s o n e l N Canadian Communities, Past & Present - Nelson€¦ · · 2017-10-20Exploring Nelson...

Nel

son

Canadian Communities, Past & Present

SAMPLE CHAPTER INSIDE

Your Complete Solutionfor Ontario Social Studies 1–6

● Helps you integrate the strategies and tools from the 2013 Ontario Curriculum Social Studies Grades 1–6

● Provides you with everything you need to support and extend spatial skills, inquiry strategies, and social studies thinking concepts in one convenient place

● Flexible format allows you to plan based on your needs

Grade 4Now Available

Grade 5 Now Available

Grade 6 Coming May 2015

First Nationsand EuropeanExplorers

Nel

sonCanadian

Government

and Citizenship

Nel

son

Nelso

n So

cial Stud

ies 5 Canad

ian Go

vernment and

Citizenship

Your Complete Solution for Ontario Social Studies 1–6

Student Books● Provide complete curriculum coverage

u Strand A—Communities in Canada, Past and Present

u Strand B—Canada’s Interactions with the Global Community

Components OverviewGrade 6 shown below

Activity Cards● 2–3 cards per chapter (6 copies of each) stored in

a sturdy box

● Support and extend spatial skills, inquiry strategies, and social studies thinking concepts

● Designed for use individually or in small groups

Teacher’s Resource● Comprehensive Lesson Plans

● Unit and Chapter Planning Charts, and Inquiry Tasks

● Assessment Rubrics and Success Criteria

● Includes CD with modifiable versions of all Blackline Masters

This series focuses on the importance of becoming an active engaged citizen, through

attractive visuals and thought-provoking questions, to spark inquiry. Delivered in two

modules per grade, this comprehensive program provides you everything you need in

one convenient place.

Digital Component OverviewGrade 5 shown belowmyNelson is designed to support your digital needs. Your subscription of the Online Teaching Centre provides

access to strand A and B units including interactive student eBook, image galleries, weblinks, and interactive

whiteboard activities.

Interactive Student eBookThe interactive online version of the Student Book is

easy to navigate and allows you to highlight text, and

add your own notes and weblinks.

VideosEngaging videos provide an introduction to a

chapter or illuminate a specific chapter topic.

Interactive WhiteboardSMART NotebookTM Interactive Whiteboard Lessons

develop hands-on spatial skills and thinking concepts.

