Long Ago Before I Was
Born
A Look At Life In Early Settler Times
Including:
What is a Community?
Introducing the Past
Who Were the Early Settlers?
Where did the Settlers Come From?
The Settlers Journey to Upper Canada
Who Did the Early Settlers find?
What was Life Like for the Aboriginal Peoples?
Developing a Different Way of Life
Preparing the Land for Settlement
Introducing Farming Methods
Aboriginal Peoples Helped the Settlers
What was it Like to be a Settler Child?
The Community - Research, Create & Present
Communities - Then and Now
Social Activities in a Settler Community
That was Then, This is Now
A Living History Fair
A Unit for Grade 3
Written by:
Morag Herre, Terri Kell, Krista Richards Murphy, Pauline Beder (Lead)
Length of Unit: approximately: 32.8 hours
October 2001
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:34 AM
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Acknowledgements
The developers are appreciative of the suggestions and comments from colleagues involved through the
internal and external review process.
Participating Lead Public School Boards:
Mathematics, Grades 1-8
Grand Erie District School Board
Kawartha Pine Ridge District School Board
Renfrew District School Board
Science and Technology, Grades 1-8
Lakehead District School Board
Thames Valley District School Board
York Region District School Board
Social Studies, History and Geography, Grade 1-8
Renfrew District School Board
Thames Valley District School Board
York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and
leadership:
The Council of Ontario Directors of Education
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Policy Branch
A Unit for Grade 3
Written by:
Morag Herre, Terri Kell, Krista Richards Murphy, Pauline Beder (Lead)
York Region District School Board
Based on a unit by:
Morag Herre, Terri Kell, Krista Richards Murphy, Pauline Beder (Lead)
York Region District School Board
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:34 AM
Unit Overview
Long Ago Before I Was Born
Page 1
A Look At Life In Early Settler Times A Unit for Grade 3
Task Context
Long Ago Before I Was Born: A Look at Life in Early Settler Times is an 8 to 10 week integrated Grade 3 unit.
This unit will provide students with their first introduction to history through the study of life in Upper Canada
at the time of the early settlers. Students will explore the early settlers' lives and their relationship with the
Aboriginal peoples, the environment, and one another (communities). In studying these relationships,
students will examine some significant developments that occurred through the early settlement period in
exploration, technology, and everyday life, and will investigate their influence on life in the present day.
Task Summary
In previous grades, within the Heritage and Citizenship strand of Social Studies, students learned about
community through the study of relationships, rules, and responsibilities, and explored the concept of
diversity through the study of the many celebrations and traditions within our country. Building on this
foundation of knowledge about community and diversity, students are ready to begin to gain an
understanding of how our communities and our country's diversity came to be.
The purpose of this unit is to introduce students to the concept of the past and how it influences the present.
Students accomplish this by examining the early settlement period in Upper Canada and comparing lifestyles
and communities from that time with their own lifestyle and community in the present.
The unit begins with the review of concepts relating to community and the introduction to the concept of the
passage of time. Students are then introduced to the early settlers: who they were, where they came from,
where they were going, how they arrived, and why they came.
As students reach an understanding of who the settlers were and of their motivations, they will explore in
detail life in Upper Canada upon the settlers' arrival. What existed in this area when they arrived? Where did
they settle? What challenges did they face?
Once a solid groundwork has been established defining settlers and their lives, students begin to explore in
more depth the nature of the early settlement period. This is approached through the study of various
relationships settlers had with those around them.
The relationship between the settlers and the Aboriginal peoples
- What was life like for the Aboriginal people before the settlers arrived?
- How did the arrival of the settlers change life for the Aboriginal people?
- What were some aspects of their relationship with each another?
The relationship between the settlers and their environment
- How did the settlers use the environment?
- How did the environment affect the settlers and their choices?
The relationship of the settlers with one another (construction of communities)
- What were the roles of different individuals within a community?
- What did their communities look like?
- What services did the communities provide and why?
- What were the occupations of members in the communities? What technology is associated with these
occupations?
- What social activities were taking place within the communities and why were they important?
- What were the daily routines and activities of the communities and the families who lived in the
communities?
- What type of diet did the settlers have and why?
- How did the communities produce products used to build and sustain the communities?
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Throughout the study of these relationships students will continually compare what they are learning to what
is taking place in their communities today. This will allow them to identify and determine change over time and
understand the influence of the early settlers on our present day communities.
During the unit students are expected to develop their inquiry, research, and communication skills. The unit
emphasizes components of a balanced literacy program and is strongly linked to drama. The development of
these skills is essential for the successful completion of the culminating activity.
The final task of the students will be to produce a Living History Fair during which the students will take on
the perspective of someone from the Upper Canadian community during the settler period. The knowledge
and skills gained throughout the unit will allow students to understand the various perspectives of people
from different communities and from different people within each community.
Culminating Task Assessment
Students will be expected to present at a Living History Fair. They will take on various roles of community
members from Upper Canada in order to share what it was like to live in early settler times. Students will take
on these roles in small groups. Drawing on work already completed during the unit, each group will plan,
create, and dramatically present its community member's story at a booth during the Living History Fair.
Links to Prior Knowledge
This unit will require the students to know the following concepts and skills in order to successfully complete
the tasks.
- locate Canada on a world map/globe
- recognize mapping symbols, legends, directions
- define a community and understand that different communities have differences and similarities
- record information on charts and graphs
- communicate information through media works, oral, and written presentations and artwork/visual media
- work co-operatively in small groups
- complete simple research tasks (point form notes, Internet exploration, computer research skills)
Considerations
Notes to Teacher
Novel Study
During this unit of study it would be beneficial for the students to complete a novel study (whole class, small
group, or individual) of an appropriate novel depicting life in early settler times.
- a novel study would enhance the students' understanding of settler life
- a novel study would provide a meaningful context for many of the lessons taught in this unit
Possible novels to include:
1. MacLachlan, Patricia. Sarah, Plain and Tall. New York: HarperCollins Publishers, 1985. ISBN
0-06-440205-3 (high grade 3 or grade 4 level)
2. Greenwood, Barbara. A Pioneer Story: The Daily Life of a Canadian Family in 1840. Toronto: Kids Can
Press, 1994. ISBN 1-55074-128-4 (See also revised version A Pioneer Sampler: The Daily Life of a
Canadian Family in 1940 c.1998. ISBN 0395883938.)
3. The Laura Chapter Books Series. New York: HarperCollins Publishing. (adapted from Little House Books
by Laura Ingalls Wilder) There are 15 books in this series.
4. Whelan, Gloria. Hannah. ISBN 0-679-82698-x (grade 3 level)
5. Coerr, Eleanor. The Josephina Story Quilt ISBN 0-06-444129-6 (grade 2 level)
6. Hooks, William H. Pioneer Cat ISBN 0-394-82038-x (high grade 2 to mid grade 3 level)
Read Aloud - Integrate Language Arts
- throughout the completion of this unit, the teacher should choose a variety of picture books and non-fiction
to read aloud to the class
- these books will provide another source of background information and context for the students
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Teacher Preparation for Unit
- meet with the teacher-librarian in your school to identify and collect resources
- locate relevant education kits or audio-visual materials from the media centre in your school board and from
local organizations
- research the identity of the Aboriginal peoples that were located in your geographic region at the time of
early settlement. Identify and locate any resources related to this community (past and present).
- Investigate the early settler history of your own geographic region. Identify and locate any resources
related to this history (museums, heritage organizations, town halls, architectural conservation advisory
councils, etc.).
- collect art prints, postcards, and pictures depicting life during early settler times
- begin to collect cardboard for the creation of booths during the Living History Fair (or order science
boards)
- book a field trip to a historic site (pioneer village, First Nations site), museum, or outdoor education centre
that provides an appropriate program (See Blackline Masters 19, 40)
Historical Context
- classes from the northern regions of the province should explore the history of the early settlers in their
area - early European settlement occurred much later in the north than it did in the south therefore the
content within this unit may vary somewhat for the northern regions
- activities within this unit can be adapted to suit the groups that settled in your geographic region
Collection of Student Work
- the subtask activities will become important components of the culminating task:
- all products created throughout the unit should be collected by the teacher
- the class will choose what will be included in the Living History Fair from this collection of work
- individuals and small groups will use the products in their presentations at the Living History Fair
Integration of Science in Early Settler Life Study
- Life Systems: Growth and Changes in Plants and Earth and Space Systems: Soils in our Environment can
be studied concurrently or fully integrated into the Early Settler Unit
Disclaimer
This unit has been researched to the best of our ability and, to our knowledge, the information contained in
this unit is accurate. Teachers should be cautious when choosing materials and resources. All materials
should be bias free and illustrate accurate information.
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List of Subtasks
Long Ago Before I Was Born
Subtask List Page 1
A Look At Life In Early Settler Times A Unit for Grade 3
1
What is a Community?
The purpose of this activity is for students to show their understanding of what a community is. After
creating a map of a simple community using legends and symbols, the students will present their ideas
orally.
2
Introducing the Past
Students will create a personal timeline and a family background chart to show an understanding of
the passage of time.
3
Who Were the Early Settlers?
Students will demonstrate their existing knowledge about early settler life and collaboratively pose
questions for further inquiry.
4
Where did the Settlers Come From?
The students will identify, locate and label the countries of origin of the early settlers who came to
Upper Canada.
5
The Settlers Journey to Upper Canada
Through discussion and drama students will describe the routes early settlers took to arrive at their
destinations in Upper Canada. They will recount, in the form of a letter, a description of the journey,
forms of transportation, conditions, the early settlers' feelings and the early settlers' first impressions
of their new home (Canada).
6
Who Did the Early Settlers find?
Students will locate the Aboriginal communities from the early 19th century on a map of Upper Canada.
From this map students will locate the Aboriginal peoples living in their geographic area at that time.
7
What was Life Like for the Aboriginal Peoples?
Students will explore the history of the First Nations people from their geographic region and will create
a mural depicting life prior to pioneer settlement.
8
Developing a Different Way of Life
Students will explore the reasons early settlers chose to settle where they did and locate these early
settlement areas on a map of Upper Canada.
9
Preparing the Land for Settlement
Using secondary resources, students will gather information about how early settlers prepared the
land for settlement. Students will communicate this information through a piece of procedural writing.
10 Introducing Farming Methods
Students will listen to a reading of the legend of the Three Sisters. Students will discuss how the
Aboriginal peoples influenced the methods of the early settler farmer and the impact of these methods
on farming today. To understand the importance of crop rotation, the students will experiment with
planting seeds and using a variety of soils. An observation log will be maintained to monitor plant
growth.
11 Aboriginal Peoples Helped the Settlers
Students will participate in a variety of activities that will allow them to develop an understanding of the
contributions of Aboriginal peoples to pioneer settlement. Students will create individual booklets
expressing the importance of the contributions of Aboriginal peoples.
12 What was it Like to be a Settler Child?
Students will form an understanding of an early settler child's life by reading a book such as A
Pioneer Child's Day by Bobbie Kalman and Tammy Everts. Students will complete a comprehension
exercise and a chart comparing the present with the past.
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List of Subtasks
Long Ago Before I Was Born
Subtask List Page 2
A Look At Life In Early Settler Times A Unit for Grade 3
13 The Community - Research, Create & Present
In small groups students will research the role of one member of a settler community. They will locate
key information about how and where this individual would fulfil his/her role and why he/she is an
important part of the community. Students will then create props such as models of buildings and
shadow puppets to use when they present their findings to the class.
14 Communities - Then and Now
After listening to the group presentations about the role of community members, students will complete
Venn diagrams to demonstrate their understanding of the similarities and differences between the past
and the present.
15 Social Activities in a Settler Community
Students will participate in two whole class and at least two individual, hands-on activities that
demonstrate social interactions within an early settler community.
16 That was Then, This is Now
Students were expected to keep ongoing learning logs in which they individually recorded their
observations using illustrations and written accounts throughout the unit (as explained in Subtask 3
and 10). At this time students will make final entries and revisions to their That Was Then, This Was
Now booklets and their Plant Growth Observation Logs and hand them in with their individual unit
folders or portfolios.
17 A Living History Fair
Students will be expected to present at a Living History Fair. They will take on various roles of
community members from Upper Canada in order to share what it was like to live in early settler times.
Students will take on these roles in small groups. Drawing on work already completed during the unit,
each group will plan, create, and dramatically present its community member's story at a booth during
the Living History Fair.
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What is a Community?
Subtask 1
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
80 mins
Description
The purpose of this activity is for students to show their understanding of what a community is. After creating
a map of a simple community using legends and symbols, the students will present their ideas orally.
Expectations
2z28
2z29
2z31 A
2z35 A
2z36 A
2z40 A
3e54
3e60 A
3e61 A
3e63 A
– demonstrate an understanding that there are
similarities and differences in the ways communities
around the world meet their needs (e.g., food,
shelter, clothing);
– identify similarities and differences (e.g., in food,
clothing, homes, recreation, land use,
transportation, language) between their community
and communities in other parts of the world.
– ask simple questions and use a variety of means
for obtaining information about communities around
the world;
– communicate information, using media works, oral
presentations, and written notes and descriptions
(e.g., drawings to compare clothing and food in
polar and equatorial countries).
– use symbols, colour, and cardinal directions (i.e.,
N, S, E, W) on maps of Canada and other countries;
– use legends (e.g., blue line/river) and recognize
pictorial symbols (e.g., for homes, roads) on simple
maps;
• apply the rules for working with others;
- speak on a variety of topics in classroom
discussions using some specialized language (e.g.,
metres in measurement), and select words carefully
to convey their intended meaning;
– use appropriate volume, tone of voice, gestures,
and stance when speaking, making a presentation,
or reading aloud;
– contribute ideas appropriate to the topic in group
discussion and listen to the ideas of others;
Groupings
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Discussion
Map Making
Oral Explanation
Read Aloud
Assessment
Create a Checklist using Expectation 2z35,
2z36, 2z40 and 3e61.
Assessment Strategies
Classroom Presentation
Assessment Recording Devices
Checklist
Teaching / Learning
1. Read aloud a book such as What is a Community? From A to Z by Bobbie Kalman and facilitate a group
discussion about what a community is.
2. List student responses on a chart/board titled "What is a Community?".
3. Share a map of their school community with students.
4. Discuss the specific information found on the map (legends, symbols, compass, etc.).
5. Students work in small groups to create a map of an imaginary community, which should include the major
components of a community (using the student responses listed on the chart). The map must contain specific
information (legend, symbols, compass, etc.).
6. Each small group presents its map to the class, describing both the community itself and the method they
used to show it on their map. (E.g., What symbols were used and why?)
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What is a Community?
Subtask 1
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
80 mins
Adaptations
Resources
Neighborhood Walks
a variety of community maps
What is a Community? From A to Z
Bobbie Kalman
Children Just Like Me
Barnabas and Anabel Kindersley
chart paper
large sheets of paper for maps
markers, crayons, pencil crayons
rulers
Notes to Teacher
PREPARATION
1. Find examples of community maps or a map of the school.
2. Find suitable picture books that identify aspects of communities.
3. Be aware of the need for heterogeneous groupings in order to accommodate those students who may
need assistance verbalizing ideas and recording data.
EXTENSION
4. An alternative to having groups draw community maps would be to use a computer program such as
Neighbourhood Walks.
Teacher Reflections
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Introducing the Past
Subtask 2
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
Description
Students will create a personal timeline and a family background chart to show an understanding of the
passage of time.
Expectations
3z19 A
3p9
– make and read a wide variety of graphs, charts,
diagrams, maps, and models for specific purposes
(e.g., to describe routes taken by the pioneers);
describe basic changes in growth and development
from birth to childhood (e.g., changes to teeth, hair,
feet, and height);
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Discussion
Homework
Think / Pair / Share
Assessment
Using Rubric: My Personal Timelines,
teachers will assess students'
understanding of the passage of time in
their own lives.
Assessment Strategies
Observation
Assessment Recording Devices
Rubric
Teaching / Learning
1. Read aloud a book such as The House on Maple Street by Bonnie Pryor to initiate a discussion about the
passage of time.
2. With the students, model a timeline using ideas from the book read which shows the passage of time.
3. Initiate a discussion about how things change over time. Ask the question "What changes take place in
nature, people, and places over time?"
4. The students THINK/PAIR/SHARE about important events that have occurred in their lives and changes that
have taken place since their birth.
5. Each student creates a personal timeline showing important events that have occurred in their lives since
birth and a second timeline showing the changes (physical).
HOME LINK
6. The students question their families to find out who their ancestors were and where they originated (Who
were/are my ancestors? Where did they originate from?). It may be possible for some students to gather
fairly detailed information about their backgrounds while other students will not be able to gather as much
information.
Adaptations
Some students may need to take their Personal Timelines home to gain assistance from family members.
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Introducing the Past
Subtask 2
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
Resources
My Personal Times
The House on Maple Street
Bonnie Pryor
Windows
Jeannie Baker
Homeplace
Anne Shelby
The Little House
Virginia L. Burton
Notes to Teacher
IMPLEMENTATION NOTES
1. Be sensitive to different family structures and situations where there may be an absence of family structure.
EXTENSION
2. Students could show on a class map of the world where their ancestors originated.
3. Students could graph the birthplaces of their ancestors.
Teacher Reflections
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Who Were the Early Settlers?
Subtask 3
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
Description
Students will demonstrate their existing knowledge about early settler life and collaboratively pose questions
for further inquiry.
Expectations
3z16 A
3z19
3z15
– ask questions to gain information and explore
alternatives (e.g., concerning relationship between
community and environment);
– make and read a wide variety of graphs, charts,
diagrams, maps, and models for specific purposes
(e.g., to describe routes taken by the pioneers);
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Response Journal
Word Wall
Assessment
Teachers are encouraged to carefully
observe and track students achievement in
both student booklets and question sheet.
Assessment Strategies
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
LESSON 1 (40 minutes)
1. Engage students in a discussion about early settlers and pose the question, "Who were the early
settlers?" Give students an opportunity to share some of their stories about their ancestors and where they
came from (from Subtask 2 - Home Link assignment.). Some students may bring in photographs or artifacts
to share along with their stories. This helps students to make real-life connections.
2. Students share ideas in small groups using the YOURS/MINE/OURS method to think of ideas. (See
Blackline Master 1: Who Were the Early Settlers?.) First, students write their individual comments on a sticky
note or on a quarter of chart paper (using format in Blackline Master 1). Second, the students in the group
share their ideas. Third, the group collaborates and decides on the best ideas that will be their group ideas.
As a class, collaboratively make a chart adding information about settlers given by students.
3. Briefly discuss timelines and have the students think about their distant relatives. Can they imagine their
great-great grandparents? This may help them to understand that these people were a part of the families
that still live in Canada today.
4. Students work on a diagnostic activity that will help you to understand the students' knowledge of early
settler life. (See Blackline Master 1: Who Were the Early Settlers?.) These sheets should be kept and
revisited at the end of the unit.
ONGOING ACTIVITY 1 (5 minutes)
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Who Were the Early Settlers?
Subtask 3
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
5. Students receive their That Was Then, This Is Now booklets. These booklets will be an ongoing log in
which students will record their observations as the unit is covered. The students will use the booklets to
compare life in early settler times to life in their own time. They will not be filled out at this time. Students will
place these booklets in their folders for use throughout the unit.
ONGOING ACTIVITY 2 (10 minutes)
6. Once the above activities have been completed, encourage students to think of questions that they would
like answered about early settlers. Record some of these questions on a chart paper and post as examples
for students to create their own questions from.
7. Encourage students to record some of their own questions. Use this to evaluate expectation 3Z16.
Students will refer to these questions throughout the unit to become aware of their own learning as the unit
progresses.
ONGOING ACTIVITY 3 (5 minutes)
8. At this time it is recommended that you begin a word wall of early settler life vocabulary. This list should
be developed throughout the unit and posted in a prominent location.
Adaptations
Blackline Master 1: Who Were the Early Settlers? can be adapted to the use of illustrations only, for students
who require modification.
The That Was Then, This Is Now booklets can be adapted to the use of illustrations only and scribing may
be helpful for students requiring modifications.
Resources
BLM 1: Who Were the Early Settlers?
9_Who were the pioneers.cwk
chart paper
construction paper
My Personal Timelines
student work
My Family Background
student work
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Who Were the Early Settlers?
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 3
60 mins
Notes to Teacher
1. The That Was Then, This Is Now booklets should include a title page and each student entry should
include the topic, a comparison chart with an illustration comparing That Was Then and This Is Now, and a
brief, written component describing the comparison.
2. Create a worksheet entitled My Questions About Early Settler Life for students to complete.
3. It is highly recommended that the student question sheet, student booklets, and word wall are begun at
this time and maintained and assessed throughout the unit. These pieces and other paper work generated
throughout the unit should be kept in individual student unit folders or portfolios.
4. Be sensitive to the fact that some students may not have living grandparents or other family members to
ask about their family background.
Teacher Reflections
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Where did the Settlers Come From?
Subtask 4
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
Description
The students will identify, locate and label the countries of origin of the early settlers who came to Upper
Canada.
Expectations
3z4 A
3z21 A
3z23 A
3z19 A
3z15
3z1
– identify the countries of origin of the pioneers who
settled in Upper Canada;
– locate and label the pioneers’ countries of origin
on a world map;
– trace the routes (e.g., England to Upper Canada)
taken by early settlers on a world map;
– make and read a wide variety of graphs, charts,
diagrams, maps, and models for specific purposes
(e.g., to describe routes taken by the pioneers);
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
• identify early settlers and their origins, and
describe their lives and contributions;
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Buddy System
Discussion
Map Making
Assessment
The teacher will observe students to
determine if the individual maps are
complete and accurate.
Create a checklist for assessing the student
maps using Expectation 3z4, 3z19, 3z21
and 3z23.
Assessment Strategies
Observation
Assessment Recording Devices
Checklist
Teaching / Learning
1. Collect the information about the countries of origin from the students in the class (taken from the
homework assignment completed in Subtask 2 of this unit) and create a list on a chart paper.
2. With the students, locate and mark the origins of students on a map of the world.
3. Read aloud a book such as Pettranella by Betty Waterton to initiate a discussion about where the early
settlers came from and why.
4. As a class, locate and mark the origins of early settlers on a map of the world. Using string, trace the
route from the country of origin to Upper Canada. Background about why settlers came to Upper Canada
should be shared with the students (see Blackline Master 2: Teacher Information: Origins and Routes of Early
Settlers).
5. Students complete their own map showing the origins and routes of early settlers (Blackline Master 3:
Origins & Routes of Early Settlers). They will use the buddy system to check for accuracy. The buddy
system involves linking students for peer/cross-age support through a number of curriculum activities.
Stronger students should be paired with weaker students in order to promote peer support.
Adaptations
As an enrichment activity, some students may wish to graph the family backgrounds or countries of origin from the
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Where did the Settlers Come From?
