Alisha Sims

Aaron Skretting
ED3700F
22 July 2014
SOCIAL STUDIES PORTFOLIO

Table of Contents:
Section 1: KWL Chart & Professional Goals

Submitted in advance

Section 2: Social Studies Teaching Strategies

Page 2

Section 3: Reasoning Through a School Subject

Page 12

Section 4: Teaching Resource Review

Page 14

Section 5: SEE-I for a Key Concept

Page 16

Section 6: Literature Connection

Page 17

Section 7: Field Trip Program

Page 19

Section 8: Lesson Plan

Page 20

2. Social Studies Teaching Strategies

Strategy
Name

Explanation

Considerations

How does it work?

When would I use it? Why

would I use it? Are there
challenges of using it I should
think about?

Placemat

Groups of 4 or fewer students

receive a 11x14 paper with a
Placemat template
(www.globaleducation.edu.au)
Each student fills in one of the four
outer squares. The centre square is
used to consolidate and summarize
individual answers.

Great way for students to get to

know each other. Use for goalsetting, expectations, and
setting a purpose.
Constraints: Group size can not
be more than 4. Lefties! Works
great with students at tables, not
so great when students sitting at
desks.

Possible
Sentences

Teacher provides words on the

SMARTBoard. Students write at
least 5 sentences using at least 5 of
the provided words. Students then
read (or listen to) information and
see if they used the words
correctly. If not, they rewrite their
sentences to make them true.

Better than the KWL chart.

Creates anticipation about
learning because involves
predictions.
Incorporates vocabulary but
may need to scaffold
vocabulary.
Challenge may be
comprehension. Struggling
readers/writers may find this
difficult.

Concept of
Defintion Map

Template available at
readingquest.org
Students fill out the boxes with the
term, definition, and provide
examples.

A summary tool.
Great for Gr. 6 government
unit.

State (define)
Explain (in other words)
Elaborate (details, supporting
information. Examples and nonexamples)

Students use to explain a

concept.
Can also use as a reading guide.
Can also use for a jigsaw. Break
reading into sections and ask

What is it
called?

SEE-I

Illustrate (illustrative example,

simile/metaphor or actual
illustration)

students to complete a SEE-I

for a particular section of the
reading. Then jigsaw entire
class to share the reading as a
whole.

Template available at
readingquest.org.
Students write in point form a
thesis and then back it up with
proof. Then they take their
information and write it in
paragraph form in the space
provided.

Helps students form an

argument and make their
position clear. Teaches them an
argument is not just a
regurgitation of facts.

4 Corners
Debate

Assign a corner of the room a

position such as: strongly agree,
agree, disagree, strongly disagree.
Students show their position on a
particular topic by standing in a
corner of the room.
Then students share/debate their
opinions.
Students are free to change corners
as their thinking shifts.

A great way to discuss

controversial topics.
Can be used as a warm-up
activity by discussing students
initial opinions about a topic
they are about to study.

Concept
mapping

A web diagram for exploring

knowledge, and gathering and
sharing information.
Give students a theme and ask
them to connect related key words
or ideas.

Can be used to explore new

information, access prior
knowledge, and gather and
share new knowledge and
information.
Would work great for new
concepts.

Thesis-Proof

Card Sort
With
Variations
(two column,
Venn,
Linkage)

Groups of students receive Ziploc

bags that contain terms typed on
rectangle-shaped pieces of paper.
Groups sort the terms into groups or
matches, followed by a class
discussion to explain how groups
sorted their terms.
Variations: 1. Sort slips of paper into
two piles. Ex. citizenship and
identity.

Helps to clarify concepts.

Students should know the terms
definitions if there is going to be
meaningful class discussion.
However, this could be used to
measure students prior knowledge
before starting a new unit. It could
also be used to review concepts
and terms at the end of a unit.

2. Make a Venn diagram to show the

overlap of terms.
OR state items can only appear in one
column. Argue why x fits into y
column and not z column.
3. Once sorted, can students
link/connect the words?

Cornell Notes

3-2-1

Interpreting
Visuals v.1

This system of note-taking has

students divide their sheet of 8.5x11inch piece of paper into three
sections: Keypoints, notes, and
summary. Draw a horizontal line two
inches from the bottom of the page.
This box serves as the summary.

Exit slip to check for

understanding.
3 Things you found out
2 Interesting things
1 Question you still have.

Present students with their own copy

of a work of art, and display the art
on the SMARTBoard.
Survey: Students record what they
first notice in the artwork
Quadrant: Students divide the artwork
into four equal-size squares and take
closer note of the items in each
square.
Perspectives: Students identify 6
characters in the image and write a
speech bubble that illustrates their
thoughts and feelings. Students must
use one work from the word bank in
each bubble (alternatively, another
class or the teacher writes the speech
bubbles and students match them to

A great note-taking strategy for

students. Students can then use
those notes for studying by folding
the paper on the line and looking
at only left-hand column. Teachers
can also use Cornell notes as a
study guide and fill in the left
column with questions and terms.
This works in any subject.
http://www.readingquest.org/str
at/321.html offers variations.
Can use as a summary tool:
Write down three differences
between x and y, two
similarities and one question
you might have.
Example used was of
Manifest Destiny painting.
Can use with Gr. 8 Japan.
Extension activity: If someone else
drew this event, what look like?
Explore perspective.

the appropriate character).

Questions: Students consider
questions this image generates. May
research and then report in jigsaw
format.

Freewrite

Give students a writing prompt. For

example, ask students to Think back
to a time when you really knew that
you know something. How did you
know?

This helps students generate ideas

and spark thinking about a topic.
Questions can be direct or broad.
If students find writing a
challenge, they may illustrate their
answers. As a method of formative
assessment, it could be used to
access prior knowledge.

Gallery Walk
& Retrieval

Students gather information about

other classmates work as they view it
in a gallery-type format. Number
students 1s and 2s. 1s walk around
and listen to 2s students explanations
about their work. After a set period of
time, 1s sit and 2s walk around. A
final round could be a free-for-all
where students visit work that they
see during their walking turn, such as
the work of other 1s or 2s.

This is a large jig-saw. Students

verbally share their findings with
others, which reinforces their
learning. It is also a good way to
have students learn about a
number of topics, instead of doing
research individually. This
strategy can be used in any
subject, any time students make a
product. Tip: Preview students
work before allowing others to see
it to ensure there is nothing
offensive in it (Think back to the
student who made a comic and the
FUFUFUFU was of a character
stuttering)

Concept
Attainment

Present students with examples and

non-examples of a concept. Working
in groups, ask them to list the
common characteristics of the
examples. Then, ask students to use
their list of characteristics as criteria
to identify examples from nonexamples. Students then refine their
list of key characteristics and form a
definition of the concept.

This helps students understand a

concept through examples. Plus,
they see plenty of examples of a
concept, both positive and
negative. They apply what theyve
learned by identifying
relationships and similarities. They
also learn a concept beyond the
basic, memorized textbook
definition.

Tabletop
Twitter or
Silent
Discussion

Double
Exposure

Teacher writes a prompt on a large

sheet of paper at each table.
Students individually respond to
the prompt and each others
comments without talking. Just
write!

A way to get shy people

participating in class discussion.
Deescalating effect for
controversial topics. A level of
anonymity (but bad if students
write inappropriate comments).
Good, quiet transition activity.
Can hold on to it and revisit the
answers at a later date. Not
suitable for younger grades.
Students who cant transfer
thoughts to paper would find
this activity difficult.

Divide the room in half. Distribute

one of two different images to each
half of the room. Ask students to look
at their photo, of Tunisia (for example
Grade 3), and ask them what their
image indicates about life in Tunisia.
Then ask them to find an A-B partner
or 1-2 partner (with a different image)
and compare conclusions. Then
together the partners come up with
one thing thats true based on life in
Tunisia.

Adaption: Talk in groups

instead of pairs.
Use this as a jumping off point
to discuss the subject in the
photos.

Visualization
(aka Guided
Imagery)

Prior to the teacher reading a written

passage aloud, students are asked to:
listen to the reading (with their eyes
closed)
create a mental image as they listen
create a visual representation
(drawing) of the reading, once the
reading has concluded.

This would be a great hook or

introduction to a lesson, such as
the history of Grosse Isle where
Irish immigrants landed to escape
the Great Potato Famine. It can
then lead into discussions about
conditions back home that would
prompt one to endure the poor
conditions on the ship, etc. It
activates the senses and creates
empathy in listeners. It adds a
human element to historical facts.

Visual

Project on the SMARTBoard

Learn Alberta has 67 photos of

Tunisia.
Archives Canada is another
resource. Thomas Moore,
residential school photo
available there.

