Grade 6 - Integrated Social Studies & LA Unit Social Studies Possible Connections to Language Arts

Knowledge and Understanding describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups examine various theories about the origins of First Nation and Inuit peoples in North America Oral Communication: 1.2-3 Reading: 1.1, 1.3

describe the attitude to the environment of various First Nation groups and show how it affected their practices in daily life compare key social and cultural characteristics of Algonquian and Iroquoian groups

Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.7 Reading: 1.4, 1.6, 1.8

Oral Communication: 1.2, 1.4, 1.6 Reading: 1.4, 1.6, 1.8, Writing: 1.3-5 Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1 Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1 Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1

identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys identify technological developments and cultural factors that assisted and promoted the exploration of North America describe the expansion of European influence through the founding of the first trading posts and explain how the fur trade served the interests of both the Europeans and the First Nation peoples; identify the results of contact for both the Europeans and the First Nation peoples

Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1

Inquiry/Research and Communication Skills use a variety of resources and tools to investigate different historical points of view about the positive and negative effects of early contact between First Nation peoples and European explorers; formulate questions with a statement of purpose to develop research plans select relevant resources and identify their point of view Writing: 1.1, 1.2

Oral Communication: 1.2, 1.8 Reading: 1.1, 1.3, 1.9 Writing: 1.3

Grade 6 - Integrated Social Studies & LA Unit Social Studies identify and explain differing opinions about the positive and negative effects of early contact between European and First Nation peoples use and construct a variety of graphic organizers to clarify and interpret information Possible Connections to Language Arts Oral Communication: 1.2, 1.4, 1.6 Reading: 1.4, 1.6, 1.8

Oral Communication: 1.2-5 Reading: 1.3-5, Writing: 1.4-5 Reading: 1.1, 1.3-6, 1.8

read, interpret, and compare historical and modern maps of an area to determine accuracy build models or draw and label various forms of maps, using cartographic symbols and a legend observing bibliographic conventions, use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between First Nation peoples and early European explorers use appropriate vocabulary

Oral Communication: 2.2-3, 2.5-7 Writing: 1.4-5, 2.1-4, 2.6-8, 3.1-2, 3.4-8 Media Literacy:

Oral Communication: 2.4 Writing: 3.3

Application analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups. explain how cooperation between First Nation groups and early European explorers benefited both groups Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1 Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1 Writing: 2.5

explain how differences between First Nation peoples and early European explorers led to conflicts between the two groups express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation peoples and early European explorers identify some present-day issues concerning First Nation peoples that relate to results of early contact

Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1 Oral Communication: 1.2, 1.4, 1.6; 2.2-3, 2.5-7 Reading: 1.4, 1.6, 1.8 Writing: 2.1

identify achievements and contributions of Aboriginal people in present-day Canada

Subject Area: Social Studies/Language Unit Topic/Theme: First Nation Peoples and European Explorers Unit Length: 6 Weeks Curriculum Expectations Students will: Social Studies: Heritage and Citizenship describe characteristics of pre-contact First Nation cultures across Canada, including close relationships with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups; Language: Reading read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; Language: Writing generate, gather, and organize ideas and information to write for an intended purpose and audience; Language: Oral Communication listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; Language: Media Literacy identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques; Cross-Curricular Links Science and Technology: Understanding Life Systems - Biodiversity assess human impacts on biodiversity, and identify ways of preserving biodiversity; demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benets to humans. The Arts: Dance: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts; Drama: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts; Music: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music; Visual Arts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts. Content Area Focus To help students learn about the characteristics of pre-contact First Nation cultures across Canada. Skills Focus Social Skills: Learning Skills: Focusing Questions 1. 2. 3.

Subject Area: Social Studies/Language Unit Topic/Theme: First Nation Peoples and European Explorers Unit Length: 6 Weeks Culminating Task/Performance Assessment Tools and Strategies Unit Checkpoints and Feedback Key Concepts and Skills Reading Instructional Approaches: Critical Literacy/Thinking Skills: Accommodations/Modications: Writing Instructional Approaches: Critical Literacy/Thinking Skills: Accommodations/Modications: Language and Word Study Instructional Approaches: Critical Literacy/Thinking Skills: Accommodations/Modications: Oral Communication and Media Literacy Instructional Approaches: Critical Literacy/Thinking Skills: Accommodations/Modications: