Social Science

Grade 3: Heritage and Citizenship: Early Settlements in Upper Canada

Planning: Term #

Tracking: Ach. Level

Overall Expectations





* describe the communities of early settlers and First Nation peoples in Upper Canada around 1800;





* use a variety of resources and tools to gather, process, and communicate information about interactions between new settlers and existing communities, including First Nation peoples, and the impact of factors such as heritage, natural resources, and climate on the development of early settler communities;





* compare aspects of life in early settler communities and present-day communities.





Specific Expectations





Knowledge and Understanding





* identify the countries of origin of the people who settled in Upper Canada around 1800 (e.g., United States, United Kingdom, France, Germany);





* identify the areas of early settlement in Upper Canada (e.g., English/Niagara; Francophone/Penetanguishene; African-American/Chatham; Mennonite/ Kitchener; Mohawk/Brantford);





* identify the First Nation peoples in Upper Canada around 1800 (i.e., Ojibway, Iroquois Confederacy), say where they lived, and describe their lifestyles;





* identify factors that helped shape the development of early settlements (e.g., lakes and rivers for trade and transportation; origins of early settlers; climate; natural resources);





* explain how the early settlers valued, used, and looked after natural resources (e.g., water, forests, land);





* describe what early settlers learned from First Nation peoples that helped them adapt to their new environment (e.g., knowledge about medicine, food, farming, transportation);





* describe the major components of an early settlement (e.g., grist mill, church, school, general store, blacksmith's shop);





* describe the various roles of male and female settlers (e.g., farm worker, minister, teacher, merchant, blacksmith, homemaker).





Inquiry/Research and Communication Skills





* ask questions to gain information and explore alternatives (e.g., concerning relationships between community and environment);





* use primary and secondary sources to locate key information about early settler communities (e.g., primary sources: diaries or journals, local museums, early settlers' houses, forts, villages; secondary sources: maps, illustrations, print materials, videos, CD-ROMs);





* collect information and draw conclusions about human and environmental interactions during the early settlement period (e.g., settlers storing food for long winters, using plants for medicinal purposes, using waterways for transportation);





* make and read a wide variety of graphs, charts, diagrams, maps, and models to understand and share their findings about early settlements in Upper Canada (e.g., a research organizer showing trades and tools; illustrations of period clothing; maps of settlements, including First Nation communities);





* use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings (e.g., a model of an early settler home, a diorama of a First Nation settlement, a poster encouraging immigration to Upper Canada);





* use appropriate vocabulary (e.g., pioneer, settlers, grist mill, settlement, general store, blacksmith, First Nation peoples) to describe their inquiries and observations.










* compare and contrast aspects of daily life for early settler and/or First Nation children in Upper Canada and children in present-day Ontario (e.g., food, education, work and play);





* compare and contrast aspects of life in early settler and/or First Nation communities in Upper Canada and in their own community today (e.g., services, jobs, schools, stores, use and management of natural resources);





* compare and contrast buildings/dwellings in early settler and/or First Nation communities in Upper Canada with buildings and dwellings in present-day Ontario;





* compare and contrast tools and technologies used by early settlers and/or First Nation peoples with present-day tools and technologies (e.g., quill/word processor; sickle/combine harvester; methods of processing lumber, grain, and other products);





* re-create some social activities or celebrations of early settler and/or First Nation communities in Upper Canada.





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.