Any photo will work. Has to be

Metaphors

photographs or illustrations (can be

examples and non-examples) of a
topic and ask students to write
(Topic) is like (whatever is pictured)
because ...
Variation: (Topic) is not like
(whatever is pictured) because ...
Once all of the photos are shown,
arrange students in groups and ask
them to come up with a common
definition that they type and project
on the SMARTBoard: (Topic) is
like

some prior knowledge about

items in the photo. A photo of
loom may not work if students
are unfamiliar with a loom.
Look at students definitions
and come up with a common
definition for a concept together
as a class.

Reading Quest
Strategies

Readingquest.org under
strategies tab.
Venn diagram (can add a third
circle)
Cause and effect
Fishbone
Timeline
Frayer model (Useful for
definitions, facets Ex.
globalization)
Clock buddy for discussions (go to
your 3 oclock date)

Triangle with an inverted

triangle in the centre is good for
comparing/contrasting 3
different groups. Center triangle
used to record things that are
common to all three groups.

Inference/
Evidence

Can use with cartoon analysis or

deciphering the message activity
(Acadians picture and answer
5Ws. Check information on the
back to see if your inferences were
correct).
Ask students: What inferences can
you make? Types of inferences:
valid, invalid, correct, incorrect.
What evidence do you have to
support the inference?

Requires scaffolding. Students

need to know the difference
between inference and
evidence. Ex. If I wear
eyeglasses (evidence), the
inference is that I have poor
eyesight. Can have evidence
and inference is incorrect (I
wear fashion lenses).

Mystery bag

Teacher pulls items out of a bag

and students build a story using the
items from the bag. Story connects
items such as Western expansion
Gr. 7, Homestead Act, nationalism,

Helps with historical thinking.

This is one activity to get kids
to think like historians.

Gr. 9 immigration.
Could also talk about missing
stories. Ex. no mention of women.
Cartoon
analysis

Project a political cartoon on the

SMARTBoard. Ask students to
identify the characters, time, topic,
symbols, perspective(s),
purpose/message and creator.

Use as an entry point for a

controversial topic.
Check out sheg.stanford.edu for
sourcing questions.
SSTIC: Symbolism (many
cartoonists use)
Size (size of items imply certain
meanings)
Text
Imagery (well-known image to
evoke certain understanding)
Colour

history frame

Visit readingquest.org for

template. Print on 11.5x17-inch
paper. Double-side with
information on the back.

It is similar to a story map. This

graphic organizer looks at key
characters, time and place of
events, problems or goals, key
events, outcome and larger
events. Looking to record an
event with sequences? This will
work.
History and ELA applications.

Graphic
organizers

Use a graphic organizer to explore

Reading a Map. What is the map
of? Helpful legends and symbols?
Map scale? Direction?
Place/location hints?

Use in Gr. 7 when talking about

the War of 1812 and border.
Grade 3 textbook talks about
maps. Gr. 5 also looks at maps.

Both sides
now

Students have a question and

answer both sides. Decide on final
answer. Ex. Confederation: Yes or
No.

This could be used for essay

planning.
Also use for Gr. 8 Japan/U.S.

post it poll

Present students with a

question/quote. Ask them to write
their personal response on a post-it
note, and stick it under the
appropriate label on the board. Ex.
Absolutely, Yes but, Im
somewhat skeptical, and No Way!

Teacher can play devils

advocate to round out the
answers.
A quieter activity because
students put their thoughts into
writing.
A visual way to see the poll

results.
Questionnaire

Give students a questionnaire that

will help them understand some of
their own ideological beliefs.
Answer each question as honestly
as you can. On the back of the
sheet students determine their
score.
Then explore the utility of the
spectrum. Ask about perspectives
on both ends.

Creates anticipation for

learning.
Social 9 economics, Grade. 12.
Early years quality of life,
meeting peoples needs.

Human graph/
spectrum

Graph: Poll students. Ask them to

go to the wall and stand in a line
that represents their position.
Longest line strongest
perspective.
Spectrum: Poll students. Ask
students to line up against a wall
with one end being the strongly
agree position and the opposite
end being the strongly disagree
position. Talk to your neighbour. If
you disagree or agree more than
him/her, move to that side of
him/her. Will create a human
greyscale line.

