TOPIC A CANADA: ITS GEOGRAPHY AND PEOPLE

This study focuses on the human and physical geography of Canada. The study includes people in Canada; where they live; how they make their living and how they relate to their environment (climate, vegetation, natural resources, physical features, land use). The intent of this unit is to develop an awareness of the diversity in Canada's physical geography and an understanding of the role geography plays in determining where and how Canadians live.

QUESTIONS AND ISSUES FOR INQUIRY Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude objectives for instructional purposes. Several questions and/or issues must be addressed in each topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop other questions and issues for inquiry. Questions How do Canadians use their land and natural resources? How does the Canadian environment affect the choices Canadians make in their lifestyle? How does the environment affect us as individuals? Do we have a choice in the way we adjust to our environment? How do we change our environment? Issues How should Canadians be altering their environment? How should Canadians adapt to a changing environment; e.g., resource depletion, pollution, economic conditions, population distribution?

KNOWLEDGE OBJECTIVES	The student will demonstrate an understanding of the following:

MAJOR GENERALIZATION: The environment plays a major role in determining where and how people in Canada live.
GENERALIZATIONS	CONCEPTS	RELATED FACTS AND CONTENT
Canada has distinct physical regions and political divisions.	physical regions political divisions	major distinctive characteristics of physical regions and political divisions difference between physical regions and political divisions difference among continents, countries, provinces and territories the location of Canada on the earth's surface; i.e., hemisphere, continent, oceans the name of the provinces, territories and their capitals vegetation patterns, climate and soil zones related to latitude
Canadians modify and adapt to natural settings in ways that affect their lifestyle and environment.	lifestyle environment	examples of how Canadians modify and adapt to their environment the relationship between natural resources and occupations the relationship between population distribution and transportation how the physical features of a region affect natural resources, occupations, population distribution and transportation

SKILL OBJECTIVES	The student will be able to do the following:

PROCESS SKILLS

Locating/Organizing/Interpreting Information

• identify possible sources and locations of information; e.g., print, non-print, interviews, surveys
• acquire information (main ideas and supporting facts) on a specific topic by reading, skimming, listening and viewing
• gather information by interpreting relationships and drawing inferences from graphs, tables, charts, pictures, atlases
• organize information by using different types of graphs, charts and/or diagrams
• use computer programs (where appropriate software and hardware are available):
  • - to assist in the study of specific content areas
  • - to simulate situations impractical to reproduce in the classroom
  • - to write a paragraph or report

Geography/Mapping

• locate places, using an atlas
• identify, locate and label on a map:
  • - Canada in the world
  • - Canada in North America
  • - capital cities, provinces and territories of Canada
  • - physical regions of Canada
• read and interpret maps/legends of Canada showing:
  • - political divisions
  • - physical features; e.g., mountain ranges, Great Lakes, seaway and major rivers
  • - major natural resources within regions
  • - population distribution
  • - transportation routes
• identify on a globe and on a map of the world the continents and major bodies of water
• choose the best map for a specific purpose, recognizing that there are many kinds of maps for different purposes
• use latitude to locate places on a wall map
• compare maps of different areas to show that smaller scales must be used to map larger areas
• orient outline, textbook and atlas maps correctly to the north
• in kilometres, compare distances to places under study
• study colour contour and visual relief maps, and visualize the nature of the areas shown

Analyzing/Synthesizing/Evaluating

• draw conclusions about how the characteristics of a physical region affect natural resources, occupations, population distribution and transportation
• analyze case studies of how Canadians have modified and/or adapted to the environment
• from physical geography and latitude, infer human activities and ways of living

COMMUNICATION SKILLS

• summarize information from a variety of sources by writing two or more well-organized paragraphs, supporting main ideas with appropriate details
• collect and organize information on a clearly defined topic, using a simple outline, webbing, etc.
• illustrate the choices Canadians have in adapting to change in their environment

PARTICIPATION SKILLS

• demonstrate respect for the rights and opinions of others
• cooperate and compromise to solve group problems
• make meaningful contributions to discussions, supporting ideas with facts and reasons
• plan, carry out and evaluate an action that shows responsible use of the environment

ATTITUDE OBJECTIVES	The student will be encouraged to develop:

• appreciation for how the environment affects the way Canadians live, and how an individual can affect the environment
• concern for the future of Canada's natural resources
• objectivity for how Canadians have changed their environment
• respect for someone else's viewpoint or opinion

