Hands-On Social Studies for Ontario, Grade 5

Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.

Introduction to Hands-On Social Studies, Grade 5 1

Program Introduction 2
What Is Social Studies? 2
The Goals of Social Studies 2
The Inquiry Approach to Social Studies 2
Hands-On Social Studies Curriculum Expectations 3

Overall Expectations 3
Concepts of Disciplinary Thinking 3
Big Ideas 3
Specific Expectations 4


Hands-On Social Studies Program Principles 4
Cultural Connections 4
Indigenous Knowledge, Experience, and Perspectives 4
Program Implementation 7

Program Resources 7
Lessons 8


Accommodating Diverse Learners 9
Classroom Environment 9
Planning Units (Timelines) 10
Classroom Management 10
Social Studies Skills: Guidelines for Teachers 10

Communication 10
Vocabulary 14
Geographic Definition 14
Research 15



The Hands-On Social Studies Assessment Plan 16

Assessment for Learning 17
Assessment as Learning 17
Assessment of Learning 17
Performance Assessment 18
Portfolios 18
Summative Achievement Levels 19
Indigenous Perspectives on Assessment 19
Important Note to Teachers 19
References 20
Social Studies Achievement Chart 21
Assessment Templates 23

Unit A: Heritage and Identity: Interactions of Indigenous

Peoples and Europeans Prior to 1713, in What Would
Become Canada 35
About This Unit 36
Unit Overview 40
Curricular Expectations 41
Social Studies Thinking Concepts: Success Criteria 43
Cross-Curricular Connections 44
Resources for Students 45

1 Launching the Unit: Learning From History 49
2 Learning From Primary and Secondary Sources 54
3 Indigenous Peoples in What Would Become Canada 59
4 Daily Life and Worldviews of
Indigenous Peoples Before Contact 67
5 Early European Explorers 76
6 Contact Between Indigenous Peoples and European Explorers 84
7 Perspectives on First Contact 89
8 Historically Significant People 93
9 Life in New France 100
10 The French, the Haudenosaunee, and the Wendat 107
11 The Fur Trade: Part One 114
12 The Fur Trade: Part Two 120
13 Culminating Inquiry: Impact of Interactions 125


References for Teachers 132

Unit B: People and Environments: The Role of Government and Responsible Citizenship 135

About This Unit 136
Unit Overview 140
Curricular Expectations 141
Social Studies Thinking Concepts: Success Criteria 143
Cross-Curricular Connections 144
Resources for Students 145

1 Launching the Unit: Social and Environmental Issues 154
2 Rights, Freedoms, and Responsibilities 159
3 Rights and Responsibilities 164
4 Canadian Charter of Rights and Freedoms 169
5 What Is Good Citizenship? 173
6 Indigenous Governments 179
7 Levels of Government in Canada 185
8 Investigating Different Perspectives 191
9 Creating Spatial Journals: Analyzing and Constructing Maps 197
10 Citizens and Government Working Together 202
11 Inquiry Project Part One: Setting the Stage for Success 209
12 Inquiry Project Part Two: Evaluating Resources and Gathering and Organizing Information 215
13 Inquiry Project Part Three: Interpreting, Analyzing, Evaluating, and Communicating Information 220



References for Teachers 225

Appendix: Image Banks 231

About the Contributors 244