Studies: First Peoples' Histories

Overview

Students explore First Peoples' ways of life in Canada before and during their early contact with Europeans through researching the six diverse groups of First Peoples, their stories and artifacts.' Students develop a time lines and maps as part of their research. Students compose multimedia stories depicting the life and culture of First Peoples. Students share and compare the lives of the diverse First Peoples that they have studied. Stories are read and revised then published on the class homepage for others to read and enjoy.

Activate

Students browse a display of artifacts and Aboriginal stories. On an Exit slip, students list at least three questions they would like to find answers to, a story they would like to read or have read to them and an interesting symbol or drawing. [Plan and Question] Read a favourite Aboriginal story to the class (without showing any pictures); ask students to draw pictures to illustrate the story. Encourage students to use a style that they think would complement the story.

Teacher Tips:
The students’ drawings will provide an indication of what they know about Aboriginal art.
Students can email their questions to the teacher [Communicate]
Students may use painting or drawing tools [Produce to Show Understanding]

Invite an Aboriginal Elder to share a story from his/her history. After a class discussion about the story, students record three things they know in the 'K' section of a KWL black line master and ask three questions for which they want answers in the 'W' section. [Plan and Question]

Teacher Tip:
If an Aboriginal Elder is not available, choose a story from a website to listen to or read together.

Working with a partner, students visit the Canadian Geographic web site as an introduction to the six major groups of First Peoples. [Gather and Make Sense] In an electronic journal students list the names of the six groups, a description of the region of the country where they live, two interesting facts they learned about each group and include a hyperlink to a map outlining their territories. [Gather and Make Sense] After a class discussion, student pairs decide which First People’s group they will research.

Teacher Tips:
Make sure that all six groups will be researched.
Before students select a group to research, select one group of First Peoples to use as a model. You may wish to wait and see if one group is left unchosen and use that one as a model.
Remind students to keep a bibliography. [Gather and Make Sense, Ethics and Responsibility]

Acquire

Using the electronic map outlining the six First People's territories, model how to interpret and construct maps that include a title, legend, compass rose, grid, and scale. [Gather and Make Sense, Produce to Show Understanding] Students learn about and use latitude and longitude to locate and describe the First People’s territories.

As a class, discuss and decide on the categories of information about the First People's groups that are to be researched. [Gather and Make Sense] With a partner using pre-selected print and electronic sources, students modify the plan modeled by the teacher and research information, artifacts, and art to find answers to important questions they have raised in their Exit Slips. [Collaborate, Gather and Make Sense, Plan and Question] Students use an application of their choice to organize their notes and images. [Gather and Make Sense]

Teacher Tips:
The categories of information should be based on the social studies outcomes.
Using a word processor and a graphic organizer for notetaking, model how the research is to be done by choosing one of the First People's group and working through the steps of an inquiry as a class.

Using appropriate software, model how to create a timeline, which includes important dates and events in the history of the First Peoples' group you have chosen to model to the class. Use the timeline as an outline for planning a true story.
Model how to write and revise the story of a group of First Peoples following the timeline and using information from the notes researched by the class. [Produce to Show Understanding]
Insert appropriate images or students' original drawings to illustrate the story. Involve students in establishing criteria for final products they are to produce. [Produce to Show Understanding]

Teacher Tips:
Either a table in a word processing application or cells of a spreadsheet are suitable to enter data. Discuss with students which one would best represent a timeline.
Review the use of copyrighted resources with students if using images other than their own [Gather and Make Sense, Ethics and Responsibility]
You may consider making a comprehensive timeline that includes dates and events for all the First People’s groups. Each group can be included using a different colour.

Support File:
Constructing Student-Generated Criteria for Quality Work

Apply

Using appropriate software, student pairs write [Produce to Show Understanding], revise and illustrate [a multimedia true story about the First Peoples’ group they have researched. [Produce to Show Understanding] Students include a timeline and map in their final products. Students share and discuss their final products with the class. [Communicate] Working as a class and using a Venn diagram, students compare their products to find the similarities and differences among First Peoples. Students reflect on their products and on using ICT to learn. [Reflect, Produce to Show Understanding]

Teacher Tips:
A comprehensive timeline lends itself well to a comparison [Produce to Show Understanding]
Allow time for students to share their story in collaborative groups and ask for feedback in order to revise and enhance their stories. [Collaborate, Produce to Show Understanding]

Suggestions for Assessment:
Assess students’ maps for accurately constructing a title, legend, compass rose, grid, and scale including longitude, latitude and accurately drawing the boundaries of the six first Peoples’ territories.
Assess students’ timelines for chronological sequence.
Assess students’ multimedia stories for accurate information and on the criteria established for the final products.
Guide students to reflect on using ICT to learn [Reflect].

