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Hands-On Social Studies for Ontario, Grade 3

An Inquiry Approach

By Jennifer E. Lawson
Series: Hands-On Social Studies for Ontario
Imprint: Portage & Main Press

Categories: Education, Social Science, Elementary, Evaluation
Softcover, coil bound : 9781553795131, 265 pages, July 2014
Ebook (PDF) : 9781553799528, 265 pages, June 2021

Table of contents

Introduction to Hands-On Social Studies, Grade 3 1

  • Program 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 12

  • The 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 27

  • Unit 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 145

  • Unit 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 251

Appendix: Image Banks 253

About the Contributors 265

A custom-written social studies resource for Ontario's grade 3 curriculum.

Description

Filled with a year’s worth of classroom-tested hands-on, minds-on activities, this resource conveniently includes everything both teachers and students need.

The grade 3 book is divided into two units:

Communities in Canada, 1780–1850
Living and Working in Ontario

STAND-OUT FEATURES

  • focuses on the goals of the Ontario Social Studies curriculum
  • adheres to the Growing Success document for assessment, evaluating, and reporting in Ontario schools
  • builds understanding of Indigenous knowledge and perspectives

TIME-SAVING, COST-EFFECTIVE FEATURES

  • includes the five components of the inquiry model
  • opportunities for self-reflection and activating prior knowledge
  • authentic assessment for, as, and of learning
  • social studies thinking concepts, guided inquiry questions, and learning goals
  • support for developing historical thinking skills
  • access to digital image banks and digital reproducibles (Find download instructions in the Appendix of the book)