Subtask 4
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
class as a result of the home survey.
Resources
BLM 3: Origins of Early Settlers Map
4_origins routes.cwk
BLM 2: Teacher Information: Origins of
Early Settlers
wall map of the world
4_Origins Background.cwk
Pettranella
Betty Waterton
A Pioneer Story: Daily Life of a Canadian
Family in 1840
The Last Safe House: A Story of the
Underground Railroad
Selina and the Bear Paw Quilt
Barbara Greenwood
We Are Canadians
CRB Foundation
Sweet Clara and the Freedom Quilt
Deborah Hobson
Barbara Greenwood
Barbara Smucker
Pioneer Life in Upper Canada
push pins or stickers
string or yarn
chart paper
Notes to Teacher
IMPLEMENTATION NOTES
1. Be sure to stress the various backgrounds of different groups of settlers.
2. Some background about the early settlers who came to Canada is listed in the attached resource
(Blackline Master 2: Teacher Information: Origins of Early Settlers). You may wish to briefly explain some of
the push/pull factors that caused settlers to come to Upper Canada. Push factors include famine, lack of
work, and economic hardships. Pull factors include free land, an opportunity to start over, and freedom
from religious persecution.
3. Use of the Internet should be carefully monitored but could be very useful.
4. Please note Blackline Master 3 is the answer key. You may wish to eliminate the answers to create a
student worksheet.
Teacher Reflections
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The Settlers Journey to Upper Canada
Subtask 5
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
210 mins
Description
Through discussion and drama students will describe the routes early settlers took to arrive at their
destinations in Upper Canada. They will recount, in the form of a letter, a description of the journey, forms of
transportation, conditions, the early settlers' feelings and the early settlers' first impressions of their new home
(Canada).
Expectations
3z15 A
3z16
3z17
3z7 A
3a56 A
3a47
3a46 A
3e1 A
3e3 A
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– ask questions to gain information and explore
alternatives (e.g., concerning relationship between
community and environment);
– locate key information about pioneer communities
from primary sources (e.g., local museums; pioneer
houses, forts, villages) and secondary sources (e.g.,
maps, illustrations, print materials, videos,
CD-ROMs);
– describe the routes pioneers took to arrive at their
destinations in Upper Canada;
– communicate, through movement, their thoughts
and feelings about topics studied in other subject
areas (e.g., create a movement sequence to
express their fear of an environmental event such
as a storm);
– describe their own and others’ work in drama and
dance, using appropriate vocabulary (e.g.,
character, suspense, rhythm);
– demonstrate an understanding of a character’s
point of view through writing and speaking in role,
and through using body movement in role (e.g.,
write diary entries and plant grain as a pioneer in
Upper Canada);
• communicate ideas and information for specific
purposes and to specific audiences (e.g., write a
notice for a community newspaper advertising an
upcoming school event);
• organize information into short paragraphs that
contain a main idea and related details;
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Role Playing
Tableau
Learning Log/ Journal
Assessment
See Rubric: The Early Settlers' Journey to
Upper Canada for assessment criteria.
Teachers will use the Grade 3 Letter
Writing Rubric found on page 43 of the
Ministry of Education Ontario Curriculum
Writing Exemplar's Document.
For self-assessment students will use the
letter writing rubric listed above.
Assessment Strategies
Exhibition/demonstration
Response Journal
Self Assessment
Assessment Recording Devices
Rubric
Teaching / Learning
LESSON 1 (30 minutes)
1. Begin the lesson by talking about travelling. Students discuss holiday and other travel. Be sure to find out
the types of transportation students have encountered. Pictures should be available and a picture book could
be presented.
2. Show students a non-fiction book of modern transportation and discuss.
3. Students use the dramatic form of tableaux to explore today's forms of transportation. This can be done in
small groups and the groups can present their tableaux to the class. Tableau is a purposeful silent
arrangement of a group of students representing a moment frozen in time.
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The Settlers Journey to Upper Canada
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 5
210 mins
LESSON 2 (45 minutes)
4. Guide the discussion to the past by reading the Guided Imagery account aloud to the class (Blackline
Master 4: Across the Ocean to a New Life)
5. Discuss with the students the sights, sounds, smells, and feelings of the voyage. List these observations
on chart paper.
6. In small groups students role play aspects of the settlers' journey across the ocean. Assess this using
Rubric: The Settlers' Journey to Upper Canada.
LESSON 3 (120 minutes)
7. Introduce the concept that each child will be a child from early settler times who has just arrived in
Canada. Each student writes a letter to a friend or a family member recounting his or her experiences
crossing the ocean from his or her home country.
8. Model the correct format of the letter. Outline what content will need to be included in each paragraph of
the letter. Read a sample letter (Blackline Master 5: Sample Letter to Read Aloud).
9. Students create a 5-column chart to plan the content of their letters. The columns of the chart will be
entitled WHO, WHAT, WHERE, WHEN and HOW.
10. The students use their plans and Blackline Master 6: Letter Organizer to structure their paragraphs.
11. The students self edit, peer edit, and conference with the teacher the draft copy of their letters.
12. Students write a final recount in proper letter format using foolscap paper.
13. Students self-assess their letters.
ONGOING ACTIVITY (15 minutes)
14. Students should add a page about transatlantic transportation to their That Was Then, This Is Now
booklets. A second transportation page could be added comparing the other forms of transportation
discussed during the subtask.
15. Students should add any new vocabulary to their word wall.
16. Students may refer back to their My Questions about Early Settler Life worksheets to review if any of
their questions have been answered and if they have any new questions to add.
Adaptations
As an enrichment activity, students could make a survey and then graph the different types of transportation the
class has used.
As an enrichment activity, students could write a story describing the sights, smells, sounds, etc. about a journey
they have taken.
For students experiencing difficulty with writing the teacher could use one of the following strategies:
1. Teacher/older student/parent could scribe for the student.
2. Provide a tape recorder for the student to orally present his or her work.
3. Use a word processor to create the letter.
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The Settlers Journey to Upper Canada
Subtask 5
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
210 mins
Resources
Early Settlers' Journey to Upper Canada
BLM 4: Across the Ocean to a New Life
5_Across the Ocean.cwk
BLM 6: Letter Organizer
5_letter organizer.cwk
BLM 5: Sample Letter to Read Aloud
5_Petranella's letter.cwk
Dance Pioneer Dance
Rick Walton & Brad Teare
Pioneer Life in Upper Canada
collection of transportation pictures
chart paper
wall map of pioneer origins and routes
class work from Subtask 4
Notes to Teacher
PRIOR KNOWLEDGE
1. Students should have prior knowledge of letter format and recount or you will need to teach this within
the subtask. See the Grade 3 Writing Exemplar Document.
PREPARATION
2. You should collect a number of books that discuss various forms of modern transportation.
IMPLEMENTATION NOTES
3. Students should review the routes settlers took to arrive at their destinations.
4. You should clearly explain the difficulties and hardships encountered on the voyage (food, living
conditions, diseases, etc.).
5. Be sure to stress the various backgrounds of the different groups of early settlers.
6. Remember to have the students add to their That Was Then, This Is Now booklet and encourage
students to add to their worksheet My Questions About Early Settler Life and the word wall.
7. Use of the Internet should be carefully monitored but could be very useful.
DEFINITION
8. A recount is the telling of past experiences. The purpose of a recount is to tell what happened. This
can include a personal interpretation of the events.
Teacher Reflections
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Who Did the Early Settlers find?
Subtask 6
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
Description
Students will locate the Aboriginal communities from the early 19th century on a map of Upper Canada. From
this map students will locate the Aboriginal peoples living in their geographic area at that time.
Expectations
3z6 A
3z42 A
3z46 A
3z47 A
– identify the Aboriginal peoples located in Upper
Canada at the time of first settlement;
– construct and read graphs, charts, diagrams,
maps, and models for specific purposes (e.g., to
describe a community and its environment);
– consult map legends when looking for selected
features (e.g., H/hospital);
– recognize that different colours on maps indicate
different things (e.g., different colours are used for
different countries).
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Discussion
Buddy System
Map Making
Assessment
The teacher will observe students to
determine whether or not the individual
maps are complete and accurate.
Create a checklist for the map using
Expectation 3z6, 3z42, 2z46 and 3z47.
Assessment Strategies
Observation
Assessment Recording Devices
Checklist
Teaching / Learning
LESSON 1 (Day 1 - 20 minutes)
1. Conduct a diagnostic assessment to determine how much the students know about the Aboriginal Peoples
of Canada and to carefully note any stereotypes or biases they may have. Distribute Blackline Master 7: Who
was Living Here when the First Settlers Arrived? for the students to complete.
LESSON 2 (Day 2 - 40 minutes)
1. Based on the results of the diagnostic assessment, initiate a discussion about the Aboriginal peoples in
Upper Canada when the early settlers arrived. Address the following points: a) they were here first, b) they
had their own communities, c) there were many different nations in Upper Canada d) how location, physical
features, and climate determined lifestyle. It is critical to take this opportunity to discuss any stereotypes that
may have arisen because of the worksheet.
2. On a class map review the various nations in Upper Canada and where they were living. (You may create
a transparency of Blackline Master 8: Aboriginal Peoples in Upper Canada).
3. The students locate the location of their own community on the map of Aboriginal peoples in Upper
Canada.
4. Students complete their own maps showing the location of the Aboriginal peoples in Upper Canada.
5. Students colour the section of the map that contains their own community. From this map, students locate
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Who Did the Early Settlers find?
Subtask 6
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
the Aboriginal peoples living in their geographical area at the time of early settlement. This geographical area
will become the focus of their study in Subtask 7.
6. Students will use the buddy system to check for accuracy.
ONGOING ACTIVITIES
7. Students will add new vocabulary to their word wall.
8. Students may wish to revisit their worksheets My Questions About Early Settler Life to determine if any of
their questions have been answered and to add any new questions.
Adaptations
Resources
BLM 7: Who was living here when the first 7_Who was Living There.cwk
settlers arrived?
BLM 8: Aboriginal Peoples In Upper
7_aboriginal peoples a.cwk
Canada map
Department of Indian and Northern Affairs
Canada's Native People
overhead transparency
1
overhead projector
1
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Who Did the Early Settlers find?
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 6
60 mins
Notes to Teacher
PREPARATION
1. Collect background information about the history of Aboriginal peoples in your geographic region.
2. The Aboriginal community located in your region may be able to provide you with resources to assist you
and your class in the further study of the Aboriginal group that lived in your region during early settler times.
IMPLEMENTATION
3. The worksheet Who was Living Here when the First Settlers Arrived? is a diagnostic to detect
preconceived notions and biases of students in the class.
4. The basic understanding for students to gain during this subtask is to understand that people were living
here when the first settlers arrived and that these people were members of many diverse groups.
5. Clarify with students the fact that the Aboriginal peoples were living peacefully and in harmony with the
environment.
6. Use of the Internet should be carefully monitored but could be very useful.
7. Lesson 1 should be completed a day before Lesson 2 so you can review the students' diagnostic
assessments. Their comments will inform the discussion in Lesson 2.
Teacher Reflections
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What was Life Like for the Aboriginal Peoples?
Subtask 7
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
Description
Students will explore the history of the First Nations people from their geographic region and will create a mural
depicting life prior to pioneer settlement.
Expectations
3z12 A
3e54 A
– describe Aboriginal communities prior to pioneer
settlement;
• apply the rules for working with others;
Groupings
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Community Involvement
Discussion
Field Trip
Assessment
The teacher will create a Checklist for the
Community Mural using Expectation 3z12
and 3e54.
Assessment Strategies
Exhibition/demonstration
Assessment Recording Devices
Checklist
Teaching / Learning
LESSON 1 (Day 1)
1. Present the background information you gathered to the class. This could take the form of:
a) a class trip to a local First Nations history site or an Ontario history site relating to First Nations history
(see Blackline Master 9: First Nations History Resources)
b) stories/books/legends
c) classroom guests from a local First Nations community
d) other sources gathered from within the local community
LESSON 2 (Day 2 - 30 minutes)
1. Using the information gathered from the above sources, create with the students a chart that includes
information about the environment in which Aboriginal Peoples lived before the settlers arrived. Use the
headings: Natural Resources, Land forms, Vegetation, and Wildlife.
2. Students then discuss how these things impacted on the First Nations community's homes, food, clothing,
travel, and communication. Record student responses on chart paper. Students will use the information on
the chart paper to create their scenes in the class mural.
LESSON 3 (Day 2 or 3 - 90 minutes)
1. Divide the class into small groups and assign each group one portion of Aboriginal life (such as homes or
food). Each group contributes a section to the class mural.
2. The mural will become one component of the Living History Fair.
Adaptations
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What was Life Like for the Aboriginal Peoples?
Subtask 7
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
Resources
BLM 9: First Nations History Resources
8_first nations sites2.cwk
We Are Canadians
CRB Foundation
If you lived with the Iroquois
Ellen Levine
An Algonquian Year: The Year According
to the Full Moon
Native American Technology and Art
Michael McCurdy
Schoolnet's First Peoples
Peace for Turtle Island
chart paper
mural paper
construction paper scraps
paints
markers, crayons
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What was Life Like for the Aboriginal Peoples?
Subtask 7
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
Notes to Teacher
PREPARATION
1. There is a great deal of research to be done for this subtask. All nations of Aboriginal peoples are
distinct. By focusing on the Aboriginal peoples that lived in your geographic area at the time of the early
settlers, this information will be more manageable and relevant.
2. Collect a variety of picture books of Aboriginal life during early settler times to assist students in their
picture making.
3. A good source of information can be found at your local Native Friendship Centre (See Blackline Master
9: First Nations History Resources )
IMPLEMENTATION NOTES
4. Be sensitive to stereotypes that could be perpetuated by the choice of symbols in the mural.
5. Be sure to include significant Aboriginal people from your area in the mural.
6. Use of the Internet should be carefully monitored but could be very useful.
INTEGRATION
7. This activity can easily become a part of an art lesson for students to focus on planning, producing, and
displaying their own art (Visual Arts expectation).
Teacher Reflections
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Developing a Different Way of Life
Subtask 8
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
195 mins
Description
Students will explore the reasons early settlers chose to settle where they did and locate these early
settlement areas on a map of Upper Canada.
Expectations
3z8 A
3z9 A
3z5
3z6
3z22 A
3z18
3z19 A
– explain how the St. Lawrence River and Great
Lakes were important to the settlement of Upper
Canada (e.g., for trade and transportation);
– explain how the pioneers used natural resources
(e.g., water, forests, land);
– identify the areas of early settlement in Upper
Canada;
– identify the Aboriginal peoples located in Upper
Canada at the time of first settlement;
– locate and label pioneer settlements on a map of
Upper Canada;
– collect and evaluate information about human and
environmental interactions during the early
settlement period;
– make and read a wide variety of graphs, charts,
diagrams, maps, and models for specific purposes
(e.g., to describe routes taken by the pioneers);
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Direct Teaching
Discussion
Map Making
Assessment
Teachers will use the natural resources
diagrams (from Lesson 1B) to determine if
each student understands the concept.
Create a four-level Rating Scale for the St.
Lawrence and Great Lakes activity using
Expectation 3z8 and 3z22. The Rating
Scale is:
Level 1 - Incomplete map, no explanation,
required assistance.
Level 2 - Omissions in map, brief
explanation, some assistance.
Level 3 - Most elements of map present,
good explanation, independent.
Level 4 - Complete, organized and neat
map, detailed explanation, independent.
Create a four-level Rating Scale for Natural
Resources Diagram using Expectation 3z9.
The rating scale is:
Level 1 - Very few resources identified,
no explanation, assistance required.
Level 2 - Few resources, brief
explanation, some assistance.
Level 3 - Most resources, good
explanation, independent.
Level 4 - All resources, detailed
explanation, independent.
The teacher will use the Rubric: Bird's-Eye
View of Pioneer Homestead to assess the
Bird's-Eye View map of the ideal early
settler homestead location.
Assessment Strategies
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Developing a Different Way of Life
Subtask 8
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
195 mins
Observation
Performance Task
Assessment Recording Devices
Rubric
Rating Scale
Teaching / Learning
LESSON 1 - Part A (Day 1 - 30 minutes)
1. Discuss with the students what it would be like or has been like to arrive as new settlers in this land.
Some students may share their own stories of arriving in a new country.
2. In discussion with students, carefully describe the landscape when the settlers arrived (First Nations
communities, heavily forested areas, beautiful lakes, mountainous areas, rivers, abundance of wildlife).
Show pictures of wilderness areas today and discuss challenges that early settlers would have faced in this
new environment (e.g., transportation, food, shelter).
Stress that many early settlers came from more developed regions of Europe where they had amenities and
resources not available in Upper Canada. You may wish to find an appropriate book to help illustrate these
concepts.
3. Ask, "How did the early settlers create a new life in this land?"
4. With students make a list of necessities on chart paper.
5. Encourage students to discuss why they would need these necessities (water, forests etc.).
6. Further discussion will briefly touch on how the settlers had to prepare the land for settlement.
LESSON 1 - Part B (Day 1 - 40 minutes)
7. Discuss natural resources with students. (What would be there that would be used by the settlers?)
Make a list on chart paper.
8. Model the upcoming activity by choosing one natural resource (i.e. a pond) and make a simple illustration of
this on chart paper or on the chalk board. Students list the items that can be used from the pond and you (or
the students) can draw and label these on the diagram. (E.g. water - drinking, washing, watering garden, fish
- food, bones)
9. Students choose another resource and draw a simple diagram of it. They label the diagram showing
which part(s) would be used and how these items would be helpful to the early settlers.
LESSON 2 (Day 2 - 60 minutes)
1. Show the students a map of Upper Canada on an overhead and explain where the early settlers settled.
Students require their own copies of this map. (See Blackline Master 10: Early Settlement Areas in Upper
Canada.) Students label their maps with the early settlement areas using the large map from the overhead as
a model.
2. Initiate a discussion about why the St. Lawrence River and the Great Lakes were important to early
settlers.
3. Students brainstorm, in groups, the reasons early settlers chose to settle in these areas. A recorder
makes a list for each group.
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Developing a Different Way of Life
Subtask 8
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
195 mins
4. Students share their ideas with the class.
5. Students create an advertisement to persuade other people from their homeland to join them in Upper
Canada. The advertisement will take the form of a poster illustrating the St. Lawrence River and Great Lakes
area and using words or slogans to indicate the reasons an early settler might want to settle in this area.
LESSON 3 (Day 3 - 50 minutes)
1. Each student makes a large picture of his or her ideal parcel of land. This should be a bird's-eye view of
the land, labelled carefully showing the main components. (This should include water, lakes, rivers, trees,
accessibility to other people, town, etc.)
2. Some students present their pictures to the class, explaining why the various components are important.
ONGOING ACTIVITIES (Day 3 - 15 minutes)
1. Students will add new vocabulary to the word wall.
2. Students will add one or more pages to their That Was Then, This Is Now booklets.
Adaptations
Resources
Bird's Eye View of Early Settler
Homestead
BLM 10: Settlement Areas in Upper
Canada map
A Pioneer Story: The Daily Life of a
Canadian Family in 1840
History of Canadian Gardening
Pioneer Life
9_early settlement areas a.cwk
Barbara Greenwood
Carol Martin
Natalie Quinn
chart paper
manilla drawing paper 18x24
pictures of wilderness landscapes
overhead projector
1
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Developing a Different Way of Life
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 8
195 mins
Notes to Teacher
IMPLEMENTATION NOTES
1. It is important that the students understand that the land was mostly covered by forest.
2. Students should be aware that the Aboriginal peoples occupied the land too and that they were very helpful
to the early settlers by teaching them to use the land in different ways. Again, emphasize the Aboriginal
peoples' way of using only what was needed from the land without destroying it.
3. The settlement-area map should be put on the overhead projector to help the students to clearly see the
areas of settlement.
4. The settlement area map could be compared with a current map of the area. This may help the students to
understand what area they are actually studying as some may still find this confusing.
Teacher Reflections
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Preparing the Land for Settlement
Subtask 9
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
Description
Using secondary resources, students will gather information about how early settlers prepared the land for
settlement. Students will communicate this information through a piece of procedural writing.
Expectations
3z9 A
3z27 A
3e1 A
3e5 A
3e7
3e31
3e34
3z15 A
– explain how the pioneers used natural resources
(e.g., water, forests, land);
– compare tools used by the pioneers to today’s
tools (e.g., hand saw/power saw);
• communicate ideas and information for specific
purposes and to specific audiences (e.g., write a
notice for a community newspaper advertising an
upcoming school event);
• produce pieces of writing using a variety of forms
(e.g., simple research reports, letters, stories,
poems);
• revise and edit their work, using feedback from the
teacher and their peers;
• read independently, using a variety of reading
strategies;
• understand the vocabulary and language
structures appropriate for this grade level;
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
Groupings
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Guided Writing
Assessment
The Assessment Strategy is a piece of
procedural writing.
Using a four-level rating scale in Subtask 8
as a guide, create a rating scale using
Expectations 3e1, 3z15, 3z27 and 3z9.
Assessment Strategies
Assessment Recording Devices
Rating Scale
Teaching / Learning
1. Using the book A Pioneer Story by Barbara Greenwood, students read the article titled "Clearing the Land"
found on page 55-56. (So that all students can use this resource at the same time, you may wish to put the
article on an overhead.)
2. Instruct the class to read the article titled Clearing the Land so that they can then create a piece of
procedural writing. Model an example of a step-by-step process such as how to brush your teeth. (Use
ordinal words such as first, second, and third.)
3. After reading the article, the students work with a partner to decide the steps to include in their procedural
writing.
4. The students create a step-by-step retelling of how the settlers prepared the land for settlement using
words and pictures.
a) Each student receives a large piece of construction paper. They fold this accoridan-like to create eight
rectangular sections.
b) In the first section the student creates a title page, Clearing the Land.
c) In the remaining sections the students outline the procedures for clearing land. They write one or two
sentences for each step and accompany this with a picture.
5. When finished, the students share their final work with a partner or small group and compare procedures.
6. You may wish to display the student work on a bulletin board titled Clearing the Land. This work should be
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Preparing the Land for Settlement
Subtask 9
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
saved for exhibition in the Living History Fair.
ONGOING ACTIVITIES
1. Students will add one page to their That Was Then, This Is Now booklets.
2. Students will add any new vocabulary to the word wall.
3. If students have any more questions about settler life these could be added to their My Questions About
Early Settler Life worksheet. They can also look over the previous questions to see which have now been
answered.
