Heritage and

Identity:
Communities in
Canada
1780-1850
By: Laura Harmer, Jenna
McGillivray, and Izzy Nolan
 Big Ideas

Social and environmental challenges

were a major part of life in all
communities in early 19th century
Canada.
 Framing Questions
1. In what ways are our lives similar to and different from the lives of people in
the past?
2. What methods can we use to find out about the challenges faced by people in
the past?
3. What methods can we use to find out how they may have felt about those
challenge and how they coped with them?
4. How did people in the past relate to the environment? To each other?
5. Who lives in colonial Canada?
6. How did these groups differ from each other?
Concepts of Disciplinary Thinking
Overall Expectations
A2. Inquiry: Community Challenges and Adaptations

Use the social studies inquiry process to investigate some of

the major challenges that different groups and communities
faced in Canada from around 1780 to 1850, and key measures
taken to address these challenges.
Culminating Task
Bird’s Eye View of a First Nations Community or European Settlement

● Students will focus on social and environmental challenges faced in

communities or settlements throughout this unit.
● They will research information on the lifestyles of First Nations or European
settlers and be exposed to it on a first hand basis while on the field trip.
● Using this information, the students will create a map of a fictional bird’s eye
view community or settlement in 2-D on a large bristol board.
● On this map the students will need to display challenges faced in the community
or settlement and/or how the challenges would be resolved.
● The students will also incorporate a written component to explain their
rationale and compare one to the other.
Specific Expectations
A2.1: formulate questions about major challenges based on prior knowledge of how First
Nations and early settlers lived

A2.2: field trip to investigate their questions and build knowledge on what these FIrst Nations
and Settler communities looked like and challenges they faced

A2.3: create a 2-D map of either a community or settlement and how the challenges can be
addressed, resolved, or faced

A2.4: working on 2-D map of community and settlement

A2.5: Working on 2-D map and written component in group

A2.6: gallery walk with maps and explanation around the room - 2 students from the group will
stay by the map to explain while other 2 walk around looking at maps, then switch
Essential Skills and Prior Knowledge
- First Nation & European Settlers
(similarities/differences)
- Map elements
- The impacts of climate in Canada
- How to compare similarities & differences
Lesson 1: Library Inquiries
Specific Expectation: A2.1: Formulate questions to guide investigations into some
of the major challenges facing different groups and communities in Canada from
around 1780 - 1850.

Learning Goal: Today I will learn how to use library resources to construct questions
about past Canadian communities and their challenges.

Success Criteria:

1. I can find 2 different library sources to read/view.

2. I can compare communities and settlements on a t-chart in your journal.
3. I can write at least 3 questions you would like to have answered by the end of
the unit.
Lesson 1: Library Inquiries
Minds on (10 minutes):

- Review/discuss as a class the Canadian challenges experienced during the early 19th
century.
- Write on sticky notes what we already know → add to the “know” section on the
KWL chart.

Action (30 minutes):

- Students find resources around the library to form questions/inquiries.

- Students will write questions in their journals → add to the “wonder” section on the
KWL chart.

Consolidation (10 minutes):

- Discuss the idea of mapping a Canadian community and particular challenges.

Interactive Lesson 1

Using a KWL chart, brainstorm as a class what prior knowledge

we have on First Nations communities and European
Settlements in Canada and some of the challenges they may
have faced.

We will be using this information for designing our maps later.

Lesson 2: Field Trip
Specific Expectation: A2.2: Gather and organize information on major challenge
facing different groups and communities, and on measures taken to address these
challenges uses a variety of primary and/or secondary sources.

Learning Goals: Today I will answer my inquiry questions about community

challenges by asking, observing, participating, and reading while on the field trip. I
will write my answers in my journal.

Success Criteria:

1. I can discover and record the answers to the questions in my journal.

2. I can participate in the activities presented by the field trip leaders.
Lesson 2: Field Trip
Minds On (10mins):
- Discuss as a class how students will answer their questions while on the field trip.
Action (2-3hr tour + 2hr roundtrip bus ride): The Three Sisters Tour of St.
Marie-Among-the-Hurons
- Learn about Ontario’s earliest European Settlers and the Huron Wendat people.
- Introduction to the three sisters: corn, beans, squash.
- Learn about how the Wendat taught the settlers to grow the three sisters.
Consolidation (15mins):
- Students share a rose and a thorn about their experience or write a short journal
reflection.
Lesson 3 - Map Making
Specific Expectation: A2.3: Analyze and construct print and digital maps, including thematic
maps, as part of their investigations into challenges facing different groups and communities in
Canada during this period, and measures taken to address these challenges.