Physical activity. Visual

learners can see the poll result.
Extension (horseshoe debate):
Place chairs in a horseshoe
shape. Students sit in a
greyscale line. Can switch
chairs as they shift their
position.

S-W-B-S
(Somebody
wanted but so)

Students make four columns on a

page with the following headings:
Somebody, Wanted, But, So.
Students write sentences by filling
in the columns. Ex. (somebody)
The rabbits (wanted) land (but) the
people were in the way (so) they
took it anyway.

A summary strategy.
In social studies, can be used to
record different perspectives.

Memory Maps

Teacher instructs students to draw a

map of the world, for example, from
memory.

Geographic understanding: A
great tool to explore sense of
place in lower grades.
In older grades, incorporate this
in a lesson on colonialism

because what we view as most

important we tend to draw first,
on the left and larger. Check out
Mercator projection and Peters
projection for map variations.
Sketch Maps

Teacher instructs students to draw

a map from memory on a large
piece of paper as a group. Options
available are: physical, political,
social, historical and other
thematic.

Geographic understanding: A
tool to explore rough awareness
of actual space.
The options help make students
aware of the different kinds of
maps that exist.

Graffiti groups

Teacher writes a question on a

large sheet of paper. Each table
receives its own question and
coloured marker. Tables discuss
the question and the pre-selected
recorder writes the groups answer
on the paper. Once groups have
answered the question, they switch
tables and answer that tables
question using the coloured marker
they were given. When students
return to their home table, they
consider the other groups
responses, and consolidate and
summarize those answers into a
single answer.

This activity could be used as a

starting point for class
discussion.
This activity is an alternative to
the KWL chart because the
teacher could use it to gauge
students present knowledge.
The different-coloured markers
make groups accountable for
their answers as any
inappropriate comments could
be traced by to their author(s).

Letter Box
review

Students receive a page with

labelled boxes. Ex. A-B, C-D, etc.
Students write as many
words/concepts/ideas related to the
unit that they can think of in the
appropriate box.
Extension: Ask students to make
true sentences out of their word.

This works as an end-of-unit

review tool for any subject. In a
variation, ask students to
compare their list with others in
the class to ensure all of the
concepts are covered. For
younger grades, can do this
activity as a class.

Comic Strip

Students receive a comic strip with

the words erased from the speech
bubbles. Students create the
dialogue between characters.

If I want students to apply a

concept this would be a great
tool. Comic-strip biographies
are available. Do this to a strip
of Louis Riel by Chester

Brown, for example, and see if

students can write from the
various perspectives.
Tell a Story or
a Joke

As the title suggests. Use to begin

your class. Great if you can connect it
to that days lesson.

A personal story helps build

relationships with your students.
They see the teacher as a person. It
also gets their brain working and
boosts their energy, which is
especially good if a class takes
place right after lunch.

3. Reasoning Through a School Subject (Grade 7)

Purpose:
What is the main purpose of the
Social Studies program at this
grade level?
Hint: examine the grade heading,
overview and rationale

Grade 7 students look at Canadian history preceding and following

Confederation. Students explore the origins, histories and movement
of people living in pre-Confederation Canada. Then, they look at
how the political, demographic, economic and social changes that
have occurred since Confederation have influenced the evolution of
Canada as we know it today. Students also consider how the events
before and after Confederation helped Canada become home to a
multicultural, bilingual, pluralistic and diverse society, and affected
citizenship and identity over time.

Question-at-issue:
What roles did the Aboriginal, French and British people as
What key questions is the
program addressing at this grade individual groups of people and interacting with each other play
in the creation of Canadian Confederation? (7.1)
level?
Hint: turn the GLOs into questions

Information:
What information do students
gain at this grade level?
Hint: review the knowledge SLOs and
the strands associated with them

How have the political, demographic, economic and social changes

that have occurred in Canada since Confederation presented
challenges and opportunities for individuals and communities? (7.2)

In post-Confederation history, students look at the expansion of

Canada. They learn the positives and negatives concerning
immigration and migration, and political decisions. Students also
appreciate the challenges that individuals and communities face
when confronted with rapid change.
One example that students consider is (7.2.4) the role, contributions
and influence of the Red River Mtis on the development of western
Canada. Students look at the factors that led to Louis Riels
emergence as the leader of the Mtis; the similarities and differences
between the causes of the Red River Resistance in 1869 and second
Mtis uprising in 1885; the Government of Canadas response to the
uprisings; the Mtis fight against assimilation; and the creation of
Manitoba. Students also consider the Mtis, First Nations, French
and British perspectives on the events that led to the establishment
of Manitoba and how the creation of the province was an attempt to
achieve compromise between all of the groups involved. Students
learn how the Government of Canadas response to the uprisings
solidified Canadas control of the west, and used the Manitoba
Schools Act and evolving educational legislation in the Northwest
Territories as a way to impose a British identity in western Canada.

