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 Click here to view a larger version of this image. (This image is larger than 450 pixels) Young Women's Christian Association (YWCA), Event of National Historic Significance © NAC/PA-123627 |
The activities in Our Roots, Our Future: Experiencing Canada's National Historic Sites in the Classroom are written mainly in student-focused language. They are designed to expand the students' knowledge of facts, their understanding of concepts, and their ability to think and reason. The instructional approaches address varied learning styles and multiple intelligences and encourage critical thinking, analysis, and application. Your students will use the national historic sites as well as a variety of electronic and print resources.
Each activity follows a standard format:
- suggested grade levels
- learning outcomes/expectations, written to your students, that reflect the various provincial/territorial curricula at the relevant grade levels
- step-by-step instructions for your students to guide them in completing the activity individually or collaboratively
- Selected Resources including numerous stable Web sites with reliable, accurate, and reputable information
- Teacher Tips offering strategies for implementing the activities
- challenges and extensions in Related Activities designed to broaden the scope of the main activity
- suggested Assessment strategies In addition, a curriculum correlation chart summarizes the links to curriculum in each activity. The detailed correlations show you which provincial/territorial outcomes/expectations are addressed by each activity.
The Culminating Activity is a local history project that invites your students to work with the community to explore their local history, select an appropriate site, person, or event and perhaps even submit the topic for possible designation by a municipality, a province/territory, or the Government of Canada.
The Activities listed in the Activity Overview below address specific learning outcomes/expectations. A detailed curriculum correlation can be found in the Curriculum Correlations section.
Although most history courses are organized chronologically, the activities
in Our Roots, Our Future: Experiencing Canada's National Historic
Sites in the Classroom are arranged according to the grade level
ranges in which they are taught across the country. While a range of
appropriate grade levels is suggested for each activity, the activities
are easily adapted for students who are older or younger. (For example,
an activity that asks students to conduct research can be geared for
different levels of complexity and skill sophistication.)
ACTIVITY OVERVIEW
| GRADE | ACTIVITY | STUDENTS LEARN ABOUT... | SYSTEM PLAN THEMATIC FRAMEWORK |
| 5-10 | Culminating Activity: History Close to Home | selecting and recommending for commemoration one place, person, or event in their local community that is of historic significance. | |
| 5-9 | In the Voyageurs' Footsteps | the importance of the fur trade to Canada and its impact on places and people. | Developing Economies: Trade and Commerce. |
| 7-9 | As Seen Through Your Eyes | the importance of the settlement of New France - what life was like for the first settlers there. | Peopling the Land: Settlement. |
| 7-9 | Conflict and Competition: The Klondike Gold Rush | the impact of the Gold Rush on people and the environment of the Klondike. | Developing Economies: Extraction and Production. |
| 7-9 | The Greatest Prime Minister | the lives of our Prime Ministers and how they contributed to our country's development. | Governing Canada: Politics and Political Processes. |
| 7-10 | Where We Live <--> Who We Are | Aboriginal peoples and their relationship to the environment. | Peopling the Land: Canada's Earliest Inhabitants Developing Economies: Hunting and Gathering, Extraction and Production. |
| 8-10 | Holding Up Half the Sky | how Canadian women have worked collaboratively to effect social change. | Building Social and Community Life:
Community Organizations. Education and Social Well Being: Social Movements, Religious Institutions. |
| 8-10 | Louis Riel: Martyr, Traitor, Hero, or ...? | perspectives on the importance of Louis Riel and developing a viewpoint of their own. | Governing Canada: Politics and the Political Process, Military and Defence. |
| 8-10 | Dreams Become Realities | the impact of science and technology on Canadians. |
Developing Economies: Extraction and Production, Technology and
Engineering, Communication and Transportation. |
| 8-10 | A New Land, a New Life | how immigrants have influenced Canada and how Canada has influenced its immigrants in the past 150 years. | Peopling the Land: Migration and Immigration, Settlement. |
| 9-11 | 400 Years of French Presence in Canada | 2004 marks the 400th anniversary of the beginning of permanent French settlement in North America. This activity explores the successes and challenges of the French culture in Canada and its impact on the country's development. It also helps students understand how people settled, lived on and adapted to this new land. | Peopling the land: Migration and Immigration,
Settlement. Developing Economies: Trade And Commerce, Communications and Transportation. Building Social and Community Life: Community Organizations, Religious Institutions, Social Movements. Expressing Intellectual and Cultural Life: Learning and the Arts. Governing Canada: Politics andThe Political Process |
| 9-11 | World Heritage Sites of Canada | Our precious and irreplaceable natural and cultural heritage must be protected so that future generations can inherit the treasures of the past. Students will investigate the role of the UNESCO as well as their personal role in preserving Canada’s 13 world heritage sites in this activity. | Peopling the Land: People and The Environment. |
View a brief description of each
activity.
National Historic Sites of Canada Thematic Framework
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