TOPIC B EARLY CANADA: EXPLORATION AND SETTLEMENT

Students investigate some of the historical events and issues relating to the discovery, exploration and settlement of New France and the Hudson Bay area. Major emphasis should be placed on the intercultural contact that occurred among Natives, explorers, missionaries and settlers in these two areas. The Native groups to be studied should include examples from Eastern Canada with whom the French and British interacted during this time. Explorers studied should include Cabot, Cartier, Champlain, Hudson, Frobisher, Kelsey, Radisson and Groseilliers. The study should focus on the French settlers in New France and the British settlers in the Hudson Bay area. The intent of the study is to develop an understanding of the intercultural contact between Europeans and the Natives, and to develop an awareness of the origin of the bilingual nature of Canada. It should also develop an appreciation of and an interest in our Canadian heritage, as well as an understanding of how learning from history can help us better understand Canada today. This topic is not a chronological study of Canadian history; rather, it is a selected study of several events with an emphasis on the people of that time period (a social history up to the 1800s). Political history will be a topic of study in Grade 8.

QUESTIONS AND ISSUES FOR INQUIRY Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude objectives for instructional purposes. Several questions and/or issues must be addressed in each topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop other questions and issues for inquiry. Questions Why did people become explorers? What were the reasons for exploration? How did topography influence exploration? Settlement? How and why did the Natives contribute to exploration and settlement? How and why did the Natives oppose settlement? How did the Natives, explorers, missionaries, fur traders and settlers in Canada's early history affect each other? How did the history of New France and the fur trade in the Hudson Bay area determine the way Canada is today? Issues How should we treat newcomers? Should people try to influence each other?

KNOWLEDGE OBJECTIVES	The student will demonstrate an understanding of the following:

MAJOR GENERALIZATION: Exploration and settlement cause groups to have influence on each other, resulting in changes in the way people live.
GENERALIZATIONS	CONCEPTS	RELATED FACTS AND CONTENT
Contact between people in Canada's early history prior to and during exploration and settlement brought changes to their lives.	history exploration settlement	lifestyles of Native groups prior to settlement, such as Algonquin, Huron, Iroquois and Cree contact between Native groups resulted in advantages and disadvantages for each group reasons for exploration lifestyles of the explorers reasons for settlement lifestyle in the settlements in the Hudson Bay area (fur traders) and in New France; e.g., settlers, seigneurs, fur traders, missionaries the way physical features; e.g., landforms, waterways, climate, influenced discoveries, exploration and settlement of Canada problems faced by the Natives, explorers, missionaries and settlers in the initial settlement era
Contact between people in Canada's early history frequently resulted in competition, cooperation and conflict.	competition cooperation conflict	contact between Natives and Europeans; i.e., explorers, settlers, missionaries; resulted in advantages and disadvantages for each group (cooperation, competition, conflict) the role of competition in the fur trade; i.e., Hudson Bay Company and Northwest Company
Our history contributed to shaping Canada into a bilingual nation.	bilingual	awareness of the origins of the bilingual nature of Canada

 

SKILL OBJECTIVES	The student will be able to do the following:

PROCESS SKILLS

Locating/Organizing/Interpreting Information

• distinguish between fact and fiction
• acquire information by reading history books, facsimiles of historical documents and historical fiction
• gather information by using library skills to locate and choose resources; e.g., dictionaries, encyclopaedias, reference books, atlases; appropriate to the purpose
  • - Dewey Decimal System
  • - card catalogue and call numbers
  • - table of contents, index, glossary
  • - picture/pamphlet file
  • - key words, letters on volume, index and cross-references in an encyclopaedia
• gather information by:
  • - identifying time and place relationships (settings)
  • - identifying cause&endash;effect relationships
  • - calculating the length of time between two given dates
  • - using definite time concepts, such as decade, century
• classify pictures, facts and events under main headings and in categories
• arrange historical events, facts and ideas in sequence
• on a simple time line, record dates and events showing the exploration and settlement period

Geography/Mapping

• interpret historical maps showing European voyages of discovery and the location of early British and French settlements in Canada
• make a simple map with accompanying legend to show a specific area
• use maps and globes to explain how geographic relationships and settings have influenced historical events; e.g., direction of river flow affected voyages of exploration