Adaptations
Resources
A Pioneer Story: The Daily Life of a
Canadian Family in 1840
First Steps Writing Resource Book
Barbara Greenwood
Pioneer Life
Natalie Quinn
Farming
Bobbie Kalman
Education Department of Western Australia
construction paper 11x18
Notes to Teacher
IMPLEMENTATION NOTES
1. This task could be an individual or a partner activity.
DEFINITION
2. A piece of procedural writing is a sequence of steps to show the way to do something.
INTEGRATION
3. This could be integrated with a math journal where students have to write a step-by-step process using
words, numbers, and pictures to explain their thinking.
Teacher Reflections
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Introducing Farming Methods
Long Ago Before I Was Born
Subtask 10
A Look At Life In Early Settler Times A Unit for Grade 3
90 mins
Description
Students will listen to a reading of the legend of the Three Sisters. Students will discuss how the Aboriginal
peoples influenced the methods of the early settler farmer and the impact of these methods on farming today.
To understand the importance of crop rotation, the students will experiment with planting seeds and using a
variety of soils. An observation log will be maintained to monitor plant growth.
Expectations
3z10
3z29 A
3s16 A
– describe the influence of Aboriginal peoples and
pioneers in the area of farming methods (e.g., the
use of crop rotation);
– compare past and present techniques of
processing products (e.g., production of maple
syrup/sugar, lumber, and grain products);
– record relevant observations, findings, and
measurements, using written language, drawings,
charts, and graphs (e.g., produce a series of
drawings to show a plant at different stages of
development);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Log/ Journal
Discussion
Assessment
Students' learning logs (Plant Growth
Observation Log) from Lesson 1 of this
subtask will be assessed at the end of the
unit. The teacher will use anecdotal
records to assess the students' learning
logs.
Students' comparison charts from Lesson
2 of this subtask will be assessed upon
completion. The teacher will make
observations about students'
understanding of the changes over time in
maple syrup production.
Assessment Strategies
Learning Log
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
LESSON 1 (Day 1 - 50 minutes)
1. Read the Legend of the Three Sisters out loud to the class (See Blackline Master 11: The Legend of the
Three Sisters).
2. Initiate a class discussion about why the land was so important to Aboriginal peoples. (Stress that
respecting the land and the food it provided meant respecting the people who ate it, who then respected the
land. It came full circle. If the land was not taken care of it would not take care of them by providing the food
and other resources they needed.) Then discuss with students what important crops and methods
Aboriginal peoples introduced to the settlers. Pose the question, "Why was this information important to the
settlers?"
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Introducing Farming Methods
Long Ago Before I Was Born
Subtask 10
A Look At Life In Early Settler Times A Unit for Grade 3
90 mins
3. You should stress to students that crop rotation and fertilization were different ways of taking care of the
land. Share with the class examples of new soil and old, used soil from a plant pot. Ask the question,
"What might happen to the soil if it was used over and over again without a rest?" .
4. In small groups, students participate in planting a class vegetable garden. (Outdoors or indoors depending
on the season.) Different groups will plant different types of vegetables that the Aboriginal peoples
introduced to the settlers, with some groups modelling the Three Sisters planting method.
5. Throughout the rest of the unit, the students maintain a learning log, recording observations about the
growth of their plants (see Blackline Master 12: Plant Growth Observation Log). This log will be assessed
using anecdotal and observation of student participation at the end of the unit.
LESSON 2 (Day 2 - 40 minutes)
1. Using the articles Making Maple Sugar and Early Syrup Making (found on pages 28-30 in A Pioneer Story by
Barbara Greenwood) as an overhead, students read and learn about how the Aboriginal peoples taught the
settlers about maple syrup making.
2. Students begin to complete the comparison chart of maple sugar farming methods of the Aboriginal
peoples and the settlers (see Blackline Master 13: Making Maple Syrup - Past and Present).
3. Students will visit a maple-sugar bush, read a book such as The Sugaring-Off Party by Jonathan London
or view a film about maple-sugar making today. They will use the information gained from these sources to
compare Aboriginal peoples', settlers', and present day methods of maple-sugar making (Blackline Master 13:
Making Maple Syrup - Past and Present).
ONGOING ACTIVITIES
1. The Making Maple Syrup - Past and Present chart can become one entry in the students' That Was
Then, This Is Now booklets, or, based on observations made from the chart, they can create a new entry for
their booklets.
2. Students will add any new vocabulary to the word wall.
Adaptations
Resources
BLM 11 & 14: The Legend and Farming
Information
BLM 12: Plant Growth Observation Log
11_The Three Sisters.cwk
BLM 13: Making Maple Syrup - Past &
Present
A Pioneer Story: The Story of a Canadian
Family in 1840
The Sugaring-Off Party
11_Maple Syrup.cwk
11_My Plant Growth.cwk
Barbara Greenwood
Jonathan London
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Introducing Farming Methods
Long Ago Before I Was Born
Subtask 10
A Look At Life In Early Settler Times A Unit for Grade 3
90 mins
Tasting the Trees
Agri-Food Education Inc.
Maple Moon
Connie Brummel Crook
Johnny Appleseed
Reeve Lindbergh
Johnny Appleseed: A Tall Tale Retold and Steven Kellogg
Illustrated
Life and Times of the Apple
Charles Micucci
The Farmer Through History
Peter Chrisp
Ininatig's Gift of Sugar: Traditional Native
Sugarmaking
The Meaning of Respect
Laura Waterman Wittstock
Dave Bouchard
seeds: beans, corn, squash, pumpkin
eye of a potato
sweet potato
soil
plant pots (example, yogurt cups)
trowels
Notes to Teacher
PREPARATION
1. You should review Blackline Master 14: Helpful Teacher Information: Farming.
2. Look for possible films about maple syrup production in the resource/media centre of your school or
school board.
3. If you are teaching this unit during the spring, plan a trip to your local sugar bush.
4. When using Blackline Master 12: My Plant Growth Observation Log continue the last section of the
worksheet as often as necessary over the course of the unit ("I checked on my plant ___ and this is what I
observed.")
INTEGRATION
5. This subtask integrates with expectations from the Science and Technology curriculum documents
Earth and Space Systems: Soils in the Environment and Life Systems: Growth and Changes in Plants.
Teacher Reflections
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Aboriginal Peoples Helped the Settlers
Subtask 11
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
160 mins
Description
Students will participate in a variety of activities that will allow them to develop an understanding of the
contributions of Aboriginal peoples to pioneer settlement. Students will create individual booklets expressing
the importance of the contributions of Aboriginal peoples.
Expectations
3z11 A
3z29
3e1
3e29
3z2 A
– identify the contributions of Aboriginal peoples to
pioneer settlement (e.g., medicine, food, and
exploration);
– compare past and present techniques of
processing products (e.g., production of maple
syrup/sugar, lumber, and grain products);
• communicate ideas and information for specific
purposes and to specific audiences (e.g., write a
notice for a community newspaper advertising an
upcoming school event);
• read a variety of fiction and non-fiction materials
(e.g., chapter books, children’s reference books) for
different purposes;
• identify the contributions of Aboriginal peoples to
early settlement;
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Model Making
Discussion
Assessment
The Response Journal is the student
booklets The Aboriginal Peoples
Helped the Settlers By....
Create a four-level rating scale for the
Contributions of Aboriginal People booklets
using Expectation 3z2 and 3z11.
Assessment Strategies
Response Journal
Assessment Recording Devices
Anecdotal Record
Rating Scale
Teaching / Learning
In this subtask the students are involved in a variety of whole class activities before exploring the learning
centre.
WHOLE CLASS (Day 1 - 80 minutes)
1. Introduce the song, "The Canoe Song / My Paddle's Keen and Bright" to begin discussion of Aboriginal
peoples' contributions to pioneer settlement and our lives today.
2. Ask the students about the content of the song and what it reminds them of. They discuss the importance
of the canoe and how it first developed.
3. Pose the question, "What other contributions did Aboriginal peoples make to early settler life?" Record
students' ideas on chart paper.
4. After discussing the importance of corn, students make their own corn husk dolls (see Blackline Master
15: Teacher Instructions for Making Corn Husk Dolls).
5. After discussing the importance of preserving meat, students participate in a group lesson on making
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Aboriginal Peoples Helped the Settlers
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 11
160 mins
pemmican (see Blackline Master 16: Teacher Instructions for Making Pemmican.)
LEARNING CENTRES (Day 2 - 60 minutes)
1. Explain the process of moving from centre to centre, exploring a variety of aspects of Aboriginal life that
influenced early settlers. At each learning centre students read the learning centre information card (see
Blackline Master 17: Aboriginal Learning Centres Cards), try or taste the items provided at each centre and
record their conclusions in their The Aboriginal People Helped the Settlers By... booklets.
2. The learning centres may include the following:
Topic: Corn
Resource: Activity Card
Activity: grind corn
Topic: Maple Syrup
Resource: Activity Card
Activity: taste maple syrup
Topic: Preserving Meat
Resource: Activity Card
Activity: taste beef jerky
Topic: Harvesting Honey
Resource: Activity Card
Activity: taste honey
Topic: Lacrosse
Resource: Activity Card
Activity: touch, lacrosse stick
Topic: Snowshoes
Resource: Activity Card
Activity: touch, try on snowshoes
Topic: Canoe
Resource: Activity Card
Activity: touch, model or birch bark
Topic: Clothing
Resource: Activity Card
Activity: touch, a piece of leather/deer hide
Topic: Medicine
Resource: Activity Card
Activity: sumac, hemlock needles, berries, tree sap
3. The students complete a minimum of four learning centres.
ONGOING ACTIVITIES (Day 2 - 20 minutes)
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Aboriginal Peoples Helped the Settlers
Subtask 11
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
160 mins
1. Students will add any new vocabulary to the word wall.
2. Students may revisit their worksheet My Questions About Early Settler Life to determine if any
questions have been answered and to record any new questions.
3. Students will make an entry into their Plant Growth Observation Logs.
Adaptations
Some students may need to be scribing for their The Aboriginal Peoples Helped the Settlers By...
Booklets.
Some students may need to partner with stronger students.
Resources
BLM 15 & 16: Teacher Instructions for
Making Corn Husk Dolls & Pemmican
BLM 17: Aboriginal Learning Centres
Cards
Encounters
12_Cornhusk doll 2.cwk
A Pioneer Story: The Daily Life of a
Canadian Family in 1840
The Courage of Sarah Noble
Barbara Greenwood
Discovering Canadian Pioneers
Marlene & Reginald Gutsole
In the Pioneer Home
Rosemary Neering & Stan Garrod
12_Aboriginal.cwk
Jane Yolen
Alice Dalgliesh
Native American Technology and Art
dried corn
2 stones to grind corn with
maple syrup/maple syrup candy
beef jerky
lacrosse stick
1 pair of snowshoes
model of a canoe or birch bark pieces
leather samples or deer hide
construction paper for folders
corn husks
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Aboriginal Peoples Helped the Settlers
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 11
160 mins
Notes to Teacher
PREPARATION
1. You need to set up the various learning centres in the classroom. There is one card and one item to
use/taste for each learning centre (see list in Teaching/Learning Strategies).
2. The information for the learning centres is included in Blackline Master 17: Aboriginal Learning Centres
Cards. This information should be enlarged for student use as the font is small.
3. Prepare student booklets for this activity using worksheets entitled How did the Aboriginal Peoples
Help the Settlers? Begin with the heading "The Aboriginal Peoples Helped the Settlers By...". Students
should illustrate their responses. Include another heading "This was important because...". Place
completed booklets into individual student folders.
IMPLEMENTATION NOTES
4. This subtask is an intial introduction to the research process. Material in this subtask is provided for the
students and they are practicing reading comprehension, finding the main idea, and retelling in their own
words.
5. When the class discusses the various contributions of Aboriginal peoples to early settler life it is
important for you to emphasize that relations were not always positive. You may wish to use a book such
as Encounter by Jane Yolen to help illustrate some of the problems/disagreements that existed between
the settlers and the Aboriginal peoples.
6. This task could be collaboratively organized with your school librarian with some of the learning centres
taking place within the library.
7. This task could be collaboratively organized with another grade 3 class within your school, dividing the
learning centres between both classrooms.
8. Any materials or activities which are prepared for this subtask should be kept and used as part of the
Living History Fair.
9. Use of the Internet should be carefully monitored but could be very useful.
Teacher Reflections
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What was it Like to be a Settler Child?
Long Ago Before I Was Born
Subtask 12
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
Description
Students will form an understanding of an early settler child's life by reading a book such as A Pioneer
Child's Day by Bobbie Kalman and Tammy Everts. Students will complete a comprehension exercise and
a chart comparing the present with the past.
Expectations
3z25 A
3z24 A
3e31
3e33 A
3e29
3e34
– compare and contrast life in a pioneer settlement
with that in their own community (e.g., with respect
to services, jobs, schools, stores, use of natural
resources);
– compare and contrast the lives (e.g., daily
routines) of pioneer and present-day children of
similar ages;
• read independently, using a variety of reading
strategies;
• select material that they need from a variety of
sources;
• read a variety of fiction and non-fiction materials
(e.g., chapter books, children’s reference books) for
different purposes;
• understand the vocabulary and language
structures appropriate for this grade level;
Groupings
Students Working Individually
Teaching / Learning Strategies
Independent Reading
Reading Response
Assessment
Assessment Strategies
Select Response
Assessment Recording Devices
Rubric
Teaching / Learning
1. Provide students with copies of A Pioneer Child's Day from Collections 3 or A Child's Day both written by
Bobbie Kalman & Tammy Everts, or a similar story.
2. Students read the story individually or in small groups depending on the number of copies of the story that
are available.
3. Students then complete Blackline Master 18: A Pioneer Child's Day individually or in small groups. Through
completing this exercise students learn about how this article is organized.
4. Students reflect and share their knowledge about what was read. Stress that the contributions of
children were extremely important. Each child was a responsible member of the family and had much work to
complete and little or no time for play. Games were made of activities that were necessary for the survival of
the family. Every activity had a purpose. Many children did not even go to school because their contribution
was so necessary. The school year was structured around the seasonal work of the farm.
ONGOING ACTIVITIES
1. Students will add their new knowledge to their That Was Then, This Is Now booklets.
2. Students will add a new entry to their Plant Growth Observation Logs.
5. Students will add any new vocabulary to the word wall.
6. Students may revisit their My Questions About Early Settler Life worksheets to determine if any of their
questions have been answered and to record any new questions they may have.
Adaptations
Some students may need to have questions read aloud to them and may respond orally.
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What was it Like to be a Settler Child?
Long Ago Before I Was Born
Subtask 12
A Look At Life In Early Settler Times A Unit for Grade 3
50 mins
Resources
A Child's Day in Early Settler Times
BLM 18: A Pioneer Child's Day
14_pioneer child's day.cwk
A Pioneer Child's Day
Bobbie Kalman
A Child's Day
Bobbie Kalman & Tammy Everts
Early Settler Children
Bobbie Kalman
Early Schools
Bobbie Kalman
19th Century Girls and Women
Bobbie Kalman
A One Room School
Bobbie Kalman
Games From Long Ago
Bobbie Kalman
Classroom Games
Bobbie Kalman & Heather Levigne
Pioneer Recipes
Bobbie Kalman & Lynda Hale
Old-Time Toys
Bobbie Kalman & David Schimpky
Children's Clothing of the 1800s
Bobbie Kalman
Pioneer Girl
Maryanne Caswell & Lesley Grater
Schoolyard Games
Bobbie Kalman & Heather Levigne
Merrily Run the Reel
Inkwell Learning Materials
Laura: A Childhood Tale of Laura Secord
Maxine Trottier
19th Century Clothing
Bobbie Kalman
Notes to Teacher
IMPLEMENTATION NOTES
1. This could be an independent, small group, or whole class activity depending on the number of copies of the
story that are available. If there are limited copies of the story, the story could be shared with the class on an
overhead.
Teacher Reflections
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The Community - Research, Create & Present
Subtask 13
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
300 mins
Description
In small groups students will research the role of one member of a settler community. They will locate key
information about how and where this individual would fulfil his/her role and why he/she is an important part of
the community. Students will then create props such as models of buildings and shadow puppets to use
when they present their findings to the class.
Expectations
3z14 A
3z15 A
3z16
3z17 A
3z13
3z29
3z27
– describe the lifestyles of male and female
pioneers, and the various roles of individuals in a
pioneer settlement.
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– ask questions to gain information and explore
alternatives (e.g., concerning relationship between
community and environment);
– locate key information about pioneer communities
from primary sources (e.g., local museums; pioneer
houses, forts, villages) and secondary sources (e.g.,
maps, illustrations, print materials, videos,
CD-ROMs);
– describe the major components of a pioneer
village or settlement (e.g., grist mill, church, school,
general store, blacksmith’s shop);
– compare past and present techniques of
processing products (e.g., production of maple
syrup/sugar, lumber, and grain products);
– compare tools used by the pioneers to today’s
tools (e.g., hand saw/power saw);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working In Pairs
Teaching / Learning Strategies
Field Trip
Research
Model Making
Note-making
Assessment
The teacher will create peer and group
evaluation forms for working in a group and
listening to a presentation.
The rubric is for teacher evaluation of the
group work and presentations.
Assessment Strategies
Classroom Presentation
Observation
Assessment Recording Devices
Rubric
Teaching / Learning
1. Initiate a discussion with the whole class about who the members of a settler community were. (Students
could be provided with a variety of books in order to gather ideas about who might be a member of a settler
community.)
2. Record the students' ideas on chart paper.
3. In partners or small groups (depending on the number of students in the class) the students sign up for a
member of the settler community that they will begin to research.
4. Take a field trip to an early settler village/historical museum for further research.
5. Working in partners or small groups, and using a variety of sources, the students locate key information
about how and where their assigned community members would fulfill his/her role and why he/she was an
important part of the community. (See Blackline Master 19: Community Member Note-Taking Organizer.) You
may wish to use the format given or modify it as necessary. Students could type their final drafts of notes
using a word processing program.
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The Community - Research, Create & Present
Subtask 13
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
300 mins
6. After gathering key information students create props, models of buildings, and a shadow puppet of their
individual.
7. Students present their findings about their community members to the class using their props, models, and
shadow puppets.
8. Audience members complete a peer-evaluation of each group's presentation and their own group's
collaboration during their research.
9. Students add their finished products to the class early settler community model.
ONGOING ACTIVITIES
1. Students will add any new vocabulary to the word wall.
2. Students will add an entry to their Plant Growth Observation Logs.
Adaptations
Resources
The Community
BLM 20: Ontario Museums & Historic Sites 15_Ont Historic Sites.cwk
BLM 19: Community Member Note-Taking 15_note-taking organizer.cwk
Organizer
Discovering Canadian Pioneers
Marlene & Reginald Gutsole
Historic Communities Series
Bobbie Kalman
A Pioneer Story: The Daily Life of a
Canadian Family in 1840
The Ontario Curriculum: Mathematics
Barbara Greenwood
The Ontario Curriculum: Science &
Technology
Early Settler Life Series
Ministry of Education and Training
Pioneer Life from A to Z
Bobbie Kalman
Pioneer Dictionary
Bobbie Kalman & Jane Lewis
Community Helpers from A-Z
Bobbie Kalman
Anne Langton and Pioneering in Upper
Canada
L. Doris Baker
Ministry of Education and Training
Bobbie Kalman
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The Community - Research, Create & Present
Subtask 13
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
300 mins
In the Pioneer Home
Rosemary Neering & Stan Garrod
Laura: A Childhood Tale of Laura Secord
Maxine Trottier
We Are Canadians
CRB Foundation
A Pioneer Thanksgiving: A Story of
Barbara Greenwood
Harvest Celebrations in 1841
Black Creek Pioneer Village: Toronto's
Nick & Helma Mika and Gary Thompson
Living History Village
Pioneers: Time Travel to the 18th Century IRWIN Multimedia
Pioneer Life in Upper Canada
pioneer villages/historical museums
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The Community - Research, Create & Present
Subtask 13
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
300 mins
Notes to Teacher
PRIOR KNOWLEDGE
1. Students need to have developed background knowledge through a variety of sources (trips, videos,
films, books, photographs, CD ROMs).
2. Ensure that the students have prior knowledge of note-taking skills or this will need to be taught within
this subtask.
3. Use of the Internet should be carefully monitored but could be very useful.
PREPARATION
4. Collect a variety of sources of information for students to use in their research, for example: videos,
films, books, and photographs.
5. You may choose to send home a note to parents asking for artifacts, photos, newspapers, or any other
information they may have about pioneer life that can be shared with your class.
6. Collect a variety of materials (modelling clay, craft sticks, fabric, glue, construction paper, bristol board,
different sizes of boxes, etc.) for students to use when constructing their props, buildings, and shadow
puppets.
7. Reproduce the Blackline Master 19: Community Member Note-Taking Organizer (1/student) ahead of time.
IMPLEMENTATION NOTES
8. You may choose to take students on a field trip to an early settler village/historical museum for students
to gain first-hand experience with early settler life prior to this task. (See Blackline Master 20: Ontario
Museums & Historic Sites for possible field trip destinations.)
9. Let students know that their creations will become part of a class-created early settler community and
will be part of the Living History Fair.
10. You may want to give maximum measurements for models so that everyone's contributions are realistic
and reasonable.
11. You may want to assign a group of students to create the roads and plots of land for the early settler
community (glue and sand can be used for roads). This will provide a context of where the students'
models will be placed and arranged within the community.
12. You can modify the note-taking organizer as needed. The magazine format lends itself nicely to both
classroom presentation and use at the Living History Fair.
INTEGRATION
13. Geometry of 3-D shapes, measurement and structures & mechanisms can be strongly integrated
throughout this subtask.
Teacher Reflections
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Communities - Then and Now
Long Ago Before I Was Born
Subtask 14
A Look At Life In Early Settler Times A Unit for Grade 3
80 mins
Description
After listening to the group presentations about the role of community members, students will complete Venn
diagrams to demonstrate their understanding of the similarities and differences between the past and the
present.
Expectations
3z25 A
3z26 A
3z19
3z14
3z15 A
3m96
3m95 A
– compare and contrast life in a pioneer settlement
with that in their own community (e.g., with respect
to services, jobs, schools, stores, use of natural
resources);
– compare and contrast buildings in a pioneer
settlement with those of the present day;
– make and read a wide variety of graphs, charts,
diagrams, maps, and models for specific purposes
(e.g., to describe routes taken by the pioneers);
– describe the lifestyles of male and female
pioneers, and the various roles of individuals in a
pioneer settlement.
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– select appropriate methods (e.g., charts, Venn
diagrams) to cross-classify objects;
– use two or more attributes (e.g., colour, texture,
length) to sort objects and data;
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Classifying
Assessment
Assessment Strategies
Observation
Assessment Recording Devices
Rubric
Teaching / Learning
1. Initiate a discussion about the presentations the students watched.
2. Students think about the similarities and differences in the various jobs compared to that job today.
3. Instruct the students to complete several Venn Diagrams comparing their community to an early settler
community using the knowledge gained throughout all previous subtasks, especially Subtask 13.