Perspectives:
How does the program attend to
aboriginal, francophone and
pluralist perspectives at this
grade level?

Fundamental and powerful concepts:

What key concepts does the
course introduce?
What are the most important
ideas students would have to
understand in order to
understand Social Studies at this
grade level?

7.2.4.5 asks that students reflect on the Mtis, First Nations, French
and British perspectives on the events that led to the establishment
of Manitoba.
7.2.4.5 asks how the creation of Manitoba was an attempt to achieve
compromise between the Mtis, First Nations, French and British
peoples.
Both of these SLOs specifically ask students to consider an event
from multiple perspectives. Students not only have to consider each
groups lists of hopes and concerns leading up to the creation of
Manitoba, but also what each one gained and lost once the province
was formed.

Grade 7 students are introduced to the concept of intercultural

contact when they examine migration and immigration. They also
look at how intercultural contact influences Canadian citizenship
and identity.
In order to understand the concept of intercultural contact, students
must first understand the following terms: assimilation, colony,
immigration, imperialism, migration, and settlement.
Other ideas students that learn about at this grade level are:
demographics, Great Deportation, National Police, Treaty of Paris
and urbanization.

Conclusions and inferences:

What are the essential
understandings or key
conclusions of this Social
Studies course?
Hint: See if you can paraphrase the
general outcomes in language that
makes sense to you.

First Nations (as well as Mtis), French and British people all called
home what became the Dominion of Canada at Confederation.
Students will learn how these different groups got along, as well as
didnt get along, to eventually form Canada. The challenges that
come with different groups of peoples living together did not end at
Confederation. Students will learn that todays Canada continues to
face challenges due to political, demographic, economic and social
changes. As a result, Canadian citizenship and identity is constantly
evolving.

Adapted from Nosich, G. (2010). Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum. New
York, NY: Pearson.
Skretting Summer 2014

4. Teaching Resource Review

Alberta Education. (2009, June 30). Social Studies Literature Connections (K-12).
Retrieved from http://www.learnalberta.ca/content/sslc/html/index.html

Teachers wanting to integrate literature in their social studies lessons do not have
to spend hours thumbing through titles in the library. Alberta Education has compiled a
list of titles to help teachers create a rich and engaging curriculum at each grade level
while meeting the learning outcomes for the social studies program of studies. Social
Studies Literature Connections (K-12) is a resource that contains bibliographical
information and annotations for a selection of books organized by grade.
Alberta Education warns that this document is not intended to be a comprehensive
list, but a list of some of the types of books available that meet the learning outcomes in
the program of studies. The document was last updated in 2009 so some of the titles are
fairly recent. Other titles on the list are out of print, but may be available from school
libraries, which saves having to purchase copies.
Each grade has its own literature connection document, which is available as a
PDF at http://www.learnalberta.ca/content/sslc/html/index.html. Each title within each
document is cited in APA format, which is followed by the list price, ISBN and
applicable GLOs. A red maple leaf beside the title indicates a Canadian work. A three- or
four-sentence summary of each title is provided along with the name of the school or
group that previewed the work. However, no ratings are provided. Summaries often
mention ways to use the title in the classroom such as a read aloud or a starting point for
discussions.

The website also provides three lists of literature that relate to geographic
thinking, historical thinking, and Canadian symbols and identity. These lists are not grade
specific because the creators believed that these titles could be used in any classroom
from Kindergarten to Grade 6. Titles on this list not only indicate skills and processes,
such as Geographic Thinking: Regions (East Coast/Maritimes), Landscapes, Symbols
and Landmarks, but also mention if the title appears on other lists.
For teachers that have a title in mind that is not on a list and want to know
whether it will enhance a lesson, the website provides a template for screening literature
connections for social studies. Teachers fill out the template to determine whether the
titles will meet the learning outcomes of the new social studies program of studies.
There are plenty of convincing reasons to integrate fiction and non-fiction
tradebooks into a classroom. Excellent fiction titles can often stir up an emotional
response that some non-fiction titles and textbooks may lack. They can provide the
reader with a new point of view that may create a sense of empathy of the characters in
the story. This response can often lead the reader to become engaged with a topic, which
can then be connected with related curriculum topics. The visual and tactile element in
some fiction and non-fiction titles can capture the interest of reluctant readers, and those
whose strength is not necessarily learning through words alone. Benefits for students
abound. Selecting appropriate literature titles does not have to be onorous for teachers.
Alberta Education has done all of the legwork and selected age-appropriate titles that
enhance social studies lessons while meeting the required GLOs.