Analyzing/Synthesizing/Evaluating

• identify the different perspectives held by Natives, settlers and other groups, and the reasons for these perspectives
• draw conclusions on how contact between people brought changes to their lives
• create a set of guidelines for behaviour of groups of strangers when they interact

COMMUNICATION SKILLS

• write a summary of main points and/or supporting points encountered in oral, written or viewed presentations
• role play historical situations involving interaction between groups of people, and/or role play applying the guidelines developed for interaction when groups of people meet
• orally present information using prepared notes describing conflict and cooperation in Canadian history, recognizing main ideas and sequencing
• write a page of a diary, journal entry, letter, biography or autobiography, imagining one to be a Native, explorer, settler, and/or missionary communicating feelings and relating some events from that time
• make a simple table of contents to organize the unit
• in a final product, apply the skills of revising and editing by considering content, organization, vocabulary, sentence structure and mechanics of writing

PARTICIPATION SKILLS

• accept and abide by the decision of the class or group, or share and defend a different point of view
• learn from criticism and suggestion; and give constructive criticism and suggestions
• participate in a small group discussion or activity by following established rules
• accept the role of leader and follower as the situation requires

ATTITUDE OBJECTIVES	The student will be encouraged to develop:

• appreciation for the accomplishments of the Natives, explorers, settlers, missionaries and fur traders in shaping Canada
• objectivity by demonstrating an ability to examine problems from more than one perspective
• appreciation for the history of our country
• pride in one's country
• appreciation for the bilingual nature of Canada

TOPIC C CANADA'S LINKS WITH OTHER COUNTRIES

Students examine how Canada is linked to the United Kingdom, France and the United States. Links such as language, values and beliefs, trade, communication, leisure activities and fine arts exist between Canada and each of these countries. After a brief examination of the links that existed in the exploration and settlement periods, students will focus on an in-depth examination of several links that exist today. The intent of the study is to develop an understanding of how other countries have influenced and continue to influence our way of life.

QUESTIONS AND ISSUES FOR INQUIRY Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude objectives for instructional purposes. Several questions and/or issues must be addressed in each topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop other questions and issues for inquiry. Questions What linked the United Kingdom and France with Canada and the United States during the exploration and settlement period? What links exist between Canada and the other countries? How has the interaction between Canada and the other countries affected our way of life? Issues Should we strengthen or lessen our links with other countries? How should Canada interact with other countries; e.g., trade, media, sports?

Web Resources	Lesson Planning
Canada's Links Page

SKILL OBJECTIVES	The student will be able to do the following:

PROCESS SKILLS

Locating/Organizing/Interpreting Information

• recognize the differences in purpose and coverage, and select pertinent information from a variety of magazines, newspapers, pamphlets and/or television
• identify which source of information is more acceptable, stating reasons for choice
• gather information by conducting an interview or survey
  • - plan procedures, rules of behaviour, questions to be asked and/or things to listen for when conducting a survey/interview
  • - record, summarize and evaluate information collected
  • - draw inferences from information collected
  • - evaluate the planning and enactment of the survey
• compare information on a topic drawn from two or more sources to recognize agreement or contradiction
• distinguish between fact and fiction
• organize information gathered in a chart and/or graph

Geography/Mapping

• use symbols, legends and common abbreviations in an atlas, to locate places under study
• identify, locate and label the United Kingdom, France and the United States relative to Canada on different types of maps
• plot information on maps, such as areas of exploration and settlement
• use maps and globes to explain geographic setting of historical and current events
• gather information about the same area/country, using two or more different maps

Analyzing/Synthesizing/Evaluating

• analyze how our lives are influenced by Canada's interaction with a specific country
• identify how the United Kingdom, France and the United States have contributed to our way of life
• draw conclusions about the advantages and disadvantages of interacting with other countries

COMMUNICATION SKILLS

• complete a simple outline as a data gathering procedure
• take notes in point form, using various sources; oral, written or viewed presentations
• write a simple report from notes and/or a student and teacher generated outline
• write an editorial stating a point of view on our links with another country

PARTICIPATION SKILLS

• contribute to various functions of group work as recorder, spokesperson, leader
• observe the courtesies of group discussion, such as speaking in turn and using appropriate tone
• distinguish between work that can be done most effectively by individuals and that which calls for group work
• take part in making the rules for group work

ATTITUDE OBJECTIVES	The student will be encouraged to develop:

• appreciation for how Canada's interaction with the United States, the United Kingdom and France has contributed to and affected our way of life