Social Studies Grade Four
Unit2:
Heritage
Unit Overview for Grades 1 to 5
Learning at each grade level is organized around four units of
study.
Unit 1 Identity Unit 3 Interdependence
Unit 2 Heritage Unit 4 Decision Making
This curriculum uses a spiral model for organizing learning
objectives. With this developmental model, concepts are
introduced and developed within the context of a theme and at a
level appropriate for the students in the classroom. The unit
"Heritage" is developed in the following way:
Unit Summary for Grade Four
Students will study the history of the people of Saskatchewan
from the pre-contact First Nations people, the early European
immigrants, explorers, fur traders, the Métis peoples, and
the later immigrants from many countries of the world who all
contributed to the current multicultural mosaic of this province
.
Students will use a variety of resources, including literature,
to access information about historical experiences of people.
They will have the opportunity to participate in various group
projects to organize and present information. They will make
connections between events and experiences of the past and those
of the present
.
Major Concepts and Learning
Objectives
Concepts
Heritage
- history, First Peoples, oral tradition, diversity,
traders,
immigrants, push/pull factors, change
Knowledge Objectives
Students will know that
:
- First Nations peoples have inhabited this region for many
thousands of years. (N, PSVS)
- First Nations peoples developed language, traditions and
technologies appropriate for their lifestyles. (N, PSVS,
TL)
- explorers, fur traders, and early immigrants came to this
province for a variety of reasons and brought with them
their own cultures. (PSVS, CCT)
- interactions of Aboriginal peoples and immigrants resulted
in new identities. (PSVS, CCT)
Skills/Abilities Objectives
Students will:
- identify and describe past experiences, traditions, and
technologies of Aboriginal peoples of Saskatchewan. (C, N,
PSVS, TL, IL)
- use a variety of resources to access, organize, and
present
information. (C, TL)
- identify various changes that took place during this time
period. (C, N, CCT)
Attitudes/Values Objectives
Students will:
- value and appreciate the past experiences, cultures and
traditions of Saskatchewan's peoples. (PSVS)
Citizen Action Objectives
Students may:
- plan and participate in simulation activities. (C, PSVS,
CCT)
- plan and conduct an interview. (C, IL)
Suggestions for Integration
- Language Arts:
- Use literature (e.g., historical
fiction, biography, case studies,
nonfiction) to study past experiences of
various peoples of the province. Develop
themes in the social and historical
contexts. This could be an ongoing
theme throughout the year.
- Arts Education:
- Study past and present art forms of
various peoples, including Indian
peoples, of Saskatchewan, exploring
reasons why these art forms evolved.
Use art forms, including drama in
context,to explore and present
historical information.
- Science:
- Core unit: Fossils and Rocks. Also,
study of animals of the province,
especially those that were used for
survival and trade (e.g., buffalo,
beaver).
"How are Animals and People
Dependent Upon Each Other?",
Language Arts for Indian and
Métis Students: Adapting
the Elementary Level Curriculum,
1994.
Student skills/abilities may be supported in all subjects.
Teaching History to Elementary
Students
The primary focus of Unit Two is the historical experiences of
people of Saskatchewan.
The concept of history is dealt with in one way or another in
each social studies program from K to 12. The way it is taught
at the different grade levels will, however, vary greatly. For
young students, the traditional approach (lecture, take notes,
learn facts/dates, write test) to teaching history is
inappropriate and ineffective. Research indicates, however,
that young children are able to learn a great deal about history
when the material is presented within a resource-based approach.
The following are some examples.
- Avoid using a history textbook. Instead, use stories
(e.g.,
oral histories, historical fiction, case studies), videos,
and guests.
- Avoid having students write a lot of notes, memorize
facts,
and answer factual questions. Instead, plan small/large
group activities involving simulation and role play
activities, learning centres, field trips, guest speakers,
and discussions.
- Instead of an emphasis on broad political events and
decisions, emphasize the experiences and feelings of
ordinary people, including women and children.
- Avoid studying historical events in isolation. Be sure
to
draw connections with the students' present lives, the
environment, technology, and other historical and current
events.
- Avoid evaluating students primarily on their ability to
recall information. Rather, use a variety of criteria.
This unit, especially Modules One and Two, has the potential for
dealing with a great deal of content and becoming involved in
projects that could take the better part of the entire year. In
order to avoid the latter and still expose the students to the
content, the teacher may consider the following:
- Deal with Module One and/or Two in a learning centre
approach. At each centre include information in a variety
of formats (including stories, maps, pictures, a video,
filmstrips) along with directions for specific activities.
Have all the students, individually or in small groups,
participate in all or a minimum number of the centres.
- Deal with the major concepts with the whole class. Have
groups of students choose specific topics from Modules One
and Two to research. The teacher and students may together
establish how information will be organized and shared.
- Deal with some of the topics through a literature study
(e.g., immigration). Integrate with Language Arts.