4. The students complete a Venn diagram for each of the following topics: services/buildings, jobs, schools,
stores, and use of natural resources.
ONGOING ACTIVITIES
1. Students will complete two entries in their That Was Then, This Is Now booklets.
2. Students may revisit their My Questions About Early Settler Life worksheets to reflect on the questions
they had asked, determine if they have answered any of them, and to add any new questions they may
have.
3. Students will add an entry to their Plant Growth Observation Logs.
Adaptations
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Communities - Then and Now
Long Ago Before I Was Born
Subtask 14
A Look At Life In Early Settler Times A Unit for Grade 3
80 mins
Resources
Comparing Communities: Venn Diagrams
Notes to Teacher
PREPARATION
1. Review or teach what a Venn diagram is prior to this activity.
Teacher Reflections
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Social Activities in a Settler Community
Subtask 15
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
Description
Students will participate in two whole class and at least two individual, hands-on activities that demonstrate
social interactions within an early settler community.
Expectations
3z14 A
3z15 A
3z27
3z25
– describe the lifestyles of male and female
pioneers, and the various roles of individuals in a
pioneer settlement.
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– compare tools used by the pioneers to today’s
tools (e.g., hand saw/power saw);
– compare and contrast life in a pioneer settlement
with that in their own community (e.g., with respect
to services, jobs, schools, stores, use of natural
resources);
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Chanting
Tableau
Assessment
Assessment Strategies
Exhibition/demonstration
Response Journal
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
WHOLE CLASS ACTIVITIES (Day 1 - 60 minutes)
1. Decide on two activities that will be completed by the whole class. There are a number of options listed
below. Detailed instructions for three of these activities are included as Blackline Master 21 and 22.
2. After each whole class activity the class should discuss their feelings and thoughts about the activity and
discuss what they learned about how early settlers played and worked together as a community. Make sure
to stress the social, economic, and practical importance of these activities.
Possible Whole Class Activities
- barn-raising bee
- quilting bee (see Blackline Master 21: Spelling & Quilting Bee)
- house-building bee (see Blackline Master 22: House Building Bee)
- taffy-pulling bee
- husking bee
- school yard games
- spelling bee (see Blackline Master 21: Spelling & Quilting Bee)
LEARNING CENTRES (Day 2 - 60 minutes)
These activities allow students to explore other experiences of early settler community members and
reinforce the importance of these experiences to daily living through hands-on learning.
1. You may choose which learning centres to include. Instruction cards for suggested centres are included
in Blackline Master 23: Social Activity Cards. The activities included are rag-rug making, weaving, toy making,
indoor school games, yarn-doll making, candle making, lantern making, and pomanders making.
2. Students complete at least two learning centre activities.
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Social Activities in a Settler Community
Subtask 15
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
120 mins
3. As each student completes a learning centre they must complete a response card for that centre.
4. When each student has completed at least two learning centre activities they will write at least two entries
into their That Was Then, This Is Now booklets.
5. The items made at the learning centres will become components of the Living History Fair.
ONGOING ACTIVITIES
1. Students will add new vocabulary to the word wall.
2. Students may revisit their My Questions About Early Settler Life worksheets to reflect on their questions,
determine if they have answered any of their questions, and to add any new questions they may have.
Adaptations
Resources
BLM 21: Teacher Information: Spelling &
Quilting Bee
BLM 22: Teacher Information: House
Building Bee
BLM 23: Social Activity Cards
17_Class Quilt.cwk
Schoolyard Games
Bobbie Kalman & Heather Levigne
Classroom Games
Bobbie Kalman & Heather Levigne
Pioneer Projects
Bobbie Kalman
Pioneer Crafts
Barbara Greenwood & Heather Collins
Old-Time Toys
Bobbie Kalman & David Schimpky
Selina and the Bear Paw Quilt
Barbara Smucker
Boys and Girls Come Out to Play
Inkwell Learning Materials
Victorian Toy Maker
Inkwell Learning Materials
Pioneer Christmas Crafts
Heather Patterson & Joanna Rice
17_House Raising.cwk
17_Social Activities.cwk
construction paper
craft sticks
materials as indicated in BLM 23: Social
Activity Cards
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Social Activities in a Settler Community
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 15
120 mins
Notes to Teacher
PRIOR KNOWLEDGE
1. Students will have already discussed the various roles and contributions of individuals within an early
settler community in Subtasks 13 & 14. Using this knowledge, students will use this learning to develop an
understanding of how settler communities worked and played collaboratively together.
PREPARATION
2. You need to set up the various learning centres in the classroom.
3. Create a Social Activity Response Card based on the following reflections: I think this activity was
important to early settlers because..., I think that settlers could have used what they created for..., While I
was finishing this activity I felt... .
IMPLEMENTATION NOTES
3. This task could be collaboratively organized with your school librarian, with some of the learning centres
taking place within the library.
4. This task could be collaboratively organized with another grade 3 class within your school, dividing the
learning centres between both classrooms.
5. Students should know where they should store completed activities.
Teacher Reflections
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That was Then, This is Now
Long Ago Before I Was Born
Subtask 16
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
Description
Students were expected to keep ongoing learning logs in which they individually recorded their
observations using illustrations and written accounts throughout the unit (as explained in Subtask 3 and
10). At this time students will make final entries and revisions to their That Was Then, This Was Now
booklets and their Plant Growth Observation Logs and hand them in with their individual unit folders or
portfolios.
Expectations
3e1 A
3z3 A
3z15 A
3z20 A
3z10
3z29 A
3z27 A
3z26 A
3z25 A
3z24 A
• communicate ideas and information for specific
purposes and to specific audiences (e.g., write a
notice for a community newspaper advertising an
upcoming school event);
• describe changes that have occurred in their
communities since the time of the early settlers.
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– communicate information, using media works, oral
presentations, written notes and descriptions, and
drawings (e.g., design a poster advertising a
pioneer tool).
– describe the influence of Aboriginal peoples and
pioneers in the area of farming methods (e.g., the
use of crop rotation);
– compare past and present techniques of
processing products (e.g., production of maple
syrup/sugar, lumber, and grain products);
– compare tools used by the pioneers to today’s
tools (e.g., hand saw/power saw);
– compare and contrast buildings in a pioneer
settlement with those of the present day;
– compare and contrast life in a pioneer settlement
with that in their own community (e.g., with respect
to services, jobs, schools, stores, use of natural
resources);
– compare and contrast the lives (e.g., daily
routines) of pioneer and present-day children of
similar ages;
Groupings
Students Working Individually
Teaching / Learning Strategies
Learning Log/ Journal
Assessment
Rubric: That Was Then, This is Now
Booklets.
An anecdotal record is kept for the Plant
Growth Observation Log.
Assessment Strategies
Learning Log
Assessment Recording Devices
Rubric
Anecdotal Record
Teaching / Learning
THAT WAS THEN, THIS IS NOW BOOKLET (40 minutes)
1. Instruct students to complete and finalize their That Was Then, This Is Now booklets and make any
necessary revisions for final completion.
2. Expect a minimum of eight pages. Many students may find it enriching to think of other differences and
add pages on their own. On the final page of the booklet students write a concluding paragraph responding
to the question, "Why is this information important?"
3. Provide students with class time or assign for homework the completion of this booklet.
4. Assign a final due date and collect the booklets for evaluation.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:46 AM Page C-43
That was Then, This is Now
Long Ago Before I Was Born
Subtask 16
A Look At Life In Early Settler Times A Unit for Grade 3
60 mins
5. The booklets may be displayed during the Living History Fair.
PLANT GROWTH OBSERVATION LOG (20 minutes)
1. Encourage the students to complete all entries in their Plant Growth Observation Logs, reminding them to
include as much detail as possible (measurements, number of leaves, condition of soil, etc.).
2. These logs will be assessed for completeness and accuracy however, you may wish to further assess
these logs within the strand Life Systems: Growth and Changes in Plants.
Adaptations
Resources
That was Then, This is Now Booklets
Notes to Teacher
EXTENSION
1. You may wish to photocopy Blackline Master 1: Who were the early settlers? and Blackline Master 7:
Who was living here when the first settlers arrived?. These pages could be completed a second time,
giving students the opportunity to demonstrate the knowledge they have gained throughout this unit. This
will provide you with information about individual students and their growth and will help you to focus on
components of the unit which may require further investigation. This provides an excellent opportunity for
students to become aware of what they have learned.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:46 AM Page C-44
A Living History Fair
Subtask 17
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
160 mins
Description
Students will be expected to present at a Living History Fair. They will take on various roles of community
members from Upper Canada in order to share what it was like to live in early settler times. Students will take
on these roles in small groups. Drawing on work already completed during the unit, each group will plan,
create, and dramatically present its community member's story at a booth during the Living History Fair.
Expectations
3z6
3z8
3z9
3z10
3z11
3z12
3z13
3z14
3z15 A
3z18
3z25
3z20 A
3z26
3z27
3z28
3z29
3z16 A
– identify the Aboriginal peoples located in Upper
Canada at the time of first settlement;
– explain how the St. Lawrence River and Great
Lakes were important to the settlement of Upper
Canada (e.g., for trade and transportation);
– explain how the pioneers used natural resources
(e.g., water, forests, land);
– describe the influence of Aboriginal peoples and
pioneers in the area of farming methods (e.g., the
use of crop rotation);
– identify the contributions of Aboriginal peoples to
pioneer settlement (e.g., medicine, food, and
exploration);
– describe Aboriginal communities prior to pioneer
settlement;
– describe the major components of a pioneer
village or settlement (e.g., grist mill, church, school,
general store, blacksmith’s shop);
– describe the lifestyles of male and female
pioneers, and the various roles of individuals in a
pioneer settlement.
– use appropriate vocabulary (e.g., grist mill,
pioneers, settlement, general store, blacksmith, St.
Lawrence River, Great Lakes, Aboriginal peoples) to
describe their inquiries and observations;
– collect and evaluate information about human and
environmental interactions during the early
settlement period;
– compare and contrast life in a pioneer settlement
with that in their own community (e.g., with respect
to services, jobs, schools, stores, use of natural
resources);
– communicate information, using media works, oral
presentations, written notes and descriptions, and
drawings (e.g., design a poster advertising a
pioneer tool).
– compare and contrast buildings in a pioneer
settlement with those of the present day;
– compare tools used by the pioneers to today’s
tools (e.g., hand saw/power saw);
– investigate pioneer diet and compare it to that of
present-day people (e.g., snacks, beverages,
breakfast, lunch, dinner);
– compare past and present techniques of
processing products (e.g., production of maple
syrup/sugar, lumber, and grain products);
– ask questions to gain information and explore
alternatives (e.g., concerning relationship between
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Oral Explanation
Simulation
Demonstration
Assessment
Many of the elements at the Fair have
previously been assessed but the teacher is
now looking for an overall understanding
and the students' ability to communicate
what they have learned. It is recommended
that teachers give positive feedback as well
as suggestions for further growth.
Assessment Strategies
Performance Task
Exhibition/demonstration
Assessment Recording Devices
Rubric
Anecdotal Record
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:46 AM Page C-45
A Living History Fair
Subtask 17
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
160 mins
community and environment);
Teaching / Learning
1. Divide students into groups that are responsible for one booth in the fair. (See suggested set up in
Blackline Master 24: Instructions & Student Worksheets for the Living History Fair.) Some students may have
a definite preference as to which booth they would like to develop.
2. Work with students to collaboratively collect, sort, and choose material (created during the unit) to be
included in the fair.
3. Students plan their presentations, plan and create their booths, and rehearse their performances. (See
Blackline Master 24: Instructions & Student Worksheets for the Living History Fair.)
4. Students rehearse their performances with peers and give suggestions to one another.
5. With students, set up the booths for the Living History Fair.
6. As a dress rehearsal, the students present their booths, one booth at a time, to the class. This allows all
students to view the presentations and allows you to evaluate the group presentations using the Rubric:
Living History Fair Unit Evaluation.
7. During the dress rehearsal students are responsible for completing Living History Fair Reflections (see
Blackline Master 24) taking into account the questions they asked themselves on their My Questions About
Early Settler Life worksheets.
8. When other groups visit the fair you act as a tourist walking through the fair and look for evidence of
knowledge, understanding, and communication of the various topics. See Rubric: Living History Fair Unit
Evaluation.
9. Invite other classes, groups of students, or parents to visit the Living History Fair. Continue to evaluate
student performance. Students work their booths and answer questions.
Adaptations
Resources
Living History Fair Unit Evaluation
BLM 24: Instructions & Student
Worksheets for the Living History Fair
cardboard or science boards
21_Living History Fair.cwk
Student selected materials
student work
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:46 AM Page C-46
A Living History Fair
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Subtask 17
160 mins
Notes to Teacher
IMPLEMENTATION NOTES
1. The size of the Living History Fair and its audience can be adapted to the needs of the class involved.
2. When planning the fair students may be encouraged to create advertisements to promote their presentation.
They can provide input into the guest list.
3. An added table should be included to display any other completed items not displayed in the booths (for
example: That Was Then, This Is Now booklets, Clearing the Land procedure booklets, Bird's-Eye View posters,
crafts that were made, etc.).
4. Students should create a title in the form of a banner using a computer. Students should all use the same
font and font size to provide continuity to the appearance of the booths at the fair.
5. As classes/visitors come to the fair, encourage them to listen to the presentations and ask questions about
information that may not have been presented.
Teacher Reflections
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Appendices
Long Ago Before I Was Born
A Look At Life In Early Settler Times
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:53 AM
Resource List
Page 1
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Rubric
A Child's Day in Early Settler Times
2
Bird's Eye View of Early Settler Homestead
3
ST 12
ST 8
Comparing Communities: Venn Diagrams
3
ST 14
Early Settlers' Journey to Upper Canada
3
ST 5
Living History Fair Unit Evaluation
3
My Personal Times
3
ST 17
ST 2
BLM 21: Teacher Information: Spelling &
Quilting Bee
17_Class Quilt.cwk
ST 15
BLM 22: Teacher Information: House Building
Bee
17_House Raising.cwk
ST 15
BLM 23: Social Activity Cards
17_Social Activities.cwk
ST 15
BLM 24: Instructions & Student Worksheets for
the Living History Fair
21_Living History Fair.cwk
ST 17
BLM 3: Origins of Early Settlers Map
4_origins routes.cwk
Answer key.
ST 4
BLM 4: Across the Ocean to a New Life
5_Across the Ocean.cwk
ST 5
ST 16
BLM 5: Sample Letter to Read Aloud
5_Petranella's letter.cwk
ST 5
That was Then, This is Now Booklets
2
ST 13
BLM 6: Letter Organizer
5_letter organizer.cwk
ST 5
The Community
3
To be used when students are working on their
presentation and during their presentation.
BLM 7: Who was living here when the first
settlers arrived?
7_Who was Living There.cwk
ST 6
BLM 8: Aboriginal Peoples In Upper Canada map
7_aboriginal peoples a.cwk
Answer Key.
ST 6
BLM 9: First Nations History Resources
8_first nations sites2.cwk
ST 7
Blackline Master / File
BLM 1: Who Were the Early Settlers?
9_Who were the pioneers.cwk
ST 3
BLM 10: Settlement Areas in Upper Canada map
9_early settlement areas a.cwk
Answer key.
ST 8
BLM 11 & 14: The Legend and Farming
Information
11_The Three Sisters.cwk
ST 10
BLM 12: Plant Growth Observation Log
11_My Plant Growth.cwk
ST 10
BLM 13: Making Maple Syrup - Past & Present
11_Maple Syrup.cwk
ST 10
BLM 15 & 16: Teacher Instructions for Making
Corn Husk Dolls & Pemmican
12_Cornhusk doll 2.cwk
ST 11
BLM 17: Aboriginal Learning Centres Cards
12_Aboriginal.cwk
ST 11
BLM 18: A Pioneer Child's Day
14_pioneer child's day.cwk
ST 12
BLM 19: Community Member Note-Taking
Organizer
15_note-taking organizer.cwk
ST 13
BLM 2: Teacher Information: Origins of Early
Settlers
4_Origins Background.cwk
BLM 20: Ontario Museums & Historic Sites
15_Ont Historic Sites.cwk
ST 4
ST 13
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Resource List
Page 2
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Licensed Software
Neighborhood Walks
ST 1
Print
19th Century Clothing
ST 12
Bobbie Kalman
0-86505-493-2
An overview of the clothing worn by men, women in
children throughout the 1800s.
19th Century Girls and Women
ST 12
Bobbie Kalman
0-86505-434-7
An overview of all aspects of life for women and girls
during the 1800s.
A Child's Day
ST 12
Bobbie Kalman & Tammy Everts
0-86505-514-9
Describes a pioneer child's typical day using a variety
of subheadings outlining the key components of daily
life.
A One Room School
ST 12
Bobbie Kalman
0-86505-517-3
A description of what it was like to go to school during
early settler times. Part of Bobbie Kalman's Historic
Communities series.
A Pioneer Story: The Daily Life of a Canadian
ST 9
Family in 1840
Barbara Greenwood
1-55074-128-4
An excellent resource that uses factual information and
stories to describe the life of an early Upper Canadian
family.
A Pioneer Story: The Daily Life of a Canadian
ST 11
Family in 1840
Barbara Greenwood
1-55074-128-4
An excellent resource that uses factual information and
stories to describe the life of an early Upper Canadian
family.
A Pioneer Story: The Daily Life of a Canadian
ST 13
Family in 1840
Barbara Greenwood
1-55074-128-4
A combination of story and factual articles that
describes pioneer life of a Canadian family in 1840.
A Pioneer Story: The Story of a Canadian Family
in 1840
Barbara Greenwood
1-55074-128-4
Outlines maple syrup production, its uses and the
influence of Native methods.
ST 10
A Pioneer Thanksgiving: A Story of Harvest
ST 13
Celebrations in 1841
Barbara Greenwood
1-55074-574-3
A combination of factual information and stories that
describe harvesting and Thanksgiving Celebrations.
a variety of community maps
ST 1
A Pioneer Child's Day
ST 12
Bobbie Kalman
0-13-786443-4
Found in Collections 3: Carving New Frontiers published
by Prentice Hall Ginn. This is a more condensed
version of Bobbie Kalman's story A Child's Day.
An Algonquian Year: The Year According to the
ST 7
Full Moon
Michael McCurdy
0-618-00705-9
This book details the life of the Algonquian people in the
past in each month and season.
A Pioneer Story: Daily Life of a Canadian Family
in 1840
Barbara Greenwood
1-55074-128-4
See Granny's Story page 68-75.
Anne Langton and Pioneering in Upper Canada
Unit
L. Doris Baker
0-7725-1548-4
A teacher resource describing the life of Anne Langton
(true story) from 1830s to 1880s. This book describes
many aspects of early settler life.
ST 4
A Pioneer Story: The Daily Life of a Canadian
Unit
Family in 1840
Barbara Greenwood
1-55074-128-4
An excellent resource including factual information and
fictional stories that describe all aspects of early settler
life.
A Pioneer Story: The Daily Life of a Canadian
ST 8
Family in 1840
Barbara Greenwood
1-55074-128-4
An excellent resource combining factual information with
stories about the life of an early Upper Canadian family.
Anne Langton and Pioneering in Upper Canada
ST 13
L. Doris Baker
0-7725-1548-4
A teacher resource that describes Anne Langton's life
(a true story) from the 1830s to 1880s.
Black Creek Pioneer Village: Toronto's Living
ST 13
History Village
Nick & Helma Mika and Gary Thompson
1-896219-64-0
A teacher resource that contains some good colour
photographs of activities that took place in early settler
communities and some background information about
these activities.
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Resource List
Page 3
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Boys and Girls Come Out to Play
ST 15
Inkwell Learning Materials
A consumable book of rhymes and games played by
early settler children.
Children Just Like Me
ST 1
Barnabas and Anabel Kindersley
1-55168-019-x
This book contains a series of images depicting children
from around the world. The photographs illustrate such
topics as shelter, lifestyle and recreation.
Children's Clothing of the 1800s
Bobbie Kalman
0-86555519-x
ST 12
Classroom Games
ST 12
Bobbie Kalman & Heather Levigne
0-86505-470-3
A description of games played during school. Part of
Bobbie Kalman's Historic Communities series.
Classroom Games
ST 15
Bobbie Kalman & Heather Levigne
0-86505-470-3
A description of games played in school during early
settler times.
Community Helpers from A-Z
ST 13
Bobbie Kalman
0865054045
A look at present day community members and their
roles.
Dance Pioneer Dance
ST 5
Rick Walton & Brad Teare
1573452432
A poem sharing the dancing and fun part of travelling on
the trail to a new home.
Early Settler Activity Guide
Unit
Elizabeth Stenson
0-86505-036-8
A Teacher's Guide for the Early Settler Life Series by
Bobbie Kalman.
Early Settler Children
ST 12
Bobbie Kalman
0-86505-018-x
A description of the life of children in early settler times.
This is part of Bobbie Kalman's Early Settler Life Series.
Early Settler Life Series
Unit
Bobbie Kalman
Although an older resource and slightly more difficult for
students to read, this series is still a good source of
information. There are a variety of books in this series
that cover early settler life.
Early Settler Life Series
ST 13
Bobbie Kalman
Although an older resource and slightly more difficult for
students to read, this series is still a good source of
information. There are a variety of books in this series
that cover early settler life.
Eleanora's Diary: The Journals of a Canadian
Unit
Pioneer Girl
Caroline Parry
0-590-74096-2
A book based on the journals of Eleanora Hallen who
was born in England and came to Upper Canada in the
1830s. The book is prefaced throughout by the author
but the entries are from Eleanora's actual diary. The
author provides context for the entries. An excellent
teacher resource to read aloud as a primary and
secondary source document. The journal documents
her life in England, her journey and life in Canada.
Discovering Canadian Pioneers
Unit
Marlene & Reginald Gutsole
0-19-541325-3
An excellent resource describing many aspects of early
settler life and how Aboriginal peoples assisted them.
Encounters
ST 11
Jane Yolen
015201389x
This book describes first contact between First Nations
people and European explorers from the two different
perspectives (European and Aboriginal).
Discovering Canadian Pioneers
ST 11
Marlene & Reginald Gutsole
0-19-541325-3
An excellent resource describing many aspects of early
settler life and how Aboriginal peoples assisted them.
Farming
Bobbie Kalman
0865059152
A part of the Historical Etchings series.
ST 9
First Steps Writing Resource Book
Education Department of Western Australia
ST 9
Discovering Canadian Pioneers
ST 13
Marlene & Reginald Gutsole
0-19-541325-3
Describes different members of a pioneer community
and their roles.
Doctor Knickerbocker and Other Rhymes
Unit
David Booth & Maryann Kovalski
1-55074-079-2
A collection of schoolyard rhymes, past and present.
