Hands-On Social Studies for Ontario, Grade 5 An Inquiry Approach New Edition, Updated & Revised By Jennifer E. Lawson Series: Hands-On Social Studies for Ontario Imprint: Portage & Main Press Categories: Education, Social Science, Elementary Show edition details Softcover, coil bound : 9781553798033, 244 pages, August 2020 Ebook (PDF) : 9781553799542, 244 pages, June 2021 Softcover, coil bound $145.00 Ebook (PDF) $116.00 View Table of Contents Download Digital Resources Read Excerpt Share: Table of contents Introduction to Hands-On Social Studies, Grade 5 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 Curriculum Expectations 3 Overall Expectations 3 Concepts of Disciplinary Thinking 3 Big Ideas 3 Specific Expectations 4 Hands-On Social Studies Program Principles 4 Cultural Connections 4 Indigenous Knowledge, Experience, and Perspectives 4 Program Implementation 7 Program Resources 7 Lessons 8 Accommodating Diverse Learners 9 Classroom Environment 9 Planning Units (Timelines) 10 Classroom Management 10 Social Studies Skills: Guidelines for Teachers 10 Communication 10 Vocabulary 14 Geographic Definition 14 Research 15 The Hands-On Social Studies Assessment Plan 16 Assessment for Learning 17 Assessment as Learning 17 Assessment of Learning 17 Performance Assessment 18 Portfolios 18 Summative Achievement Levels 19 Indigenous Perspectives on Assessment 19 Important Note to Teachers 19 References 20 Social Studies Achievement Chart 21 Assessment Templates 23 Unit A: Heritage and Identity: Interactions of Indigenous Peoples and Europeans Prior to 1713, in What Would Become Canada 35 About This Unit 36 Unit Overview 40 Curricular Expectations 41 Social Studies Thinking Concepts: Success Criteria 43 Cross-Curricular Connections 44 Resources for Students 45 1 Launching the Unit: Learning From History 49 2 Learning From Primary and Secondary Sources 54 3 Indigenous Peoples in What Would Become Canada 59 4 Daily Life and Worldviews of Indigenous Peoples Before Contact 67 5 Early European Explorers 76 6 Contact Between Indigenous Peoples and European Explorers 84 7 Perspectives on First Contact 89 8 Historically Significant People 93 9 Life in New France 100 10 The French, the Haudenosaunee, and the Wendat 107 11 The Fur Trade: Part One 114 12 The Fur Trade: Part Two 120 13 Culminating Inquiry: Impact of Interactions 125 References for Teachers 132 Unit B: People and Environments: The Role of Government and Responsible Citizenship 135 About This Unit 136 Unit Overview 140 Curricular Expectations 141 Social Studies Thinking Concepts: Success Criteria 143 Cross-Curricular Connections 144 Resources for Students 145 1 Launching the Unit: Social and Environmental Issues 154 2 Rights, Freedoms, and Responsibilities 159 3 Rights and Responsibilities 164 4 Canadian Charter of Rights and Freedoms 169 5 What Is Good Citizenship? 173 6 Indigenous Governments 179 7 Levels of Government in Canada 185 8 Investigating Different Perspectives 191 9 Creating Spatial Journals: Analyzing and Constructing Maps 197 10 Citizens and Government Working Together 202 11 Inquiry Project Part One: Setting the Stage for Success 209 12 Inquiry Project Part Two: Evaluating Resources and Gathering and Organizing Information 215 13 Inquiry Project Part Three: Interpreting, Analyzing, Evaluating, and Communicating Information 220 References for Teachers 225Appendix: Image Banks 231About the Contributors 244 Related Media A custom-written social studies resource for Ontario's grade 5 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 5 book is divided into two units: First Nations and Europeans in New France and Early Canada The Role of Government and Responsible CitizenshipSTAND-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)