Learning Goals: Today I will design a map about an imaginary community or settlement that
addresses the social and environmental challenges I learned about in my research in the library
and on the field trip.

Success Criteria:
1. I can illustrate on a map how First Nations or European settlers faced or overcome
challenges.
2. I can support my ideas on the map with a written explanation.
Lesson 3 - Map Making
Minds On (10 mins):
- Review some of the challenges the students have investigated.
- Brainstorm how they could interpret them on the maps.
Action (30 mins):
- Groups of 4 will create a map of a fictional bird’s eye view community or settlement in 2-D on
bristol board.
- They will need to display on the map the challenges faced in the community (First Nations) or
settlement (European Settlers) or how the challenges would be addressed or
overcome/resolved.
Based on criteria:
1. Topography and climate
2. Proximity to water sources
3. Proximity to other developing towns or First Nation Communities for trading

Consolidation (10 mins):

- Discuss as a class any challenges they are facing with constructing their map.
Lesson 4 - Map Making
Specific Expectation:
A2.4 -Interpret and analyze information relevant to their investigations, using a variety of tools.
A2.5 - evaluate evidence and draw conclusions about some of the major challenges facing different
groups and communities in Canada during this period, and measures taken to overcome these
challenges.

Learning Goals: Today I will continue to work on my map and start to write why I placed things
(rivers, buildings, other settlements or communities, etc.) where I did.

Success Criteria:
1. I can analyze the importance of placing items on my map and how they face or overcome the
challenges.
2. I can write a two-three sentences about each item on my map.
Lesson 4 - Map Making
Minds on(10 mins):
- Review the components that need to be included on their map.

Action(40 mins):
- Students can continue to work on their maps based on lesson 3.
- Start to write analysis and conclusions about their challenges.

Consolidation(5 min):
- Explain the gallery walk that will happen next week.
- Discuss any final questions before they complete their project.

This lesson can be combined with the art lesson of the week to provide extra time for drawing and adding colour to their map.
This would align with specific expectation D1.3 in the Visual Arts section of The Arts curriculum document: use elements of
design in art works to communicate ideas, messages, and understandings.
Interactive Lesson 2

In your table groups use the piece of white paper and design a
community or settlement from a bird’s eye view perspective.
Address some of the challenges outlined in our KWL chart.

Two groups will present their maps and explain why they placed
things where and how the challenged is faced or overcome.
Lesson 5 - Gallery Walk
Specific Expectation: A2.6 - communicate the results of their inquiries using
appropriate vocabulary.

Learning Goals: Today I will present my learning of different communities in Canada

from 1780-1850’s with my map of a settlement or community.

Success Criteria:
1. I can explain to other students why I included different parts of my map.
2. I can listen to other student’s presentations.
3. I can write one star and one wish for 4 other maps that have different topics or
challenges than my map.
Lesson 5 - Gallery Walk
Minds On (10-15mins):
- Students will finish any last minute details on their map and set them out on display.

Action (20-30mins):
- Within the group of four, two students will stay at the map to explain to students while
the other two students walk around to see the maps on display.
- After 12 minutes, the students will switch.
- Students will be expected to ask one question to each map they visit.
- Write a star and a wish for 4 projects with different topics or challenges.

Consolidation(10 min):
- As a class, discuss the major things they took away from walking around to other
student’s maps → add to the “learned” section on the KWL chart.
 Resources
Lesson 1
- Library: Books, Computers, Artifacts, and Letters
- Chart paper and markers for KWL
- Journals and pencils

Lesson 2
- Bus
- Journals, pencils, lunches, backpacks and safety equipment

Lesson 3/4
- Bristol board, pencil crayons, markers, journals, and resources/research from lesson 1
- Computers for research and write up

Lesson 5
- Completed maps and write ups
- Re arrange room
- KWL chart from lesson 1
Resources
McKinnon, K. (2014, December 1). Heritage and identity: Communities in Canada:
1780-1850. Retrieved from https://prezi.com/zemq4o5uj-se/heritage-and-identity/

Ontario. (2013). The Ontario curriculum, Social studies: Grades 1-6; History and
geography: Grade 7-8. Toronto: Ontario, Ministry of Education.

Ontario. (N.D.) Sainte Marie Among the Hurons. Retrieved from

http://www.saintemarieamongthehurons.on.ca/sm/en/SchoolVisits/Pri
maryPrograms/index.htm