Early Schools
ST 12
Bobbie Kalman
0-86505-014-7
Description of school life in early settler times. This is
part of Bobbie Kalman's series Early Settler Life.
Games From Long Ago
ST 12
Bobbie Kalman
0-86505-521-1
An overview of early settler games. Part of Historic
Communities series.
Historic Communities Series
Unit
Bobbie Kalman
There is a wide variety of books in this series that deal
with various aspects of early settler life, the community
members and their roles.
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Resource List
Page 4
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Historic Communities Series
ST 13
Bobbie Kalman
There is a wide variety of books in this series that deal
with various aspects of early settler life, the community
members and their roles.
Laura: A Childhood Tale of Laura Secord
ST 12
Maxine Trottier
0-439-98724-5
A fictional account about the early life of a girl who
would grow up to become a Canadian hero.
History of Canadian Gardening
ST 8
Carol Martin
1-55278-167-4
A teacher resource describing gardening and farming
throughout Canadian history.
Laura: A Childhood Tale of Laura Secord
ST 13
Maxine Trottier
0-439-98724-5
A fictional account about the early life of a girl who
would grow up to become a Canadian hero.
Homeplace
ST 2
Anne Shelby
0-531-06882-x
A beautifully illustrated book that depicts the history of
a homestead and the family that lived there over 200
years.
Life and Times of the Apple
ST 10
Charles Micucci
0-531-05939-1
A historical look at the apple and how it came to North
America.
If you lived with the Iroquois
ST 7
Ellen Levine
0-590-67445-5
Questions are posed by the author and then answered.
The questions relate to life in the past (technology,
lifestyle etc.). This book is written at the Junior level
and contains many illustrations.
In the Pioneer Home
ST 11
Rosemary Neering & Stan Garrod
0-88902-187-2
An overview of activities and chores that took place in
an early settler home. The focus is a family farm and
the activities include food preparation and household
goods. There is reference to how the First Nations
assisted the settlers.
In the Pioneer Home
ST 13
Rosemary Neering & Stan Garrod
0-88902-187-2
An overview of activities and chores that took place in
an early settler home. The focus is a family farm and
the activities include food preparation and household
goods. There is reference to how the First Nations
assisted the settlers.
Ininatig's Gift of Sugar: Traditional Native
ST 10
Sugarmaking
Laura Waterman Wittstock
0-8225-9642-3
A non-fiction children's book for Grade 3-6. An Ojibway
elder describes the step-by-step process of processing
sap and tells the story of the gift of maple sap.
Includes colour photographs.
Johnny Appleseed
ST 10
Reeve Lindbergh
0-316-52634-7
A beautifully illustrated poem about Johnny Appleseed.
Johnny Appleseed: A Tall Tale Retold and
Illustrated
Steven Kellogg
0688-06417-5
Enjoyable tale for young readers.
ST 10
Maple Moon
ST 10
Connie Brummel Crook
0773760989
A story about the First Nations method of harvesting
sap and making maple syrup.
Merrily Run the Reel
ST 12
Inkwell Learning Materials
A consumable resource describing chores done on a
farm both past and present throughout a year.
Old-Time Toys
ST 12
Bobbie Kalman & David Schimpky
0-86505-520-3
A description of toys early settler children would play
with. Part of Bobbie Kalman's Historic Communities
series.
Old-Time Toys
ST 15
Bobbie Kalman & David Schimpky
0-86505-520-3
A description of toys early settler children would play
with. Part of Bobbie Kalman's Historic Communities
series.
Pettranella
ST 4
Betty Waterton
2840830078
Also found in the Collections 3: Carving New Frontiers
published by Prentice Hall Ginn ISBN 0-13-786443-4.
The story of a girl who comes to Canada from Europe as
an early settler.
Pioneer Christmas Crafts
Heather Patterson & Joanna Rice
0-590-51514-4
Christmas crafts made with simple materials and
includes step-by-step colour photographs.
ST 15
Pioneer Crafts
ST 15
Barbara Greenwood & Heather Collins
1-55074-359
An instruction book illustrating various useful tools and
possible craft activities for students.
Pioneer Dictionary
Unit
Bobbie Kalman & Jane Lewis
0-86505-420-7
A dictionary of early settler related words. An excellent
resource for any classroom. Part of the AlphaBasiCs
series.
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Resource List
Page 5
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Pioneer Dictionary
ST 13
Bobbie Kalman & Jane Lewis
0-86505-420-7
A dictionary of early settler related words. An excellent
resource for any classroom. Part of the AlphaBasiCs
series.
Pioneer Girl
Maryanne Caswell & Lesley Grater
0887765505
This is a brand new book published April 2001.
ST 12
Pioneer Life
Unit
Natalie Quinn
0-919972-37-3
A teacher resource with Blackline Masters about various
aspects of early settler life.
Pioneer Life
ST 8
Natalie Quinn
0-919972-37-3
A teacher resource with Blackline Masters about various
aspects of early settler life.
Pioneer Life
ST 9
Natalie Quinn
0-919972-37-3
A teacher resource with Blackline Masters about various
aspects of early settler life.
Pioneer Life from A to Z
Unit
Bobbie Kalman
0-86505-406-1
An alphabet book containing details about various
aspects of pioneer life. Part of the AlphaBasiCs series.
Pioneer Life from A to Z
ST 13
Bobbie Kalman
0-86505-406-1
An alphabet book containing details about various
aspects of pioneer life. Part of the AlphaBasiCs series.
Pioneer Projects
ST 15
Bobbie Kalman
0-86505-467-3
Describes a number of toys and games that children
would have used and provides instructions about how to
make them.
Pioneer Recipes
ST 12
Bobbie Kalman & Lynda Hale
0-86505-468-1
A book of recipes and historical background about food
that early settlers prepared and ate. Part of Bobbie
Kalman's Historic Communities series.
Rethinking Columbus
Unit
ed. Bill Bigelow & Bob Peterson
0-942961-20-x
An excellent teacher resource which covers many
issues around the study of history and First Nations
history.
Schoolyard Games
ST 12
Bobbie Kalman & Heather Levigne
0-86505-471-1
A description of games played outdoors at school in
early settler times. Part of Bobbie Kalman's Historic
Communities series.
Schoolyard Games
ST 15
Bobbie Kalman & Heather Levigne
0-86505-471-1
A description of games played outdoors during school in
early settler times.
Selina and the Bear Paw Quilt
ST 4
Barbara Smucker
0-7737-5837-2
The story of a family emigrating from the United States
to Canada.
Selina and the Bear Paw Quilt
ST 15
Barbara Smucker
0-7737-5837-2
The story of a family emigrating from the United States
to Upper Canada. It emphasizes the importance of
quilts, the hard work it takes to make them and the
beauty of the quilts made.
Sweet Clara and the Freedom Quilt
ST 4
Deborah Hobson
0679874720
A beautiful story of a young slave girl who creates a
quilt which secretly shows a map to freedom in the
north.
Tasting the Trees
ST 10
Agri-Food Education Inc.
A teacher resource package about maple sugar
production in Ontario. This includes a teacher's guide
and 10 minute video.
The Courage of Sarah Noble
ST 11
Alice Dalgliesh
0-689-71540-4
An easy to read novel about the true story of Sarah
Noble. It is set in the United States in 1707 and
describes the changes in her life and her relationship
with the Aboriginal People. ** Some discussion of
terminology used in this book will be necessary.
The Farmer Through History
ST 10
Peter Chrisp
1-56847-011-8
A teacher resource that outlines the history of farming
from hunter and gatherer societies to present times.
The Freedom Seekers: Blacks in Early Canada
Unit
Daniel G. Hill
0-7737-5558-6
An excellent teacher resource that provides background
information on the history of black people in Canada.
Very good photographs/illustrations and maps to assist
in the study of early history.
The House on Maple Street
Bonnie Pryor
0688120318
The story of a piece of land over 300 years.
ST 2
The Last Safe House: A Story of the Underground
Railroad
Barbara Greenwood
1-55074-509-3
Describes the journey of a girl to Upper Canada to
escape slavery in the United States.
ST 4
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Resource List
Page 6
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
The Little House
ST 2
Virginia L. Burton
0-395181-569
The story of a country house that becomes surrounded
by a big city over time.
The Meaning of Respect
ST 10
Dave Bouchard
0-921-1827-377
This story describes the importance of respecting the
environment and one another.
The Ontario Curriculum: Mathematics
Ministry of Education and Training
Strands: Geometry and Measurement
ST 13
The Ontario Curriculum: Science & Technology
Ministry of Education and Training
Structures and Mechanisms Strand: Stability
ST 13
The Sugaring-Off Party
ST 10
Jonathan London
1-895555-89-2
A modern story about maple sugar production in
Quebec. The story is told from the Grandmother's
perspective as she reminisces about a maple sugar
celebration when she was a child. This story describes
an early form of maple sugar production.
Victorian Toy Maker
ST 15
Inkwell Learning Materials
A consumable book that provides detailed instructions
about how to make toys.
wall map of the world
Media
A Grand Musical Entertainment: Grassroots
Unit
Music of Early Ontario
Ontario Historical Society
Toronto
A well researched compilation of "immigrant" music from
early Upper Canada. Includes music from Scottish,
Irish, French, English, German, Anglo and
Afro-American origins. Includes brief histories of each
piece.
Pioneer Community
307.7 WIL
A kit which can be used as a resource for learning
about early settler communities.
Unit
Pioneer Home
630.9 WIL
A kit which looks at different early settler shelters.
Unit
Pioneers: Time Travel to the 18th Century
ST 13
IRWIN Multimedia
A new CDRom that includes interviews with interpreters
depicting life during early settler times. Although
focussing a great deal on the history of the eastern
provinces, some information is relevant to the study of
Upper Canada.
ST 4
We Are Canadians
ST 4
CRB Foundation
This is an Intermediate level resource however Sections
4: Loyalists and Refugees and Section 5: The Great
Migration have broadsheets and profiles of various
people who came to Upper Canada, why they came and
what they did here. There are pictures and text
included on these sheets.
We Are Canadians
ST 7
CRB Foundation
This is an Intermediate level resource however Section
2: First Peoples includes broadsheets detailing what life
was like for Aboriginal Peoples of various Nations and
includes biographies of First Peoples.
We Are Canadians
ST 13
CRB Foundation
This is an Intermediate level resource however Section
5:The Great Migration of this resource has information
cards with pictures and some text showing various roles
of community members and their tools.
What is a Community? From A to Z
Bobbie Kalman
0-86505-384-7
ST 1
Windows
ST 2
Jeannie Baker
N-O-688-08917-8
A book without words showing changes that take place
over a lifetime - both in a human terms and landscape.
This book is out of print but may be in your library.
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Resource List
Page 7
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Website
Canada's Native People
ST 6
http://www.pch.gc.ca/csp-pec/english/about/native/i
ndex.htm
General teacher information about the history and future
concerns of Aboriginal people, the environment and
various nations.
Department of Indian and Northern Affairs
ST 6
http://www.ainc-inac.gc.ca/index_e.html
Information site listing all current issues of First Nations
people, includes book lists and historical information.
The Kid Stop link is a student friendly area that covers
basic historical information and opportunties to hear
various languages.
Material
1 pair of snowshoes
ST 11
2 stones to grind corn with
ST 11
beef jerky
ST 11
cardboard or science boards
1
per group
ST 17
chart paper
ST 1
chart paper
ST 3
chart paper
ST 4
chart paper
ST 5
Native American Technology and Art
ST 7
http://www.nativetech.org
Teacher resource site that includes information about
lifestyles, recipes, tools, poetry/stories, games/toys
etc. There are photographs and illustrations throughout.
This website is not at a Grade 3 reading level.
chart paper
ST 7
chart paper
ST 8
collection of transportation pictures
ST 5
construction paper
ST 3
Native American Technology and Art
ST 11
http://www.nativetech.org
Teacher resource site that includes information about
lifestyles, recipes, tools, poetry/stories, games/toys
etc. There are photographs and illustrations throughout.
This website is not at a Grade 3 reading level.
construction paper
ST 15
Peace for Turtle Island
ST 7
http://www.peace4turtleisland.org
A website discussing the Iroquois nations. Includes
information about longhouses, books, lacrosse,
museums, cultural centres, clothing, cultural sensitivity
and frequently asked questions. Pictures and
photographs are included. Students would require
teacher assistance.
construction paper 11x18
construction paper for folders
construction paper scraps
ST 9
ST 11
ST 7
corn husks
ST 11
craft sticks
ST 15
dried corn
ST 11
eye of a potato
ST 10
lacrosse stick
ST 11
large sheets of paper for maps
ST 1
Pioneer Life in Upper Canada
ST 4
http://www.pioneerlife.ca
A student friendly website that provides background,
maps and pictures about early settler life in Upper
Canada.
leather samples or deer hide
markers, crayons
ST 7
Pioneer Life in Upper Canada
ST 5
http://www.pioneerlife.ca
A student friendly website that provides background,
maps and pictures about early settler life in Upper
Canada.
markers, crayons, pencil crayons
ST 1
Pioneer Life in Upper Canada
ST 13
http://www.pioneerlife.ca
A student friendly website that provides background,
maps and pictures about early settler life in Upper
Canada.
mural paper
ST 7
overhead transparency
1
per class
ST 6
paints
ST 7
Schoolnet's First Peoples
ST 7
http://aboriginalcollections.ic.gc.ca
A teacher resource containing histories of different
Aboriginal communities. Teachers can look under the
subject link "History" or can do a search by nation (this
can provide information about culture, lifestyle, legends
etc.).
manilla drawing paper 18x24
maple syrup/maple syrup candy
ST 11
ST 8
ST 11
materials as indicated in BLM 23: Social
Activity Cards
ST 15
model of a canoe or birch bark pieces
ST 11
pictures of wilderness landscapes
ST 8
plant pots (example, yogurt cups)
ST 10
push pins or stickers
ST 4
rulers
ST 1
seeds: beans, corn, squash, pumpkin
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ST 10
Resource List
Page 8
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
soil
ST 10
string or yarn
ST 4
sweet potato
ST 10
trowels
ST 10
Parent Community
pioneer villages/historical museums
ST 13
See Blackline Master 31: Ontario Museums & Historic
Sites.
Equipment / Manipulative
overhead projector
1
per class
ST 6
overhead projector
1
per class
ST 8
Other
My Family Background
student work
ST 3
My Personal Timelines
student work
ST 3
Student selected materials
student work
wall map of pioneer origins and routes
class work from Subtask 4
ST 17
ST 5
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Teacher Information
Origins of Early Settlers
The information below is background for the teacher. It is suggested that the teacher share some of this information with
students during class discussions. This is only a brief outline of some of the major groups to immigrate to Upper Canada
during the early settlement period. It does not include those that were already here at the time of settlement (i.e. First
Nations).
Key Points about Immigration to Canada during the Early Settlement Period
*
*
*
*
*
*
*
*
*
*
in 1800 towns were small and more ethnically diverse than rural areas
in 1800 10% of the population was urban - most people lived on farms
in 1800 the population of Upper Canada was 35, 000
the population in Upper Canada grew rapidly
most immigration before 1800 was from America (United States)
after 1815 (end of Napoleonic wars in Europe) many immigrants came from the British Isles
between 1825 and the 1830s more people were coming from the British Isles than from the US
most leaving the British Isles left because livelihood was threatened (economic, social, political)
from 1780s to 1850s is the period of time that we are focusing on as early settlement
1800 - 1850:
the forests were being replaced by farmland and countryside
society was preindustrial
the population was almost 90% rural
settlers of American or English origin were settling along rivers and lakes
settlers of Irish, Scottish or German origin were settling in back country
* 1850-1900 is the time period when many immigrants of non-British background begin to arrive
(Asian, Middle Eastern, etc.)
Origins
People of African descent came from the United States from the early 1600s to the late 1800s as slaves, run-away
slaves, Loyalists, and refugees
Americans came from the United States from the middle 1750s to the early 1800s as Loyalists. During the 1800s there
was very little American immigration because of anti-American feeling caused by the War of 1812.
Amish people came from the United States in the 1800s. They came to Canada for land and to avoid conflict (religious,
political).
Cornish came from Cornwall (SW Britain) during the 1800s. They were escaping from bad crops and economic hardships
in Cornwall. (1840s potato blight)
English came from England in the 1700 and 1800s. In the beginning they were mostly
military or government officials. After 1830 many unemployed people came from England.
Germans came from the German states in Europe. In the 19th century many left because there was little land available in
their homeland. Many also came as Loyalists from America after American Revolution. Jewish came from various
countries in Europe and from the United States from 1750s to 1800s. They often fled religious persecution.
Mennonites came from Europe and America from late 1700s through the 1800s. Many came from Pennsylvania because
of the American Revolution. They came because there was less population and land was inexpensive and fertile.
Scottish came from Scotland from 1700s through the 1800s. They came because of economic depression and political
unrest.
Sources: Magosci, Paul Robert, ed. Encyclopedia of Canada’s People. Multicultural History Society of Ontario.
Toronto: University of Toronto Press. 1999.
Tracey, Lindalee. a scattering of seeds: The Creation of Canada. Toronto: McArthur & Company. 1999.
Blackline Master 2 (Subtask 4)
Letter Organizer
Draft Copy
Introduction - Identify who you are sending the letter to and the
reason you are writing the letter.
insert lines for student work
Body of Letter - In a paragraph, describe the journey (route), forms of
transportation, and the conditions of the journey.
insert lines for student work
Conclusion of Letter - In this paragraph describe your feelings and your
first impressions of your new home (Canada).
insert lines for student work
Concluding Sentence to the Letter - Restate why you are writing the
letter again. End the letter.
insert lines for student work
Signature - Sign your letter with a closing such as; Yours truly, Love,
Sincerely...
insert line for student work
Remember to self-edit your draft copy using our classroom check list.
Blackline Master 6 (Subtask 5)
SAMPLE LETTER TO READ ALOUD
DATE
Dear Grandmother,
After several months, we have finally arrived and for weeks have been clearing our
own land and building our own homestead. I am writing to tell you about our journey
and the hardships that went with it. I thought we were never going to reach Canada.
I have to tell you about our journey. I thought the trip across the ocean was going
to be very exciting. I really didn’t know what it was going to be like. We arrived
on the big ship with hundreds of other people. We sailed for days and days, weeks
and weeks, month after month. The ship was so crowded. All we had was our wooden
bunk to lie on. I really missed my clean, warm bed back home with you. The winter
storms seemed like they would never end. Everyone was seasick and there was very
little to eat. I don’t know how we survived but our family did. Many people got
really sick and died, right there on the ship. When we finally reached the shores of
Canada, Father had many forms to fill out. It took many hours. Mother and I sat on
our trunk in a crowded building waiting and waiting. For days and days we traveled
up a wide river until we came to a settlement where two rivers meet. Father bought
important things that we would need. He bought a strong brown ox hitched to a
cart, which we traveled on for days and days. The wooden wheels creaked over the
bumpy ground. At night we made a fire and lay wrapped in our warm quilts beside it.
We heard owls and sometimes wolves. One day there was a sudden THUMP, CRACK,
CRASH! Our cart broke a shaft. Luckily, a man in another wooden cart was passing
by and he stopped to help fix our cart. He told us our homestead wasn’t very far.
Now I was getting excited. I couldn’t believe our travels were almost going to
come to an end.
Throughout this journey to Canada I have really felt lonely. The sailing across the
ocean was an awful experience. I had never seen so many people. We were on top of
each other all the time. There was nowhere to move. So many people got sick with
disease. We were so lucky that all we got was seasick. I dropped the seeds you
gave me when our cart broke a shaft. I was so sad because I wanted to have my own
flower garden. Luckily, a few weeks later we were traveling along the road where I
dropped the seeds and you wouldn’t believe what we saw. The seeds had grown into
Blackline Master 5 (Subtask 5) 1
beautiful flowers. There were flowers along the country road. I took some to plant
at our own homestead and I left the rest so that other settlers would see them and
not feel as lonely as I had felt. I felt so happy the day we finally found our
homestead. Our first night we slept on spruce and tamarack boughs cut from our
very own trees. When we woke in the morning Father had already begun to build our
very own cabin by cutting down trees on our land. Days later we began to clear our
land. We set aside a small piece of land for vegetables and it was my job to rake
the earth and gather stones and put them in a pile. Spring is on the way and I will
soon start planting seeds. I can’t wait. Today we are going to visit that friendly
man who helped us when our cart broke down. He has a little girl just like me. I
hope she will become my best friend. I would really like a friend to play with.
Father says he is going to make me a swing on our biggest tree tomorrow.
I am really glad we came to Canada but I miss you so much Grandma. Now that
spring is here, the hardships of the journey are beginning to fade from my memory.
I certainly won’t forget the long, long journey to a place I can now call home. I
look at the flowers now growing in our flower garden and think about you every day.
Love,
Pettranella
Blackline Master 5 (Subtask 5) 2
Across The Ocean To A New Life
Sit quietly, relax, and close your eyes. Let your imagination take you on a journey.
This is a special journey which took place many years ago. Listen carefully and
IMAGINE...........................
You awaken suddenly to a loud cry from a nearby child. He is feverish and ill.
His mother stands over him with a dirty wet cloth in her hand. Tears are in her
eyes as she croons softly to her child. You have seen so many sick and dying people
in the last few months that it has become a very sad part of your daily life but still
you feel a lump forming in your throat.
Yes, you remember exactly where you are. You are on an old wooden vessel
bound for a new life across the ocean. Lying in your crowded, dirty, family bed, you
feel the gentle breathing of your little brother as he sleeps quietly against you.
Nearby your mother is quietly cooking the small amount of oatmeal that she is
rationed each day for your family. There is no fresh food. You have not seen or
tasted vegetables or fruit in months and the water that you drink is slimy and
smelly, full of germs and dirt.
The boat is rolling very gently today. A pleasant gentle movement that rocks
you into a lazy doze. You begin to rise from your bed but move quietly so as not to
wake your brother. He has been ill and spent time coughing during the night. You
know that your mother is very worried about him. As your dirty bare feet touch the
floor, you feel the sticky mess and you begin to walk carefully across the room.
Here in the belly of the ship, so many people are crowded into such a small space
that there is no room for storage of belongings. Everything is piled and strewn
about the floor. It is difficult to make your way across the crowded area but worse
are the sounds of the sick and heartbroken people and the smell of dirt and decay.
You reach the wooden ladder that will take you to the deck and you
climb it quickly. The sun is shining and you can feel a warm breeze as you climb into
the blinding light. The wind ruffles your long, dirty hair and it feels so clean and
fresh that you stay there for a few moments enjoying the feeling. The wooden deck
below your feet feels worn and warm and you walk across to the railing. Suddenly
you hear an unusual sound. A seagull is squawking overhead and it has attracted the
interest of the crew and some of the other passengers. You are suddenly excited,
energized, and hopeful.