5. SEE-I for a Key Concept (Grade 7)

SEE-I
State
(clearly and succinctly
state the concept)

Elaborate
(clarify the concept in
your own words)
Exemplify
(specify the concept by
giving concrete
examples and nonexamples)

Assimilation is the process by which an individual or minority group loses its original culture
when absorbed into another culture; in the context of colonialism, a policy of total integration
of colonies into the colonizing country.

Assimilation is the practice of forcing a group of people to stop being who they are and
become like another, usually dominant, group. This process happens over time.

The annual buffalo hunt was an important social gathering as well as a way to sustain the
Mtis way of life by providing food, clothing and shelter materials. When Canadian,
American, and Europe hunters depleted the buffalo and English-speaking farmers from
western Canada settled in the Red River area and built fences, the Mtis needed to find
another way to sustain themselves. They lost the bi-annual buffalo hunt and a traditional way
of life. This is one way that the Mtis were assimilated.
Another example is the Manitoba Act that protected French language and culture. In 1890,
the government of Manitoba said that the province would no longer be bilingual; English
would be the official language of the government. French speakers could no longer attend
French schools and English-speaking immigrants were calling the province home. English
became the dominant language spoken in the province.
A non-example of assimilation is choosing to eat sushi for supper. The food choice does not
mean the sushi eater has lost his own culture and adopted Japanese culture. The sushi eater
has experienced Japanese culture, not assimilated into it.

Illustrate
(draw or create a picture
with words
(metaphor/analogy))

Assimilation is the lemon juice in a glass of lemonade. Water and lemon juice are two
separate and distinct ingredients. When combined, they form lemonade. The water is the
dominant ingredient as there is more of it and the drinker detects only a hint of lemon juice.
Once mixed together, it is impossible to extract the lemon juice from the water. It retains its
tart flavour but it is no longer as sour as it used to be. It has been absorbed by the water and
is now less distinctive.

6. Literature Connection
Hughes, M. (1992). The Crystal Drop. Toronto: HarperCollins.

Global warming and drought make life a struggle in southern Alberta in 2011, but
life promises to get a lot tougher for Megan and her younger brother Ian. Alberta author
Monica Hughes The Crystal Drop tells the story of a recently orphaned 16 and 10 year
old who leave the family farm near Fort Macleod to set out on a dangerous journey with
hopes of finding their uncle at Lundbreck Falls. The duo sets out on foot with stops in
Head-Smashed-In Buffalo Jump, Pincher Creek, and Cowley. They brave natural hazards
and encounter only a few people. Some of those people are kind, such as an elderly
couple content living off the land and respecting its bounty, and others are not, such as
the survivalists with guns and attack dogs.
A predominant theme throughout the texts 177 pages is humans impact on the
environment. Hughes paints a future where the overuse of fertilizer and irrigated water to
grow two crops a season destroy the soil. It is not explicitly stated that humans cause the
drought; there is an implication that global warming plays a large role.
The Crystal Drop is an ideal fit for Grade 4 social studies lessons, since the grade
title in the program of study is Alberta: The Land, Histories and Stories.
SLO 4.1.2.4 asks students to consider Albertas significant natural resources and
their locations. Water is a precious commodity, and the text mentions several rivers,
including the Oldman, Crowsnest and Castle rivers.
SLO 4.1.4 asks students to analyze how Albertan interact with the environment by
exploring and reflecting upon question and issues such as: In what ways do the physical

geography and natural resources of a region determine the establishment of communities

(4.1.4.1) and how are natural resources used by Albertans (4.1.4.2)? Alberta is known as
the Irrigation Capital of Canada. Students could explore the history of irrigation in
Alberta, but how several successful irrigation projects resulted in increased settlement of
southern Alberta, creating towns such as Magrath and Raymond.
The Crystal Drop presents plenty of lesson ideas. Students could map the

siblings journey, and label the rivers mentioned in the text to boost their

geographical thinking. The drought of the 1930s appears in SLO 4.3.1.6, and the text
mentions the Great Depression. Students could compare and contrast the setting of
the text with the Great Depression, since similarities and differences exist. When a
group of boys take the siblings hostage, they provide a brief history of the buffalo
jump. This may serve a starting point to explore how the Blackfoot used physical
geography as a hunting tool. Both lessons aid students historical thinking.