Matching Outcomes and Big Ideas

ELA

1.2.4 Extend Understanding - appraise ideas for clarity and ask extending questions
2.3.5 Create Original Texts - create original texts [such as journals, posters combining print and art, dioramas, travelogues.] to communicate and demonstrate understanding of forms and techniques
3.1.1 Use Personal Knowledge - summarize personal knowledge of a topic in categories to determine information needs
3.1.2 Ask Questions - formulate general and specific questions to identify information needs
3.1.4 Create and Follow a Plan - gather and record information and ideas using a plan
3.2.2 Identify Sources - answer inquiry or research questions using a variety of information sources [such as newspapers, series by the same writer, scripts, diaries, elders, interviews, trips, oral traditions.]
3.2.3 Assess Sources - determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria
3.2.4 Access Information - use a variety of tools [including chapter headings and encyclopedia guide words] to access information and ideas; use visual and auditory cues [such as graphics, voice-overs, scene changes, body language, background music...] to identify key ideas
3.2.5 Make Sense of Information - recognize organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence]; skim, scan, and listen for key words and phrases
3.3.1 Organize Information - organize information and ideas into categories [such as who, what, where, when, why, how.] using a variety of strategies [such as webbing, using graphic organizers, sequencing, charting.]
3.3.2 Record Information - record information in own words; cite authors and titles alphabetically and provide publication dates of sources
3.3.3 Evaluate Information - recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose
3.3.4 Develop New Understanding - assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further inquiry or research
4.1.1 Generate Ideas - focus a topic for oral, written, and visual texts by integrating ideas from experiences and a variety of other sources
4.1.2 Choose Forms - choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes
4.2.5 Enhance Presentation - prepare organized compositions, presentations, reports, and inquiry or research projects using pre-established organizers
4.4.1 Share Ideas and Information - prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience
4.4.3 Attentive Listening and Viewing - show respect for presenter(s) through active listening and viewing and other audience behaviours [such as giving polite feedback, responding to the speaker's gestures, showing attentive body language.]

Social Studies

5-KE-050 Describe various ways in which First Peoples communities interacted with each other.
5-KH-024 Relate First Peoples' stories of their pre-contact and early contact with Europeans.
5-KI-004 Describe First Peoples' stories of their origins, as well as current theories of migration to the North American continent.
5-KI-005 Describe characteristics of diverse First Peoples cultures before contact with Europeans.
5-KI-006 Compare daily life in diverse First Peoples communities. Examples: food, clothing, shelter; roles of men, women, children, Elders...
5-KL-016 Locate on a map of North America the traditional territories of First Peoples.
5-KL-017 Describe practices and beliefs that reflected First Peoples' connections with the land and the natural environment.
5-KP-046 Compare types of leadership in diverse First Peoples communities.
5-S-100 Collaborate with others to establish and carry out group goals and responsibilities.
5-S-200 Select information from oral, visual, material, print, or electronic sources Examples: maps, atlases, art, songs, artifacts, narratives, legends, biographies, historical fiction...
5-S-201 Organize and record information in a variety of formats and reference sources appropriately. Examples: maps, charts, outlines, concept maps...
5-S-202 Distinguish between primary and secondary information sources for research.
5-S-204 Create timelines and other visual organizers to sequence and represent historical figures, relationships, or chronological events.
5-S-205 Construct maps that include a title, legend, compass rose, grid, and scale.
5-S-206 Interpret maps that include a title, legend, compass rose, grid, and scale.
5-S-207 Use latitude and longitude to locate and describe places on maps and globes.
5-S-302 Draw conclusions based on research and evidence.
5-S-303 Evaluate personal assumptions based on new information and ideas.
5-S-305 Observe and analyze material or visual evidence for research. Examples: artifacts, photographs, works of art...
5-S-306 Assess the validity of information sources.
5-S-307 Compare differing accounts of historical events.
5-S-308 Compare diverse perspectives in a variety of information sources.
5-S-309 Interpret information and ideas in a variety of media. Examples: art, music, historical fiction, drama, primary sources...
5-S-400 Listen to others to understand their perspectives.

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