Black line Master 4 (Subtask 5) 1
You begin to walk along the deck listening to the shouts of the sailors around
you. Two sailors scurry up the mast and adjust the dirty, grey sail which flaps
loosely in the breeze. It has been repaired many times but it still looks old and
torn. The sailors shout to each other in loud, excited voices and you are amazed
because they seem able to cling to the slippery pole with only their feet. You are so
involved that you do not notice a small furry animal approaching you. The sudden
sharp pain of a bite makes you cry out as you look down to see a filthy brown rat
sitting boldly in front of you. You turn and walk away.
Today the rat does not upset you at all. Today there is a difference in the
feeling on the whole vessel. People have heard the cry of the gulls and the
excitement in the voices of the crew and have seen the distant promise of land. They
can feel that this long difficult trip is close to an end.
You move towards the railing, feeling the fresh breeze on your face and the
warm sun on your skin. The noises on deck appear happier, more lively. A new energy
has gripped the entire ship. The land ahead is a place of hope for your family. A
new home where fresh air, clean water, and glorious land await. You lean over the
railing and grip it tightly and a smile plays on your face as you stare ahead at your
new life.
Black line Master 4 (Subtask 5) 2
Name __________________________
Date____________________
Who was Living Here when the First Settlers Arrived?
What did they look like?
Draw a picture of what you think they looked
like. Include as much detail as possible.
Where did they live?
____________________________________________________
____________________________________________________
____________________________________________________
How did they travel?
____________________________________________________
____________________________________________________
____________________________________________________
Blackline Master 7 (Subtask 6) 1
What did they do?
____________________________________________________
____________________________________________________
____________________________________________________
How did they communicate?
____________________________________________________
____________________________________________________
____________________________________________________
What else do I know about Aboriginal people?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What would I like to find out?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Blackline Master 7 (Subtask 6) 2
FIRST NATIONS HISTORY RESOURCES
First Nations History Sites in Ontario
Crawford Lake Iroquoian Village & Conservation Area
Fairfield Museum & Avenue of Peace
Fort Erie Native Friendship Centre
Kanata Village
Kay-Nah-Chi-Wah-Nung Historical Centre (Manitou Mounds)
Kingston Archaeological Centre
London Museum of Archaeology
Ska-Nah-Doht Iroquoian Village & Museum
Thunder Bay Art Gallery
Wikwemikong Interpretive/Heritage Centre
Woodland Cultural Centre
Milton
Thamesville
Fort Erie
Brantford
Stratton
Kingston
London
Delaware
Thunder Bay
Manitoulin Is.
Brantford
Native Friendship Centres in Ontario
National Association of Friendship Centres
Ontario Federation of Friendship Centres
Atikokan Native Friendship Centre
Barrie Native Friendship Centre
Pine Tree Centre of Brant
Ininew Friendship Centre
Dryden Native Friendship Centre
Fort Erie Indian Friendship Centre
United Native Friendship Centre
Thunderbird Friendship Centre
Hamilton Regional Indian Centre
Kapuskasing Friendship Centre
Ne’Chee Friendship Centre
Katarokwi Friendship Centre
N’Amerind Friendship Centre
Georgian Bay Native Friendship Centre
Moosonee Native Friendship Centre
North Bay Friendship Centre
Odawa Native Friendship Centre
Parry Sound Friendship Centre
Peterborough Friendship Centre
Red Lake Indian Friendship Centre
Indian Friendship Centre
Nishnawbe-Gamik Friendship Centre
N’Swakamok Friendship Centre
Thunder Bay Native Friendship Centre
Timmons Native Friendship Centre
Council Fire Native Cultural Centre Inc.
CanAm Indian Friendship Centre of Windsor
Ottawa
613-563-4844
Toronto
416-956-7575
Atikokan
807-597-1213
Barrie
705-721-7689
Brantford
519-752-5132
Cochrane
705-272-4497
Dryden
807-223-4180
Fort Erie
905-871-8931
Fort Francis 807-274-3207
Geraldton
807-854-1060
Hamilton
905-548-9593
Kapuskasing 705-337-1935
Kenora
807-468-5440
Kingston
613-548-1500
London
519-672-0131
Midland
705-526-5589
Moosonee
705-336-2808
North Bay
705-472-2811
Ottawa
416-360-4350
Parry Sound 705-746-5970
Peterborough 705-876-8195
Red Lake
807-727-2847
Sault Ste Marie 705-256-5634
Sioux Lookout 807-737-1903
Sudbury
705-674-2128
Thunder Bay 807-345-5840
Timmons
705-268-6262
Toronto
416-360-4350
Windsor
519-258-8954
Blackline Master 9 (Subtask 7)
905-336-1158
519-692-4397
905-894-5322
519-752-1229
807-483-1163
613-542-3483
519-473-1360
519-264-2420
807-577-6427
705-859-2385
519-759-2650
Name __________________________
Date____________________
Who Were The Early Settlers?
What did they look like?
Draw a picture of what you think
they looked like. Include as much detail as possible.
When did they live?
____________________________________________________
Where did they live?
____________________________________________________
____________________________________________________
____________________________________________________
Where did they come from?
____________________________________________________
____________________________________________________
____________________________________________________
Blackline Master 1 (Subtask 3) 1
How did they travel?
____________________________________________________
____________________________________________________
____________________________________________________
What did they do?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How did they communicate?
____________________________________________________
____________________________________________________
____________________________________________________
Blackline Master 1 (Subtask 3) 2
Yours, Mine, and Ours
This activity is an alternate to brainstorming, where students work
in small groups and collectively decide on a list of group responses
to a specific question.
Individual Student
Ideas
Individual
Student
Ideas
Individual
Group Ideas
Shared with
Class
Individual
Student
Ideas
Individual Student
Ideas
Blackline Master 1 (Subtask 3) 3
Student
Ideas
Making Maple Syrup
Use the chart below to organize the information that you have learned about making maple syrup.
Aboriginal Method
Settler Method
Present Day Method
Processing the sap.
Processing the sap.
Processing the sap.
Tapping the trees.
Tapping the trees.
Blackline Master 13 (Subtask 10)
Tapping the trees.
Name ____________________________
My Plant Growth Observation Log
I planted my seeds on __________________________.
This is how I did the planting.
Here is a diagram of what
my seed looks like inside
the pot.
I will keep it healthy by ....
I checked my plant on ______________ and this is what I observed.
Blackline Master 12 ( Subtask 10 )
Iroquois Creation Legend
The Legend of the Three Sisters
There are many stories about the creation of the world but according to the Iroquois legend, long ago everything was
water and the only life was animals that could live in water. One day a woman who lived in the sky fell to the earth. As she fell,
she landed on two loons who cushioned her and cried for the other animals to help.
The Great Turtle decided that they must find earth for the woman or she would die, so he sent many animals down to
the bottom of the water to gather some dirt. Many animals tried but they all failed to bring any earth to the turtle. Finally the
toad dived down and when he returned to the surface he was almost dead but in his mouth was some dirt they required.
The woman took the earth and carefully placed it all around the shell of the Great Turtle and then she began to dance.
As she danced, the earth began to change and grow. It became bigger and bigger until it looked like a huge country where trees
and flowers could grow. The Great Turtle became the earth and still carries the world on his back to this day.
Some time later, the woman gave birth to twin sons. These babies were very different and even as they were being born
were arguing and fighting with each other. Their fighting was so strong that it caused the mother to die. The twins buried their
mother in the earth and from her body grew the plants that would become the food for the people. From her body grew the
corn, the beans and the squash.
The people were so excited to have these vegetables to supplement their diet of meat, fish, and berries. They were
very thankful that this food had been sent to them. They believed that the food had been sent by the Creator and they knew
that the corn, beans, and squash were so important that they cared for them with great respect. The people showed respect
for the land on which the vegetables grew, for the food itself and for the people who would eat it. The vegetables became an
extremely important part of the people’s lives and were planted together from that day forward.
Blackline Master 11 (Subtask 10)
Helpful Teacher Information
Farming
First Nations Influences:
Corn
* importance of corn as a food, animal food
* chose the largest kernels for planting
* put fish into the soil for fertilizer
* dried kernels, stored in barrels or bags
* ground corn to make meal for porridge called hominy
* made cornmeal into bread (bannock)
* heat kernels for popped corn
* stored in a crib
* dried cobs were used as animal feed
* husks were used as mattress stuffing or making of toys
Other Vegetables and Fruits
* beans were planted under the corn and used it for a pole,
helping to make excellent use of the land
* squash or pumpkins were also planted under the corn
where they could spread easily
* beans and squash added nutrients to the soil
* potatoes and sweet potatoes were grown
* picked berries, dried them, cooked them and learned to transplant them so that they could
cultivate them
Crop Rotation
* the importance of crop rotation (allowing the soil to rest and renew its nutrients)
* a method of caring for and respecting the land
Blackline Master 14 (Subtask 10)
Aboriginal Learning Centres
Corn
Many of the Native peoples were excellent farmers and
taught the early settlers how to make the best use of the land. The
women of the Iroquois Nation had the very important responsibility
for farming and taught the settlers how to grow strong, healthy corn.
Choosing the strongest and largest kernels for planting was important,
and fertilizing the soil with fish helped the plants to grow tall and
Finding a Honey Tree
Bees were brought to Upper Canada by the Europeans who
settled in North America but many escaped into the woods and flew
farther and farther away until they were all over Upper Canada. The
Native people soon learned to find and harvest the honey and used it
for sweetening their food.
healthy. This was wonderful for the settlers because they learned to
use the corn for many things.
Later, the Native people taught the settlers how to find
the bee trees. They taught them to follow the bees back to their
The Native people showed the settlers how to make good
use of the space available by planting other seeds with the corn. They
planted beans under the corn stalks and the beans grew up the stalks,
using them for support. Pumpkins and squash were also planted under
the corn and had lots of room to spread. This method of farming was
used for many years.
Once the corn was ripe and ready to pick, the settlers
then learned how to cook the delicious vegetable and how to dry the
kernels for grinding. The Native people taught the settlers to grind
the corn into a kind of flour called cornmeal, which was used for
making pudding, porridge, and bread. The Native people taught them
to make bannock, a type of bread that was enjoyed by all.
Early settlers were also shown how to dry corn and use it
later for feeding the animals. They also showed settlers how to heat
the kernels for a special treat. We call it popcorn.
hives. They learned that it was best to do this in the spring and they
learned to be patient and quiet as they watched the bees feeding on
nectar and then flying back to their hives. Soon the settlers were able
to find bee trees and use the honey for food and the wax for candles.
Honey was also used for soothing cuts and scrapes and
for healing sore throats.
Maple Syrup
Before the settlers came to Upper Canada, the Native
people were tapping maple trees to make a tasty, sweet treat called
maple syrup. They did this in the spring when the nights were frosty
and cold but the days were quite warm and sometimes sunny.
The Native people cut a hole into the trunk of the maple
tree and then stuck a piece of wood into the hole. The sap from the
tree ran from the trunk into a birch-bark or deerskin container.
Preserving Meat
Aboriginal people taught the settlers new methods of
preserving meat. They cut strips of deer (called venison) or other
animals and dried it by smoking it over a fire or drying it in the hot
sun. Once the meat was dried, it could be stored for a long time and
still be safe for eating. This was very helpful to the settlers who
enjoyed this “beef jerky” and found it useful when they were travelling
or when little or no fresh meat was available.
The Aboriginal people often used the dried meat to make
pemmican, which was a ball of fat into which they rolled the dry meat
and sometimes added berries and nuts. This pemmican lasted for a
long time and was nutritious. It was easy to store and became a
handy food for the settlers too.
Many settlers arrived in Upper Canada ill because they
were not eating properly during the voyage across the Atlantic Ocean.
All of the new foods that they received from the Aboriginal people
helped them return to good health.
Since they did not have iron pots to put into the fire,
Native people put hot rocks into the containers holding the maple sap.
This heated the sap and thickened it. The sweet syrup was then used
for sweetening food. Sometimes hot syrup was poured onto the snow
which turned it into a sticky and delicious candy.
The Native people shared their maple syrup secrets with
the settlers who learned to tap trees and cook the sap too. It was a
hard job that took a lot of time and effort but it was still a favourite
time for many children.
Snowshoes and Other Help for Winter
When the settlers arrived in Upper Canada, they required
a great deal of assistance to be able to live on the land successfully.
The Native people knew best how to travel in winter conditions. Many
of the settlers came from areas that were not nearly as cold and
snowy during the winter months.
The Native people showed the settlers how to use
snowshoes, which were made by forming a frame from wood and
weaving animal hide or sinew into the centre, making a strong net.
Snowshoes look something like a big tennis racket without the long
handle. The frames were tied to boots with leather straps. These
large shoes helped the people to distribute their weight over a greater
distance, meaning that they would not sink as easily into the snow. This
made walking much easier and faster. Snowshoes are still very useful
today.
Native people also showed the settlers how to make and
use toboggans, which are now very popular winter toys. At the time of
early settlement, toboggans were necessary for transporting things in
snow.
Blackline Master 17 (Subtask 11) 1
Medicine
Clothing
Because the settlers could not readily get cloth for new
clothing and because the climate was so cold during the winter, many
people began wearing the deerskin and other animal hide clothing that
was made by the Aboriginal peoples. The women used deer hide to
make beautiful vests, jackets, pants, coats, and shoes ( moccasins ).
A very serious problem for the settlers was illness. When
they first arrived in Upper Canada, many people were ill from the long
journey and lack of proper food. The Native people helped the settlers
by sharing food, food preparation ideas, knowledge for gathering and
producing food, and also medicines.
Beads were sewn onto the leather to make the clothing very attractive.
Many settlers waited for the Aboriginal peoples to come
to their homes to trade for these lovely clothes. Without their help,
At first some people were nervous about taking the
medicines of the Native people but they grew to realize that the
knowledge of these people was excellent.
many settlers would have been very cold in the winter. Animals were
trapped and the fur was used to make warm, comfortable outer
clothing.
Barks of spruce and juniper trees were used to make tea
that was very healthy and contained Vitamin C, which helped to
prevent scurvy. The inner bark of the poplar tree was used in the
spring to make a healthy tonic. Many people drank the sap from trees,
which was also healthy and nutritious. Berries and plants were picked
and used as remedies for many things.
The Canoe
Canoes were developed by Native people in North America
over a very long period of time. In fact, it took thousands of years
for the canoe to evolve into the important vessel it is today. The word
‘canoe’ comes from the word ‘kenu’, which was a dugout log used as a
mode of transportation long, long ago.
Canoes were a very important part of the Native peoples’
lives and are still used today because they are such strong, light
vessels that can be transported easily. There are different kinds of
canoes including kayaks which are used by one person.
Originally, canoes were made from a wooden frame
covered with birch bark. The bark of the birch tree is very light and
smooth and it is also waterproof which makes it a perfect choice for a
boat. Birch trees were found all over Upper Canada at the time of the
early settlers which made it even more desirable.
The joints in the canoe were filled with the root of the
white pine tree and then hot pine or spruce resin was poured into it to
make it waterproof.
The early settlers began to use and make canoes. Canoes
were an important part of the fur trade and made travelling faster
and easier.
Helpful Teacher Information
Native Influences
Native peoples taught the early settlers many important things.
Many of these natural products are still used today by
millions of people.
Lacrosse
The game of lacrosse was first played by Aboriginal
people. When the settlers came to Upper Canada they found that the
Native people often played a very fast and exciting game using a stick
with a net at the end and a ball made from wood or deerskin stuffed
with hair. The game was given the name lacrosse from the French
settlers because the stick reminded them of the cross that was used
by the Bishop during religious ceremonies.
The game was played in many parts of North America by
different nations of Aboriginal people. Sometimes it was used to
solve a problem or end a dispute. The games usually always had a
peaceful ending. At times, the games lasted for days and included as
many as one hundred players. The Iroquois Nation played a different
form of the game with only twelve to fifteen people on each side. Both
men and women played the game.
The roughness of the game helped to prepare players for
the conditions of close fighting by building up strength and teaching
strategies, and the length of the games helped to develop endurance
which was needed during hunting expeditions and during war time.
The game was adopted by the early settlers and is still
played today in many parts of the world. It is a most enjoyable team
sport which helps to develop strength, confidence, and fitness.
Without their help many settlers might have died.
These are a few of the contributions:
* taught settlers to eat bark in order to add vitamin C to their bodies
* taught settlers to fish with their hands
* taught them to find trees where bees were storing honey
* used honey for medicinal purposes (sore throats, scrapes)
* taught settlers how to tap trees for maple sap
* taught how to make maple syrup, sugar, and candy
* tanned deerskin to use for clothing
* taught how to make canoes
* taught them to hunt and use all the parts of the animal
* taught them to dry meat, store meat away from animals, etc.
* taught the settlers how to make pemmican
* taught them how to make and use snowshoes
* taught the settlers how to use plants, herbs, etc. for medicines
Blackline Master 17 (Subtask 11) 2
Teacher Instructions for Making
Cornhusk Dolls
Corn was a very important part of the early settler’s diet and the entire vegetable was used, including the cob and the husks.
Here are the instructions for making Cornhusk Dolls.
Materials needed:
*10 to 12 cornhusks
*small ball (polystyrene)
*string
*pipe cleaners or small sticks (even other husks can be used)
1. Stick a pipe cleaner or stick into the polystyrene ball and cover the ball with three or four husks and centre it carefully. Tie a
piece of string carefully around the ball, being sure to fasten it tightly. This will make the head and neck.
2. Cover a pipe cleaner or stick with husk to form arms. If you wish, you can just use two husks held tightly together with string.
Tie a piece of husk to the covered pipe cleaner or stick. Flip it over and tie the end to make the sleeve.
3. Do the other arm and then use the centre of the pipe cleaner to attach it to the other pipe cleaner under the head. Then tie
a string around the husks to make the waist.
4. Attach four husks to the waist for legs or a skirt. This can be done by turning the doll upside down and tying the husks to
its waist.
5. The doll may be dressed using other husks or fabric. Students may add a hat, apron, or tools to make their doll more
individualized. They should be aware that the settler children actually used these dolls as toys and were very proud of them.
6. Soaking husks in warm water for a short time (10 minutes or so) helps make them easier to use. Before using the husks, drain
the excess water and dry them with a towel as it is best to use damp but not wet husks.
Blackline Master 15 (Subtask 11)
Teacher Instructions For Making Pemmican
The First Nations people showed the early settlers how to preserve meat by drying it. They did this by cutting deer meat or
buffalo meat into thin strips and hanging them over a fire where they would be smoked. Sometimes they hung these strips on
branches in the warm sun. The meat became dry and brittle but was preserved and lasted for a long time without going bad.
Early settlers were also shown how to dry fruit such as apples, berries, and peaches. This fruit was often dried by hanging
pieces on a string or placing them on a drying screen. The fruit became hard and dry and lasted for a long time. If necessary,
the settlers could soften the fruit later by placing it in hot water.
The First Nations people also showed the settlers how to make pemmican, which was another food item that lasted for long
periods of time without spoiling. It was also a good source of Vitamin C and could be eaten as it was or added to other foods.
Hunters and explorers found this food item very useful.
1. Use dried strips of meat (beef jerky bought in a store today).
2. Crumble the beef jerky into small amounts, mix it with dried berries (nuts are optional), and melted fat (lard or shortening).
Dried fish could also be added.
3. Mix together, let cool, form into a ball, and enjoy!
Blackline Master 16 (Subtask 11)
Name____________________
Date_____________________
A Pioneer Child’s Day
By Bobbie Kalman and Tammy Everts
Circle the correct response:
Type of Story:
poem
fiction
tale
non-fiction
Look in the story/book at the picture of the two pioneer children. Describe the boy and
the girl using point form. Try to give a complete description, remember clothing,
hairstyles, etc.
BOY
GIRL
Subtitles are used to organize information in a book. They are like little titles. List five
subtitles found in this story and give their page number.
1. __________________________
4. __________________________
2. __________________________
5. __________________________
3. __________________________
Blackline Master 18 (Subtask 12 ) 1
Pioneer children had to do many chores. There are three sections about chores.
Write the subtitle of each section, then tell some facts you learned about chores in that
section.
USE YOUR OWN WORDS
Subtitle:
Facts:
Subtitle:
Facts:
Subtitle:
Facts:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Pictures are very helpful. The picture can show us important information. The caption
(words) under the picture can tell us important information.
Use the information from the pictures and captions to answer these questions.
USE YOUR OWN WORDS
1. How do children carry water for the animals?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Blackline Master 18 (Subtask 12 ) 2
2. What kind of things might children do for fun?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How do children make butter?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What do you know about sewing in pioneer times?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What types of things might a pioneer family have for dinner?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now that you have researched many facts from this story, you know a lot about the life
of a pioneer child.
What are some of the important things this information tells you about life as an early
settler child?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Blackline Master 18 (Subtask 12 ) 3
How is your life the same or different from the life of a pioneer child?
Use facts from what you have read and facts from your own life to fill in the chart.
Things that are the same...
Things that are different...
1.
1.
2.
2.
3.
3.
Blackline Master 18 (Subtask 12 ) 4
Community Member Note-taking Organizer
Teachers may wish to set up the Community Member Research in a magazine format or adapt
this organizer as they wish.
Early Settlement Magazine Project
Our Settlement Magazine is about _________________________
Group Members:
1. ______________________ 2.______________________
3. ______________________4. ______________________
5. ______________________6. ______________________
Your group’s magazine should give information about one member of an
early settlement community.
Member in charge
________________________
Jobs to do
* Cover, nicely illustrated
________________________
* Table of Contents
________________________
* Information about who worked
in the building and their job
________________________
* What was inside the building?
________________________
* What did the building look like
outside? Construction materials?
________________________
* Interesting facts
________________________
* Glossary
Blackline Master 19 (Subtask 13) 1
Rough Copy
Heading will vary (see Teacher Notes).
Point Form Notes
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Information in sentences, in your own words. Proofread your work!!
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Blackline Master 19 (Subtask 13) 2
ONTARIO MUSEUMS & HISTORIC SITES WITH EARLY SETTLER
PROGRAMMING
Notes:
1) These historic sites and museums have indicated that they have programming relating to the
study of early settlers/pioneers. For details about the programs at a particular site, please
contact the site directly and ask for the education programmer or curator.
2) Please note that most museums and historic sites charge a fee for school programs.
3) This is not a comprehensive listing; there are many museums across Ontario. Be sure to
investigate the museums in your local area.