The text provides cross-curricular opportunities in ELA, too. Students

explore science fiction as a literary genre (2.2.1.1 Experience Various Texts). The

teacher may incorporate an exercise that has students create a comic strip of one of
the siblings adventures or perform a short skit or puppet show to retell events of
stories in another form or medium (2.2.1.4).

This piece of futuristic science fiction (although 2011 has come and gone) does

not appear on LearnAlbertas list of Social Studies Literature Connections, but is on the
Galt Museums list of books set in southern Alberta (http://galtmuseum.blogspot.ca/
search/label/Alberta%20literature).

7. Field Trip Program

Great Citizens, Galt Museum School Program. Grade 1.

What makes a person a hero? That is the question Grade 1 students explore when
they participate Great Citizens program at the Galt Museum & Archives in Lethbridge.
The program highlights famous and not-so-famous people of southern Albertas
past to help students understand how people helped shape our city. It also looks at the
characteristics that made these people great. The hope is that students see heroes not as
people who wear masks and capes and star in summer blockbusters, but everyday folks
who work hard while displaying courage, dedication, honesty and other characteristics.
The Grade 1 social studies curriculum introduces students to the concept of
community. The Great Citizens program best fits with GLO 1.2, which looks at Moving
Forward with the Past: My Family, My History and My Community. 1.2.1 asks that
students appreciate how stories and events of the past connect their communities to the
present. 1.2.2 asks students to analyze how events or people of the past influenced their
present communities. Great Citizens highlights people who enhanced the vitality and
well-being of Lethbridge. For example, west-side students could learn Nicholas Sheran is
more than a name on their school sign. The hardworking entrepreneur drew on the
boating skills acquired as a boy on Arctic whalers and established a ferry service across
todays Oldman River. He also put what would become our city today on the map
through the sale of coal.

LESSON PLAN
Subject: Social Studies
Grade: 3
Date: July 22, 2014
Critical Inquiry Question: What is a day in the life of a Grade 3 student like in the
Ukraine?
Lesson: Ukraine guest speaker
Time: 1 block pre-recess, 1 block post-recess
SLOs: From the Program of Studies
3.1.2 Ukraine: Daily Life, Traditions, Celebrations
3.1.2.4 What are the traditions, celebrations, stories and practices in the
communities that connect the people to the past and to each other (e.g. language spoken,
traditions, customs)?
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of
lesson procedure, but an indication of what students will know or be able to do by the end
of the lesson).
Knowledge: Students should be able to name a city, tradition, custom, food and the
language spoken in Ukraine.
Skill: Students should be able to organize and record the information presented
Students should demonstrate cooperative behaviour to ensure that all members of the
classroom have an opportunity to participate in the Q&A.
Key Questions:
What is the focus question for this lesson? What are some related questions?
What is the name of a city in Ukraine? What language is spoken there? What kinds of
food do they eat? What does their traditional clothing look like? Do they wear it all the
time or only on special occasions? What kind of holidays do they celebrate?
Materials:
A copy of Ukraine: Sasha Kotyenkos Painting Embroidery Time by Jacquiline
Touba. (Note: Jacquiline is correct and title appears on Literature Connections list)
Whiteboard, marker
1 potato-filled and 1 strawberry-filled Verenyky per student, plastic forks, plastic dessertsize plates, napkins galore. Food pre-cooked. Stored in staff fridge. Heat 30 seconds in
microwave before serving.
Digital camera to photograph items for later reference and show students who are absent
today. Photo ideas include food and traditional dress.
$10 Tim Hortons gift card for guest
Students passports (A log to remember different places visited during social studies
classes India, Tunisia, Ukraine and Peru. These are made in advance and students used
them previously. Template attached on last page.)