Site Name
Location
Telephone
Anderson Farm Museum
Museums of Mississauga
Battlefield House Museum
National Historic Site
Beaver River Museum
Billings Estate Museum
Black Creek Pioneer Village
Canada Agriculture Museum
(on the Central Experimental Farm)
Doon Heritage Crossroads
Erland Lee Museum
Fanshawe Pioneer Village
Fort Frances Museum
Fort Wellington National Historic
Site
Glanmore National Historic Site
Guelph Civic Museum
Hamilton Museum of Steam &
Technology
Hear the Anvil Ring
traveling outreach - Robert Vaughan
Heritage Schoolhouse
Lively
Mississauga
Stoney Creek
705-692-4448
905-822-1569
905-662-8458
Beaverton
Ottawa
Toronto
Ottawa
705-426-9641
613-247-4830
416-667-6295
613-991-3053
Kitchener
Stoney Creek
London
Fort Frances
Prescott
519-748-1914
905-662-2691
519-457-1296
807-274-7891
613-925-2896
Belleville
Guelph
Hamilton
613-962-2329
519-836-1221
905-546-4797
Ottawa
613-730-1721
Markham
905-470-6119
J. Steckle Heritage Homestead
Jordan Historical Museum
Kitchener
Jordan
519-748-5719
905-562-5242
Kingsville Historical Park Inc.
Lang Pioneer Village
Kingsville
Peterborough
519-733-2803
705-295-6694
Site Name
Location
Telephone
Laura Secord Homestead
MacLachlan Woodworking Museum
Markham Museum & Historic Village
Queenston
Kingston
Markham
905-262-4851
613-542-0543
905-294-4576
Moore Museum
Multicultural History Society of
Mooretown
Toronto
519-867-2020
416-979-2973
Blackline Master 20 (Subtask 13) 1
Ontario
Nicolston Grist Mill
Alliston
North Bay Area Museum
Perth Museum
Royal Ontario Museum
Ruthven Park
Scarborough Historical Museum
Simcoe County Museum
Strathroy Middlesex Museum
Textile Museum of Canada
The Bata Shoe Museum
The Grange, Art Gallery of Ontario
North Bay
Perth
Toronto
Cayuga
Scarborough
Minesing
Strathroy
Toronto
Toronto
Toronto
The Niagara Parks
Commission, Outreach Services
Todmorden Mills Heritage
Museum & Arts Centre
Toronto's First Post Office
Whitchurch-Stouffville Museum
Niagara Falls
705-435-7946 or
1-877-212-3555
705-476-2323
613-267-1947
416-586-5801
905-772-0560
416-338-8807
705-728-3721
519-245-0492
416-599-5321 x2221
416-979-7799 x228
416-979-6660 x237 or
bookings 969-6608
905-295-4377
Toronto
416-396-2819
Toronto
Vandorf
Woodside National Historic Site
Woodstock Museum
Kitchener
Woodstock
416-865-1833
905-727-8954 or
1-888-290-0337
519-571-5684
519-537-8411
Blackline Master 20 (Subtask 13) 2
TEACHER INFORMATION
Spelling Bee
Quilting Bee
Note: The spelling bee is an event that would have
taken place within the school setting. Many schools
would have a spelling bee each week however. Once in a
while there were competitions between schoolhouses.
These spelling bees often became community events
when the families and friends of the children came
together to watch.
Materials:
triangle cut-outs of different sizes
square cut-outs of different sizes
a vanilla construction paper quilt square per student
scissors
glue
pictures of different quilt pattern
1. Teacher divides class into two teams.
2. One team stands on each side of the classroom. The
teacher (schoolmistress/master) may sit at the front
of the room, facing into the classroom or may sit in
the first row of desks facing the front of the room.
3. Rules to the spelling bee:
a) no talking unless it is your turn
b) each speller must say the word, spell the word and
then say the word again
c) when each speller says the word for the second time,
the turn is over
d) if a speller gets the word correct, s/he returns to
the end of their team’s line
e) if a speller makes a mistake, s/he returns to their
desk and the next speller gets to try that very same
word
f) the bee continues until there is only one speller left
standing
Note: the teacher may vary the level of words to meet
the needs of each speller
Variation: all spellers return to their team’s line and
points are kept instead
1. As an introduction read the story Patchwork Quilt
or Selina and the Bear Paw Quilt.
2. Look at pictures of quilts that you may have come
across. Notice the many different kinds of quilts. You
will be creating your own patchwork quilt.
3. Using the paper shapes, create a design.
4. Try out many different designs until you find one
that you like.
5. When you find a design you like, glue the shapes into
that pattern.
6. Give your patchwork design a name.
7. On the back of your patchwork design write your
name and the name of your quilt pattern.
8. Add your quilt pattern to a class quilt.
4. The teacher may choose to go through each team
only once (giving each pupil a turn) or he/she may
choose to continue the bee until only one speller is left
standing
5. When the bee is complete, the teacher asks the
students how they felt during the spelling bee, what
they thought about the spelling bee, how the spelling
bee compares to events in our classrooms today. Why
might spelling bees have been important to the pupils?
To the community? Record the class’ observations on
chart paper. These reflections can be referred to in
order to make an entry into the student’s That Was
Then, This Is Now booklet.
Blackline Master 21 (Subtask 15)
Teacher Information - House Building Bee
Note: This can be adapted for other types of building bees.
1. Teacher writes the House Building Bee chant on chart paper.
2. As a whole class, students brainstorm different jobs that men and women would have during a house raising bee. List student
responses on chart paper.
3. As a whole class, read the chant together. Discuss the boy’s roles and the girl’s roles (how they are different, what they are
contributing, etc.). Experiment with different voice levels for different parts of the chant and experiment with different ways
to pantomime activities.
4. Divide the class into two groups: boys and girls. Provide the girls with rolling pins, wooden spoons, and bowls. Provide the boys
with cylinders.
5. Teacher explains role playing task to the students:
a) Girls are to create a feast-preparing movement sequence using the props they were given and mime.
b) Boys are to work together to make a house structure with their cylinders.
c) Each group will chant their part while they are moving.
6. Students practice in small groups and then share with class.
7. Ask four to six girls to create a steady moderate beat with their bowls, spoons, and rolling pins so that everyone can keep time
together.
8. Have each group (boys and girls) practice their movement sequence a few times keeping the movements and words in time to
the beat.
9. Have the students create an end tableau to their movement sequence.
10. When the house has been constructed with the cylinders, play fiddle music and have the girls walk through admiring the
structure. Boys then place cylinders aside and all mime the action of feasting together. Congratulate one another and then join
in a celebration square dance.
House Building Chant
All :
House raising, house raising
A time for work and fun.
We all help each other
Until the work is done.
Women: Chopping and carving and rolling the dough.
Men: Chopping and carving and rolling the logs.
Women: Shaping and layering, creating a feast.
Men:
Shaping and layering, creating a house.
All: It’s hot, we’re tired and we’re ready to stop!
It’s hot, we’re tired and we’re ready to stop!
Women: Final touches to make it just right.
Men: Final touches to make it just right.
All:
Heave ho and the work is done.
Heave ho and the work is done.
Heave ho and the work is done!
Blackline Master 22 (Subtask 15)
Social Activity Cards
Pomanders
Settlers often made pomanders to freshen their closets or to add a
sweet, spicy scent to their homes.
Rag Rug Making
Fabric was never thrown out in settlers’ homes. Rag rugs were made to
go on the floor to help keep settlers’ feet warm as their floors were
Materials: an apple, orange or lemon, scissors, narrow ribbon, felt
marker, tooth pick, whole cloves
1. Draw lines around the fruit to divide the skin into quarters. When
you are finished, you will add the ribbon which will cover these lines.
2. Take the whole cloves and push them into the skin of your fruit. Use
the toothpick if necessary to stab a hole into the skin if it is really
tough. You can add cloves to the whole fruit. Cover everything except
the marker lines.
often dirt, right on the ground or wooden boards that were cold,
especially during the winter months.
This is a co-operative/collaborative activity.
Materials: a wooden frame with burlap stretched on it, pieces of
fabric cut into strips of 3 cm by 10 cm, a pointed object to punch
holes into the burlap (sharp pencil)
1. Punch a hole into the burlap -- point goes between warp and weft
threads of the burlap.
3. Cut the thin ribbon into two 55 cm long strips. Take one piece of
ribbon and wrap it around one of your marker lines. You do not need to
tie a knot. Take the second piece of ribbon and wrap it around the
other marker line and knot it on top of the first one. Take the ends of
ribbon number one and tie a bow over the knot.
4. Make a loop with the second ribbon by tying a knot at the ends.
5. Fill out the response card and place it into your folder. Move to the
next station.
2. Pull fabric down through the hole to the bottom, leaving about one
half of the fabric above the burlap.
3. Punch another hole close to the first one and bring the fabric back
up through the hole to the other side.
4. Continue this until you have done at least one whole line. Once the
fabric covers the burlap it will be quite thick.
5. Fill out the response card and place it into your folder. Move to the
next centre.
Toy Making - Whirligigs
In the 1800s children had little time to play. Most of them spent long
hours working on the family farm. When the children did have time
they used their imaginations to create imaginary things. A whirligig
and a thaumatrope were two toys that children created to amuse
themselves. These simple toys were made from objects found around
their homes.
Materials: a large two-holed button, string (cut about arms length)
1. Thread the string through the holes in the button and tie a loop in
the ends. The loop should be as long as your shoulders are wide.
2. Put one loop into each of your hands and hold the loops stretched
out so that the button hangs between your hands. Wind up the string
by swinging the button around in one direction.
Toy Making - Thaumatrope
Materials: a square piece of cardboard, a pencil and scissors, two
pieces of string, coloured pencils or markers
1. Trace and cut out a circle from the cardboard. Punch out two holes
on opposite sides of the circle.
2. Tie a piece of string through each of the holes.
3. On each side of the cardboard circle, draw and colour a picture. On
one side, put the picture near the bottom and on the other side put
the picture near the top. The two pictures should create one whole
picture if they were attached. Use your imagination and make your
pictures colorful. If you try to relate the pictures, the thaumatrope
will end up amazing you.
3. When the string is wound up, pull both ends of the loop quickly
outward at the same time. you will move your hands together and apart
and the button will spin and hum.
4. When the pictures are finished, hold the strings in your hands and
wind up the circle tightly. Release it and watch it form one picture.
4. Fill out the response card and place it into your folder. Move to the
next centre.
5. Fill out the response card and place it into your folder. Move to the
next centre.
Yarn Dolls
In the 1800s, children had little time to play. Most of them spent long hours working on the family farm. When children did have time, they used
their imagination to create imaginary things. Yarn dolls were created from materials around their homes.
Materials: cardboard template measuring 17 cm by 26 cm, yarn
1. Wrap the yarn around the template or book, the long way, approximately 50 times. Cut at end and lay it flat.
2. Tie in the middle. Fold in half and tie around to make the neck.
3. Wrap short way, approximately 20 times. Cut at both ends.
4. Place short piece in between the pieces to create the arms. Tie around the waist below the arms.
5. Braid arms and legs, if desired. Tie short pieces of yarn around ends of arms and legs to hold them.
6. Fill out the response card, place it into your folder. Move to the next centre.
Blackline Master 23 ( Subtask 15 ) 1
Tin Lanterns
Candle Making
Electricity was not invented at the time of the settlers. The village
Electricity was not invented at the time of the settlers and they
tinsmith would make tin lanterns that the settlers would use as light
made candles as a form of light to see in the dark. Candles were made
in their homes.
of animal fat or wax. Beeswax candles were expensive and were a
luxury for the settlers. They used them very carefully.
Materials: tin can filled with water and frozen, hammer and a nail,
some wire to make a handle, candle or tea light candle ( optional),
strip of white paper that will wrap around the tin can
Materials: beeswax sheets (one 8 1/2 “ by 16” sheet can be divided
into three equal pieces and distributed 1 per person), wick (25 1/2 “
per person), scrap wax for decoration, scissors
1. Using the strip of white paper, create a simple but interesting line
design that you want to put on your lantern.
1. Take one piece of beeswax and roll it tightly around the wick. Place
your beeswax on your desk or a table and roll it vertically until the
2. Tape your design around the middle of your tin can. Using the
wax looks like a candle.
hammer and nail, punch the design into the can while the water is still
frozen.
2. Pinch the ends to make sure the candle will stay together.
3. Be sure to put two holes near the top for the wire to go through to
3. Cut out shapes from the scrap pieces of wax and stick them onto
make the handle.
your candle. Press firmly around the edges so that your added shape
will stay attached. (This step is optional.)
4. When you are finished punching your design, leave the can out so
that the ice will melt.
4. Fill out the response card and place it into your folder. Move to the
next centre.
5. If you are allowed and with adult supervision, place the candle
inside the can. The adult will light it for you.
6. Fill out the response card and place it into your folder. Move on to
the next centre.
Weaving
Weaving was important because settlers could not readily buy fabric
for clothing, blankets, towels, shawls, bonnets, mats, and other items.
Any piece of fabric was reused and stitched together using a loom and
the weaver became an important member in any early settler
community.
Materials: one 11 X 18 coloured construction paper, another 11 x 18 in
contrasting colour or two 8 1/2 x 11 different colours, scissors, glue
or clear tape, ruler
1. Fold one piece of construction paper in half with a hamburger fold.
2. Using a ruler, from the fold measure sections of 2 or
3 cm. Using your ruler draw lines going vertically to
the top open edge of the sheet across the whole sheet (approximately 8
lines, 3 cm wide). Leave at least a 2 cm border at the top edge.
3. Holding the folded edge, cut along each drawn line until you reach
the border and stop.
4. Open your folded sheet.
5. Using the other chosen colour cut strips going the opposite direction
to weave between the lines and glue the ends of the strips to the first
piece of construction paper. If your first strip weaves over, under,
over, under, then your next strip needs to be under, over, under, over.
You may wish to alternate colours to create an interesting pattern.
6. Fill out the response card and place it into your folder. Move to the
next column.
INDOOR SCHOOL GAMES
Since settler children had little time to play because at home there
were many chores to do, settler children loved playing games with
their friends in the schoolyard or indoors when the weather was bad.
The children did not have a chance to play with groups of children at
home so school was one of the best places to get together with others.
Indoor Game: Marbles - Ring Taw
Materials: large and small marbles, string
1. Draw 2 circles, one inside of the other, or use string to make the
circles.
2. Place nibs (small marbles) in the centre circle.
3. Flip a shooter (large marble) into the rings.
4. Try to knock the marbles out of the circles.
5. Each player keeps the marbles that are knocked out.
6. The winner has the most marbles.
Indoor Game: I Spy
I spy is a searching game. One person looks around the room and
chooses an object but does not tell the rest of the group what it is.
This person gives a clue to the other players like “ I spy with my little
eye, something that is ________”. The other children then take turns
guessing what the object is by looking for things that fit the clue.
Indoor Game: I Have A Basket
1. Players sit in a circle and the first player says, “I have a basket.”
2. The second player asks, “What is inside?”
3. The first player answers by naming something that starts with “B”.
4. This continues around the circle, using the entire alphabet.
Indoor Game: Cupid’s Leaving
1. Players pick a letter
2. The first player calls out “Cupid’s leaving.”
3. The second player calls out, “How?”
4. The first player must think of a word that starts with the chosen
letter and ends in “ing” to describe how Cupid is leaving.
5. The second player calls out, “Cupid’s leaving”.
6. The third player calls out “How?”
7. The second player answers as the first player did.
8. Continue to play until someone is unable to think of an answer.
Players then choose another letter and continue to play.
Blackline Master 23 ( Subtask 15 ) 2
INSTRUCTIONS & STUDENT WORKSHEETS
FOR THE LIVING HISTORY FAIR
Suggested Set-Up For The Living History Fair
1. Arrange desks in a large arc made up of 6 booths. The most logical arrangement
would begin with a greeter who will direct the audience to the right areas. The
first booth could be Before the Settlers Arrived, followed by The Journey, The
Arrival, two separate groups of Community Members (A) Rural Community Members
and (B) Village Members, and finally Social Life.
2. It is also recommended that a table be set up to display items such as the Then
and Now booklets, the Clearing the Land procedures, crafts, and other items not
displayed in booths. The Coats of Arms may be used as background throughout the
fair.
3. For each booth, there should be displays on the science boards, written materials
relevant to the topic being presented, any materials constructed or completed by
the students, and any hands-on materials that might be applicable.
4. To make the booths uniform, a computerized banner bearing the title of the booth
should be displayed on the science boards.
5. The audience could sit on the floor in the centre of the arc of booths while each
group presents one after the other, or they could walk through the displays stopping
and listening as each group talks.
6. The teacher could evaluate each group as it presents to the audience and
continue to evaluate while taking on the role of a visitor to the fair when other
classes come.
Blackline Master 24 (Subtask 17) 1
Group Organizer
Booth ______________________________________
Members of group:
Who are you today? ________ ________ ________ ________ _______
Who are you in
settler times?
________ ________ ________ ________ _______
(example: Jason, Blacksmith)
1. Draw material that your group will share at the Living History Fair in
the box below.
2. Plan together the set up of the booth, being sure each member has a
responsibility. Be helpful to one another and share ideas and resources.
3. Label your booth with a title, using the computer to make a banner.
4. Be sure that each group member has a complete oral presentation,
which includes all of the important points of his or her role.
Blackline Master 24 (Subtask 17) 2
Name_______________
Booth__________________
Individual Student Organizer
1. Plan your costume for the presentation.
*Who are you? _____________________________________
*Are you an adult or a child? ___________________________
*Do you live on a farm or in the village? ___________________
*Are you a member of the Aboriginal peoples or early settler
community?
_____________________________
What will you need to bring for your costume or other props?
_____________________
______________________
_____________________
______________________
2. What completed work will you share?
_____________________
______________________
_____________________
______________________
3. What will you say? Be sure to include all the important facts and to
answer the questions Who? What? Why? Where? When? How?
Plan and memorize your speech. It should be about 2 to 3 minutes.
Use the back of this page to write your presentation.
Blackline Master 24 (Subtask 17) 3
My Final Reflections
During the unit on early settler life I learned many new things.
1. The important things I learned about early settlers, their lives and
origins.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. The important things I learned about the Aboriginal peoples.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. The changes that have happened in my community since early settler
times.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Blackline Master 24 (Subtask 17) 4
A Child's Day in Early Settler Times
for use with Subtask 12 : What was it Like to be a Settler Child?
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
3e33
• select material that they need from a variety of sources;
3z24
– compare and contrast the lives (e.g., daily routines) of pioneer and present-day children of similar ages;
3z25
– compare and contrast life in a pioneer settlement with that in their own community (e.g., with respect to services, jobs, schools, stores, use of natural resources);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Reasoning
- demonstrates limited use
of title, picture clues and text
- provides few details in the
retelling
- demonstrates some use of
title, picture clues and text
- provides some details in
the retelling
- demonstrates extensive
use of title, picture clues and
text
- provides relevant details
and gives some reference to
personal experience
- demonstrates complex use
of title, picture clues and text
- provides all of the details
and applies personal
experiences to the content
Communication
- explains ideas with limited
clarity
- explains ideas with some
clarity
- explains ideas clearly and
precisely
- explains ideas cleary,
precisely and effectively
Organization
- demonstrates limited
understanding of the
organizational elements and
forms of different kinds of
text (ex. fact, fiction,
subheadings)
- demonstrates some
understanding of the
organizational elements and
forms of different kinds of
text (ex. fact, fiction,
subheadings)
- demonstrates
understanding of the
organizational elements and
forms of different kinds of
text (ex. fact, fiction,
subheadings)
- demonstrates
understanding of complex
organizational elements and
forms of different kinds of
text (ex. fact, fiction,
subheadings)
Comparison
- includes few comparisons
of the lives of settlers and
themselves in their present
day community
- includes some comparisons
of the lives of settlers and
themselves in their present
day community
- includes many comparisons
of the lives of settlers and
themselves in their present
day community
- includes a thorough and
complete comparison of the
lives of settlers and
themselves in their present
day community
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:58 AM Page E-1
That was Then, This is Now Booklets
for use with Subtask 16 : That was Then, This is Now
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
3e1
3z3
3z15
3z20
• communicate ideas and information for specific purposes and to specific audiences (e.g., write a notice for a community newspaper advertising an upcoming school
event);
• describe changes that have occurred in their communities since the time of the early settlers.
– use appropriate vocabulary (e.g., grist mill, pioneers, settlement, general store, blacksmith, St. Lawrence River, Great Lakes, Aboriginal peoples) to describe their
inquiries and observations;
– communicate information, using media works, oral presentations, written notes and descriptions, and drawings (e.g., design a poster advertising a pioneer tool).
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding and
Application of concepts
– shows understanding of
few of the concepts and
rarely applies them
– rarely gives complete
explanations
– shows understanding of
some of the concepts and
sometimes applies them
– sometimes gives complete
explanations
– shows understanding of
most of the concepts and
usually applies them
– usually gives complete or
nearly complete explanations
– shows understanding of all
(or almost all) of the concepts
and consistently applies
them
– consistently gives complete
explanations
Communication of
required knowledge
– rarely communicates with
clarity and precision the
changes that have occurred in
their communities
– rarely uses appropriate
terminology, vocabulary, and
symbols
– sometimes communicates with
clarity and precision the
changes that have occurred in
their communities
– sometimes uses appropriate
terminology, vocabulary, and
symbols
– usually communicates with
clarity and precision the
changes that have occurred in
their communities
– usually uses appropriate
terminology, vocabulary, and
symbols
– consistently communicates
with clarity and precision the
changes that have occurred in
their communities
– consistently uses appropriate
terminology, vocabulary, and
symbols
Inquiry/research skills
and map and globe
skills
– applies few of the required
skills and strategies, and
applies these skills and
strategies correctly only with
assistance
– applies some of the
required skills and strategies,
and applies these skills and
strategies correctly with
frequent assistance
– applies most of the
required skills and strategies,
and applies these skills and
strategies correctly with only
occasional assistance
– applies all (or almost all) of
the required skills and
strategies, and applies these
skills and strategies correctly
with little or no assistance
Application of language
conventions
– with assistance
– using a few of the
conventions studied
– with several major errors
and/or omissions
– with limited assistance
– using at least half of the
conventions studied
– with several minor errors
and/or omissions
– independently
– using most of the
conventions studied
– with a few minor errors
and/or omissions
– independently
– using all the conventions
studied
– with practically no minor
errors and/or omissions
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:40:58 AM Page E-2
My Personal Times
for use with Subtask 2 : Introducing the Past
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3z19
– make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe routes taken by the pioneers);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
– order of events not in
sequence
– little understanding of the
sequening of events
– some correct sequencing
of events
– shows some understanding
of the sequencing of events
– both timelines complete
and in sequence
– shows understanding of
the sequencing of events
– adds extra events/details
to the two timelines
– shows very clear and
complete understanding of
the sequencing of events
Communication of
required knowledge
– difficulty communicating
events or sequencing events
– timeline inappropriately
labeled
– with some assistance
communicates sequence of
events
– some appropriate labeling
on timeline
– clearly communicates
sequence of events
– complete, independent
labeling of timeline
– clearly and precisely
communicates sequence of
events
– detailed, independent
labeling of timeline
Application of concepts
and skills
– difficulty with application of
concepts and skills in
completion of the timelines
– shows little understanding
of the passage of time
– some application of
concepts and skills in
completion of the timelines
– shows some understanding
of the passage of time
– independent application of
concepts and skills in
completion of the timelines
– shows understanding of
the passage of time
– consistent, independent
application of concepts and
skills in completion of the
timelines
– shows very clear
understanding of the
passage of time
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-3
Early Settlers' Journey to Upper Canada
for use with Subtask 5 : The Settlers Journey to Upper Canada
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3z7
– describe the routes pioneers took to arrive at their destinations in Upper Canada;
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
– shows understanding of
few of the concepts of the
journey of early settlers to
Upper Canada (hardships,
length of journey, conditions
of travel, country of origin,
means of transportation,
route and destination)
– shows understanding of
some of the concepts of the
journey of early settlers to
Upper Canada (hardships,
length of journey, conditions
of travel, country of origin,
means of transportation,
route and destination)
– shows understanding of
most of the concepts of the
journey of early settlers to
Upper Canada (hardships,
length of journey, conditions
of travel, country of origin,
means of transportation,
route and destination)
– shows understanding of all
(or almost all) of the concepts
of the journey of early
settlers to Upper Canada
(hardships, length of journey,
conditions of travel, country
of origin, means of
transportation, route and
destination)
Communication of
required knowledge
– rarely communicates their
knowledge of the early
settlers journey with clarity
and precision
– rarely uses appropriate
terminology, vocabulary, and
symbols to describe the early
settlers journey
– sometimes communicates
their knowledge of the early
settlers journey with clarity
and precision
– sometimes uses
appropriate terminology,
vocabulary, and symbols to
describe the early settlers
journey
– usually communicates their
knowledge of the early
settlers journey with clarity
and precision
– usually uses appropriate
terminology, vocabulary, and
symbols to describe the early
settlers journey
– consistently communicates
their knowledge of the early
settlers journey with clarity
and precision
– consistently uses
appropriate terminology,
vocabulary, and symbols to
describe the early settlers
journey
Performance and
creative work
– performs and creates their
role-play of the early settlers
journey only in limited and
incomplete ways
– occasionally performs and
creates their role-play of the
early settlers journey in
complete ways
– usually performs and
creates their role-play of the
early settlers journey in
complete ways
– consistently performs and
creates their role-play of the
early settlers journey in
well-developed ways
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-4
Bird's Eye View of Early Settler Homestead
for use with Subtask 8 : Developing a Different Way of Life
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3z8
– explain how the St. Lawrence River and Great Lakes were important to the settlement of Upper Canada (e.g., for trade and transportation);
3z9
– explain how the pioneers used natural resources (e.g., water, forests, land);
3z19
– make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe routes taken by the pioneers);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
– shows understanding of
few of the concepts of ideal
settlement location
– rarely gives complete
explanations of resource use
and proposed location of
homestead
– shows understanding of
some of the concepts of
ideal settlement location
– sometimes gives complete
explanations of resource use
and proposed location of
homestead
– shows understanding of
most of the concepts of ideal
settlement location
– usually gives complete or
nearly complete explanations
of resource use and
proposed location of
homestead
– shows understanding of all
(or almost all) of the concepts
of ideal settlement location
– consistently gives complete
explanations of resource use
and proposed location of
homestead
Communication of
required knowledge
– rarely communicates with
clarity and precision using
visual representations
– rarely uses appropriate
terminology, vocabulary, and
symbols
– sometimes communicates
with clarity and precision
using visual representations
– sometimes uses
appropriate terminology,
vocabulary, and symbols
– usually communicates with
clarity and precision using
visual representations
– usually uses appropriate
terminology, vocabulary, and
symbols
– consistently communicates
with clarity and precision
using visual representations
– consistently uses
appropriate terminology,
vocabulary, and symbols
Application of concepts
and skills
– only applies concepts and
skills with assistance
– sometimes applies
concepts and skills
independently
– usually applies concepts
and skills independently
– consistently applies
concepts and skills
independently
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-5
The Community
for use with Subtask 13 : The Community - Research, Create & Present
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3z14
– describe the lifestyles of male and female pioneers, and the various roles of individuals in a pioneer settlement.
3z15
– use appropriate vocabulary (e.g., grist mill, pioneers, settlement, general store, blacksmith, St. Lawrence River, Great Lakes, Aboriginal peoples) to describe their
inquiries and observations;
– locate key information about pioneer communities from primary sources (e.g., local museums; pioneer houses, forts, villages) and secondary sources (e.g., maps,
illustrations, print materials, videos, CD-ROMs);
3z17
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
– shows little understanding
of the importance and role of
the community member.
– rarely gives complete
explanations
– shows some understanding
of the importance and role of
the community member.
– sometimes gives complete
explanations
– shows good understanding
of the importance and role of
the community member.
– usually gives complete or
nearly complete explanations
– shows thorough
understanding of the
importance and role of the
community member.
– consistently gives complete
explanations
Inquiry/research skills
– applies few of the required
skills and strategies, and
applies these skills and
strategies correctly only with
assistance
– applies some of the
required skills and strategies,
and applies these skills and
strategies correctly with
frequent assistance
– applies most of the
required skills and strategies,
and applies these skills and
strategies correctly with only
occasional assistance
– applies all (or almost all) of
the required skills and
strategies, and applies these
skills and strategies correctly
with little or no assistance
Communication of
required knowledge
– rarely communicates with
clarity and precision
– rarely uses appropriate
terminology, vocabulary, and
symbols
– sometimes communicates
with clarity and precision
– sometimes uses
appropriate terminology,
vocabulary, and symbols
– usually communicates with
clarity and precision
– usually uses appropriate
terminology, vocabulary, and
symbols
– consistently communicates
with clarity and precision
– consistently uses
appropriate terminology,
vocabulary, and symbols
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-6
Comparing Communities: Venn Diagrams
for use with Subtask 14 : Communities - Then and Now
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3m95
– use two or more attributes (e.g., colour, texture, length) to sort objects and data;
3z15
3z25
– use appropriate vocabulary (e.g., grist mill, pioneers, settlement, general store, blacksmith, St. Lawrence River, Great Lakes, Aboriginal peoples) to describe their
inquiries and observations;
– compare and contrast life in a pioneer settlement with that in their own community (e.g., with respect to services, jobs, schools, stores, use of natural resources);
3z26
– compare and contrast buildings in a pioneer settlement with those of the present day;
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
– shows understanding of
few of the similarities and
differences between past
and present
– with assistance partially
completes Venn Diagrams
using only a few of the
required concepts
– shows understanding of
some of the similarities and
differences between past
and present
– partially completes Venn
Diagrams independently
using more than half of the
required concepts
– shows good understanding
of most of the similarities and
differences between past
and present
– completes Venn Diagrams
independently using most of
the required concepts
– shows thorough
understanding of all (or
almost all) of the similarities
and differences between
past and present
– completes Venn Diagrams
independently using all of
the required concepts
Application of
Knowledge
– applies few of the concepts
(past/present) and skills
(Venn Diagrams)
– with assistance
– Venn Diagrams have major
errors and/or omissions
– sometimes applies
concepts (past/present) and
skills (Venn Diagrams)
– with limited assistance
– Venn Diagrams have
several minor errors and/or
omissions
– usually applies concepts
(past/present) and skills
(Venn Diagrams)
– independently
– Venn Diagrams have few
minor errors and/or omissions
– consistently applies
concepts (past/present) and
skills (Venn Diagrams)
– independently
– Venn Diagrams have
practically no minor errors
and/or omissions
Communication of
required knowledge
– with assistance
– unclearly and imprecisely
– rarely uses appropriate
terminology and vocabulary
– independently
– with some clarity and some
precision
– sometimes uses
appropriate terminology and
vocabulary
– independently
– clearly
– usually uses appropriate
terminology and vocabulary
– independently
– clearly, precisely and
confidently
– consistently uses
appropriate terminology and
vocabulary
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-7
Living History Fair Unit Evaluation
for use with Subtask 17 : A Living History Fair
from the Grade 3 Unit: Long Ago Before I Was Born
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
3z15
3z16
– use appropriate vocabulary (e.g., grist mill, pioneers, settlement, general store, blacksmith, St. Lawrence River, Great Lakes, Aboriginal peoples) to describe their
inquiries and observations;
– ask questions to gain information and explore alternatives (e.g., concerning relationship between community and environment);
3z20
– communicate information, using media works, oral presentations, written notes and descriptions, and drawings (e.g., design a poster advertising a pioneer tool).
Category/Criteria
Level 1
Level 2
– shows understanding of
few of the concepts of life
during settler times
– rarely gives complete
explanations
– shows understanding of
some of the concepts of life
during settler times
Communication of
required knowledge
– rarely communicates with
clarity and precision about
life in early settler times.
– rarely uses appropriate
terminology, vocabulary, and
symbols
Application of concepts
and skills
– unable to apply concepts
and skills while presenting
– shows little understanding
of connections between
aspects of early settler life
and their own lives
Understanding of
concepts
Level 3
Level 4
– shows understanding of
most of the concepts of life
during settler times
– usually gives complete or
nearly complete explanations
– shows understanding of all
(or almost all) of the concepts
of life during settler times
– consistently gives complete
explanations
– sometimes communicates
with clarity and precision
about life in early settler
times.
– sometimes uses
appropriate terminology,
vocabulary, and symbols
– usually communicates with
clarity and precision about
life in early settler times.
– usually uses appropriate
terminology, vocabulary, and
symbols
– consistently communicates
with clarity and precision
about life in early settler
times.
– consistently uses
appropriate terminology,
vocabulary, and symbols
– some ability to apply
concepts and skills while
presenting
– shows some understanding
of connections between
aspects of early settler life
and their own lives
– able to apply concepts and
skills while presenting
– shows a good
understanding of
connections between
aspects of early settler life
and their own lives
– consistently able to apply
concepts and skills and takes
a leadership role during
presentation
– shows thorough
understanding of
connections between
aspects of early settler life
and their own lives
– sometimes gives complete
explanations
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:00 AM Page E-8
Expectation List
Long Ago Before I Was Born
Page 1
A Look At Life In Early Settler Times A Unit for Grade 3
Selected
Assessed
Social Studies---CWC: Features of Communities Around the World
2z28
2z29
2z31
2z35
2z36
2z40
– demonstrate an understanding that there are similarities and differences in the ways communities around the world meet
their needs (e.g., food, shelter, clothing);
– identify similarities and differences (e.g., in food, clothing, homes, recreation, land use, transportation, language) between
their community and communities in other parts of the world.
– ask simple questions and use a variety of means for obtaining information about communities around the world;
– communicate information, using media works, oral presentations, and written notes and descriptions (e.g., drawings to
compare clothing and food in polar and equatorial countries).
– use symbols, colour, and cardinal directions (i.e., N, S, E, W) on maps of Canada and other countries;
– use legends (e.g., blue line/river) and recognize pictorial symbols (e.g., for homes, roads) on simple maps;
1
1
1
1
1
1
English Language---Writing
3e1
• communicate ideas and information for specific purposes and to specific audiences (e.g., write a notice for a community
newspaper advertising an upcoming school event);
• organize information into short paragraphs that contain a main idea and related details;
• produce pieces of writing using a variety of forms (e.g., simple research reports, letters, stories, poems);
• revise and edit their work, using feedback from the teacher and their peers;
3e3
3e5
3e7
1
3
1
1
1
English Language---Reading
3e29
3e31
3e33
3e34
• read a variety of fiction and non-fiction materials (e.g., chapter books, children’s reference books) for different purposes;
• read independently, using a variety of reading strategies;
• select material that they need from a variety of sources;
• understand the vocabulary and language structures appropriate for this grade level;
2
2
1
2
English Language---Oral and Visual Communication
3e54
3e60
3e61
3e63
• apply the rules for working with others;
- speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and
select words carefully to convey their intended meaning;
– use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud;
– contribute ideas appropriate to the topic in group discussion and listen to the ideas of others;
1
1
1
1
1
Mathematics---Data Management and Probability
3m95
3m96
– use two or more attributes (e.g., colour, texture, length) to sort objects and data;
– select appropriate methods (e.g., charts, Venn diagrams) to cross-classify objects;
1
1
Science and Technology---Life Systems
3s16
– record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (e.g.,
produce a series of drawings to show a plant at different stages of development);
1
Health and Physical Education---Healthy Living
3p9
describe basic changes in growth and development from birth to childhood (e.g., changes to teeth, hair, feet, and height);
1
The Arts---Drama & Dance
3a46
3a47
3a56
– demonstrate an understanding of a character’s point of view through writing and speaking in role, and through using body
movement in role (e.g., write diary entries and plant grain as a pioneer in Upper Canada);
– describe their own and others’ work in drama and dance, using appropriate vocabulary (e.g., character, suspense, rhythm);
– communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a
movement sequence to express their fear of an environmental event such as a storm);
1
1
1
Social Studies---HC: Pioneer Life
3z1
3z2
3z3
3z4
3z5
3z6
• identify early settlers and their origins, and describe their lives and contributions;
• identify the contributions of Aboriginal peoples to early settlement;
• describe changes that have occurred in their communities since the time of the early settlers.
– identify the countries of origin of the pioneers who settled in Upper Canada;
– identify the areas of early settlement in Upper Canada;
– identify the Aboriginal peoples located in Upper Canada at the time of first settlement;
1
1
1
1
1
2
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1
Expectation List
Long Ago Before I Was Born
Page 2
A Look At Life In Early Settler Times A Unit for Grade 3
3z7
3z8
3z9
3z10
3z11
3z12
3z13
3z14
3z15
3z16
3z17
3z18
3z19
3z20
3z21
3z22
3z23
3z24
3z25
3z26
3z27
3z28
3z29
Selected Assessed
– describe the routes pioneers took to arrive at their destinations in Upper Canada;
1
– explain how the St. Lawrence River and Great Lakes were important to the settlement of Upper Canada (e.g., for trade and
1
1
transportation);
– explain how the pioneers used natural resources (e.g., water, forests, land);
1
2
– describe the influence of Aboriginal peoples and pioneers in the area of farming methods (e.g., the use of crop rotation);
3
– identify the contributions of Aboriginal peoples to pioneer settlement (e.g., medicine, food, and exploration);
1
1
– describe Aboriginal communities prior to pioneer settlement;
1
1
– describe the major components of a pioneer village or settlement (e.g., grist mill, church, school, general store, blacksmith’s 2
shop);
– describe the lifestyles of male and female pioneers, and the various roles of individuals in a pioneer settlement.
2
2
– use appropriate vocabulary (e.g., grist mill, pioneers, settlement, general store, blacksmith, St. Lawrence River, Great
2
7
Lakes, Aboriginal peoples) to describe their inquiries and observations;
– ask questions to gain information and explore alternatives (e.g., concerning relationship between community and
2
2
environment);
– locate key information about pioneer communities from primary sources (e.g., local museums; pioneer houses, forts,
1
1
villages) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs);
– collect and evaluate information about human and environmental interactions during the early settlement period;
2
– make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe routes
2
3
taken by the pioneers);
– communicate information, using media works, oral presentations, written notes and descriptions, and drawings (e.g., design
2
a poster advertising a pioneer tool).
– locate and label the pioneers’ countries of origin on a world map;
1
– locate and label pioneer settlements on a map of Upper Canada;
1
– trace the routes (e.g., England to Upper Canada) taken by early settlers on a world map;
1
– compare and contrast the lives (e.g., daily routines) of pioneer and present-day children of similar ages;
2
– compare and contrast life in a pioneer settlement with that in their own community (e.g., with respect to services, jobs,
2
3
schools, stores, use of natural resources);
– compare and contrast buildings in a pioneer settlement with those of the present day;
1
2
– compare tools used by the pioneers to today’s tools (e.g., hand saw/power saw);
3
2
– investigate pioneer diet and compare it to that of present-day people (e.g., snacks, beverages, breakfast, lunch, dinner);
1
– compare past and present techniques of processing products (e.g., production of maple syrup/sugar, lumber, and grain
3
2
products);
Social Studies---CWC: Urban and Rural Communities
3z42
3z46
3z47
– construct and read graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe a community and its
environment);
– consult map legends when looking for selected features (e.g., H/hospital);
– recognize that different colours on maps indicate different things (e.g., different colours are used for different countries).
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:03 AM Page F-2
1
1
1
Expectation Summary
Selected
Long Ago Before I Was Born
Assessed
A Look At Life In Early Settler Times A Unit for Grade 3
English Language
3e1
3e11
3e21
3e31
3e41
3e51
3e61
1
3
2
1
3e2
3e12
3e22
3e32
3e42
3e52
3e62
3e3
3e13
3e23
3e33
3e43
3e53
3e63
1
1
1
3e4
3e14
3e24
3e34
3e44
3e54
3e64
2
1
1
3e5
3e15
3e25
3e35
3e45
3e55
3e65
1
3e6
3e16
3e26
3e36
3e46
3e56
3e66
3e7
3e17
3e27
3e37
3e47
3e57
3m6
3m16
3m26
3m36
3m46
3m56
3m66
3m76
3m86
3m96
3m106
1
3e8
3e18
3e28
3e38
3e48
3e58
3e9
3e19
3e29
3e39
3e49
3e59
3e10
3e20
3e30
3e40
3e50
3e60
3m7
3m17
3m27
3m37
3m47
3m57
3m67
3m77
3m87
3m97
3m8
3m18
3m28
3m38
3m48
3m58
3m68
3m78
3m88
3m98
3m9
3m19
3m29
3m39
3m49
3m59
3m69
3m79
3m89
3m99
3m10
3m20
3m30
3m40
3m50
3m60
3m70
3m80
3m90
3m100
3s7
3s17
3s27
3s37
3s47
3s57
3s67
3s77
3s87
3s97
3s107
3s8
3s18
3s28
3s38
3s48
3s58
3s68
3s78
3s88
3s98
3s108
3s9
3s19
3s29
3s39
3s49
3s59
3s69
3s79
3s89
3s99
3s109
3s10
3s20
3s30
3s40
3s50
3s60
3s70
3s80
3s90
3s100
3s110
2
1
Mathematics
3m1
3m11
3m21
3m31
3m41
3m51
3m61
3m71
3m81
3m91
3m101
3m2
3m12
3m22
3m32
3m42
3m52
3m62
3m72
3m82
3m92
3m102
3m3
3m13
3m23
3m33
3m43
3m53
3m63
3m73
3m83
3m93
3m103
3m4
3m14
3m24
3m34
3m44
3m54
3m64
3m74
3m84
3m94
3m104
3m5
3m15
3m25
3m35
3m45
3m55
3m65
3m75
3m85
3m95
3m105
3s4
3s14
3s24
3s34
3s44
3s54
3s64
3s74
3s84
3s94
3s104
3s114
3s5
3s15
3s25
3s35
3s45
3s55
3s65
3s75
3s85
3s95
3s105
1
1
Science and Technology
3s1
3s11
3s21
3s31
3s41
3s51
3s61
3s71
3s81
3s91
3s101
3s111
3s2
3s12
3s22
3s32
3s42
3s52
3s62
3s72
3s82
3s92
3s102
3s112
3s3
3s13
3s23
3s33
3s43
3s53
3s63
3s73
3s83
3s93
3s103
3s113
3s6
3s16
3s26
3s36
3s46
3s56
3s66
3s76
3s86
3s96
3s106
1
Social Studies
3z1
3z11
3z21
3z31
3z41
3z51
1
1
1
1
3z2
3z12
3z22
3z32
3z42
1
1
1
1
1
3z3
3z13
3z23
3z33
3z43
1
2
1
3z4
3z14
3z24
3z34
3z44
2
1
2
2
3z5
3z15
3z25
3z35
3z45
1
2
2
7
3
3z6
3z16
3z26
3z36
3z46
2
2
1
1
2
2
1
3z7
3z17
3z27
3z37
3z47
1
3
1
1
2
1
3z8
3z18
3z28
3z38
3z48
1
2
1
1
3z9
3z19
3z29
3z39
3z49
1
2
3
1
2
3
2
3z10
3z20
3z30
3z40
3z50
Health & Physical Education
3p1
3p11
3p21
3p31
3p2
3p12
3p22
3p32
3p3
3p13
3p23
3p33
3p4
3p14
3p24
3p34
3p5
3p15
3p25
3p35
3p6
3p16
3p26
3p36
3p7
3p17
3p27
3p37
3p8
3p18
3p28
3p38
3p9
3p19
3p29
3p39
3a2
3a12
3a22
3a32
3a42
3a52
3a62
3a3
3a13
3a23
3a33
3a43
3a53
3a4
3a14
3a24
3a34
3a44
3a54
3a5
3a15
3a25
3a35
3a45
3a55
3a6
3a16
3a26
3a36
3a46
3a56
3a7
3a17
3a27
3a37
3a47
3a57
3a8
3a18
3a28
3a38
3a48
3a58
3a9
3a19
3a29
3a39
3a49
3a59
3p10
3p20
3p30
The Arts
3a1
3a11
3a21
3a31
3a41
3a51
3a61
1
1
1
3a10
3a20
3a30
3a40
3a50
3a60
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3
2
Unit Analysis
Page 1
Long Ago Before I Was Born
A Look At Life In Early Settler Times A Unit for Grade 3
Analysis Of Unit Components
17
110
185
126
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -12 Language Expectations
2 Mathematics Expectations
1 Science And Tech Expectations
1 Health & Physical Education
3 Arts Expectations
38 Social Studies Expectations
Resource Types
8
22
1
93
4
9
41
2
0
4
1
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
13
3
8
12
6
4
3
8
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Anecdotal Record
Checklist
Rating Scale
Rubric
Teaching / Learning Strategies
Assessment Strategies
1
2
1
1
1
1
1
9
2
1
1
1
2
3
4
2
1
2
1
1
1
1
1
1
2
4
2
8
2
3
1
1
Brainstorming
Buddy System
Chanting
Classifying
Community Involvement
Demonstration
Direct Teaching
Discussion
Field Trip
Guided Writing
Homework
Independent Reading
Learning Centres
Learning Log/ Journal
Map Making
Model Making
Note-making
Oral Explanation
Read Aloud
Reading Response
Research
Response Journal
Role Playing
Simulation
Written using the Ontario Curriculum Unit Planner
Classroom Presentation
Exhibition/demonstration
Learning Log
Observation
Performance Task
Response Journal
Select Response
Self Assessment
2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 10:41:09 AM Page H-1
Unit Analysis
Long Ago Before I Was Born
Page 2
A Look At Life In Early Settler Times A Unit for Grade 3
1
2
1
1
Simulation
Tableau
Think / Pair / Share
Word Wall
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