Index cards (if follow-up activity is completed)

Preparation:
The teacher has contacted the Troyanda Ukrainian Dance Club (which hosts a curriculum
show) and arranged to have a guest speaker come into the classroom to talk about daily
life in Ukraine and its culture. Teached prepped guest speaker about lesson content and
objectives.
Guest speaker is bringing dancewear to show students traditional dress, and agreed to
teach students how to say hello in Ukrainian as well as some dance steps that are
relevant to Ukraines regions.
Teacher is supplying Verenyky (also called pyrohy in some regions of Western Ukraine).
Two types of dumplings will be served: a filling of mashed potatoes and a filling of
strawberries. A note has already been sent note to inform parents and check for food
allergies.
Inform front office that you are expecting a guest as s/he will have to sign in.
Adaptations:
Instead of having a guest speaker come in, Troyanda Ukrainian Dance Clubs website
states that it hosts Grade 3 students for an annual curriculum presentation at the
University of Lethbridge. The 90-minute show is filled with educational bits, dance
performances and student interaction. Its safe to assume there is less one-on-one
interaction at a show with 950 students versus a single classroom.
Lesson Procedure:
Pre-recess:
Students sit at reading circle as the teacher reads aloud the Ukraine: Sasha Kotyenkos
Painting book. (Story immerses students in the world of a young person living in
Ukraine today)
After the readaloud, the teacher asks students if they could talk to Sasha Kotyenko what
questions would they ask her about life in Ukraine? (This is near the end of the unit, so
students will have prior knowledge to draw from.) Inform students that they will ask
todays guest speaker those questions.
Record questions on the whiteboard. Be sure to include questions that ask about
traditions, celebrations, stories and practices in the communities that connect the people
to the past and to each other (e.g. language spoken, traditions, customs) as per SLO.
Recess break:
Use this time to heat up food (and place in foil container so it stays warm) and greet
guest. Set up any displays and get a rundown of order of presentation/activities.
Post-recess:

Remind students the guest is volunteering valuable time so students should be on their
best behaviour.
Inform students guest speaker will talk for 10-15 minutes (which includes a lesson on
how to say hello in Ukrainian, teach a dance step, Q&A, casual interaction between
students and guest as teacher serves food to students and they eat. Take photos during
presentation for later reference.
Students thank guest speaker. Teacher thanks guest speaker and gives gift card. One
student per table is assigned cleanup duties. Teacher assists guest speaker with takedown
of items (if necessary).
Teacher reviews some of the information gathered today. (Write on whiteboard) Be sure
to include the name of a city (its in the storybook), spoken language, a food eaten in
Ukraine, and describe traditional clothing and a celebration. Be sure to ask their opinions
on the food, dress, celebration, etc.
Students organize and interpret the data they have gathered. Students record in their
passport facts about the country they just visited in an imaginary field trip.
Follow-up Activity: (If time allows today. Can complete tomorrow) Students write notes
of appreciation. Index cards are on my desk. Notes should include:
To:
Role:
I appreciate many things that you shared today:
1.
2.
3.
But we REALLY appreciate how you:
Thank you very much,
(Student name)
Assessment:
How will you know if students met your lesson objectives? What are you looking for in
this formative assessment?
Class discussion after the guest speakers presentation will show whether students
learned anything about Ukraine. Students entries in their passports will form the
majority of the formative assessment (but the passports may be better suited to
summative assessment).
Lesson Rationale:
Chapter 16: Bringing Community Resources into Elementary Social Studies

In my PSI, there was an opportunity to bring in a guest speaker to complement one of my

lessons. I was surprised at the students response because those who typically did not
participate in classes I led were the ones that raised their hands the most to ask questions.
The entire class was engaged and the Q&A ran much longer than anticipated, which was
OK because it was indoor recess that day.
As much as we hate to admit it, teachers arent experts in everything. First-hand
responses from local experts are worth far more to students than information a teacher
reads aloud from a textbook. Plus, there is very little Let me get back to you on that. I
think that having new faces come into the classroom to share their knowledge makes the
information far more memorable.
Lethbridge is becoming far more ethnically diverse so there is a large pool to draw from
for resources. If a childs parent is not from a particular region that the class is studying,
many ethnic groups have their own local ethnic associations. It is far easier to have an
expert come in to the classroom than transport 30 students. Plus, there is very little cost
other than prep time.
Guest speakers also give students an opportunity to meet an adult outside of the school
but lives in the same community.