Your Complete Solution for Ontario Social Studies 1–6

Nel

son

Canadian Communities, Past and Present

Series Advisor Stanley Hallman-Chong

Series Authors Mary Cairo Luci Soncin

Series Consultant Jennette MacKenzie

Contributing Writers Tara Harte Elizabeth MacLeod

Social Studies Consultant Angelo Bolotta

Consultants and Contributors Mary Bender, Assessment Contributor

Michael Borop, Cartography Reviewer

Wilfred Burton, Indigenous Content Consultant

Nancy Christoffer, Bias Reviewer

Fran Craig, Assessment Consultant

Lynnita-Jo Guillet, Indigenous Content Consultant

Byron Moldofsky, Cartography Reviewer

Dyanne Rivers, Social Studies Reviewer

Reviewers

Jennifer Casselman, Upper Canada DSB

Richard Duffy, Rainbow DSB

Lisa Galvan, Greater Essex County DSB

Will Gourley, York Region DSB

Cheryl Innes, Grand Erie DSB

Blair Janzen, DSB of Niagara

Kelley Jones, Upper Grand DSB

Karen Koop, Hamilton–Wentworth DSB

Lucie Kybal-Syrovy, Toronto DSB

William Launderville, Hastings and Prince Edward DSB

Elizabeth McArton, Near North DSB

Rebecca Olan, Kawartha Pine Ridge DSB

Dave Padley, Simcoe County DSB

Beth Pye, Limestone DSB

Laura Ross-Gram, Lambton Kent DSB

Brenda St. John, Trillium Lakelands DSB

Byron Stevenson, Toronto DSB

Laura Strauss, Waterloo Region DSB

Barbara Thomas, Ottawa–Carleton DSB

Tracy Wheatley-Romano, Halton DSB

DRAFT

nss6_uo2_fm.indd 1 2/17/15 10:19 AM

Contents Nelson Social Studies 6

Why Do You Learn Social Studies? 2

Exploring Nelson Social Studies 6 5

Canadian Communities, Past and Present 8Chapter 1 Choosing Canada as Home 14

Chapter 2 Establishing Canadian Communities 34

Chapter 3 Interactions among Communities 56

Chapter 4 Canadian Identity 78

Unit Inquiry Investigating Canadian Community Perspectives 100

Glossary 104

Index 106DRAFTDRAFT

NEL 1Contents

nss6_uo2_fm.indd 1 2/17/15 10:19 AM

Why Do You Learn Social Studies?This is the simplest answer to the question above: You learn social studies to become a better member of your community. When you learn about Canada and the world, you take the first steps on the road to becoming a responsible, active citizen. You become more thoughtful and knowledgeable and learn to value the differences and similarities people share.

You also develop the skills to

• use tools to gather and analyze information, solve problems, and communicate

• investigate issues and events

• evaluate information and evidence and make judgments

• build relationships

What Does Being an Active Citizen Mean? Being an active citizen means you will

• work for the common good

• develop a sense of yourself as part of a community

• understand how communities are structured

• develop positive character traits and values

Nelson Social Studies 6 provides the opportunity to explore concepts connected to beliefs and values, collaboration, cooperation, culture, equity, freedom, identity, relationships, and respect.

Active Participation

Work for the common good in local, national,

and global communities.

Structures

Understand how communities are

structured.

Identity

Develop a sense of personal identity as a

member of various communities.

Attributes

Demonstrate positive character traits, values, and

habits of mind.

DRAFTDRAFT

NEL2 Why Do You Learn Social Studies?

nss6_uo2_fm.indd 2 2/17/15 10:19 AM

What Are You Going to Learn?In your Canadian Communities, Past and Present Student Book, you will learn about the communities that have contributed to the development of Canada. As well, you will explore and reflect on how these communities contributed to the creation of a Canadian identity.

How Are You Going to Learn?Throughout this resource, you will acquire the skills to help you learn by using the inquiry process. The inquiry process can help you investigate, solve problems, and reach conclusions. The inquiry process has five components:

• formulate questions

• gather and organize information, evidence, and data

• interpret and analyze information, evidence, and data

• evaluate information, evidence, and data, and then draw conclusions

• communicate what you discover

It’s important to remember that you may not use all of these components during every inquiry or investigation. For example, sometimes your teacher will give you an inquiry question. Sometimes you may not have to communicate what you discover. Also, these steps are not always in this order, and you may repeat some as you progress. For example, you might read some information, interpret and analyze it, and then formulate new questions.

Formulate Questions Gather and

Organize

Evaluate and Draw Conclusions

Communicate

Interpret and Analyze

The lnquiry ProcessDRAFTDRAFT

NEL 3What Are You Going to Learn?

nss6_uo2_fm.indd 3 2/17/15 10:19 AM

When You Think about …

You Need to … Sample Questions You Might Ask

Significance Determine the importance of something (for example, an event, issue, person, or place). Often, the significance of something depends on the situation or the people involved.

Why is this event important now? Why was this event important long ago? Was this event important to everyone?

Cause and Consequence

Identify and examine the factors that lead up to an event, as well as the impact of that event.

What caused this event to happen? Who was affected? How were they affected? What happened next, and why?

Continuity and Change

Identify what has stayed the same and what has changed over a period of time. You will compare two points in the past or compare the past with the present.

How is this time period different from that one? How are they the same? What causes them to be different or the same? What can we learn from comparing these two time periods?

Patterns and Trends Make connections to identify characteristics or traits that are repeated over a period of time or in different locations.

How does what happened there/then connect with what happened here/now? What do these things have in common?

Interrelationships Explore the relationships within and between societies, peoples, or systems.

How are these things related? What interactions do they have? How do they work together? What causes conflict? How is conflict resolved?

Perspective Consider how different people or groups might view something, based on their beliefs, social position, location, and so on. You also need to consider how the sources you use during an inquiry have a particular perspective.

Who is giving us this information? What is their perspective? Is it the same as your perspective? What other perspectives might exist?

Sometimes, you will notice that these thinking concepts overlap. For example, when you are thinking about the significance of an event, it may be from a particular perspective. When you are thinking about how groups are interrelated, you may also be thinking about the causes and consequences of particular events.

The Social Studies Thinking ConceptsBeing a successful learner in social studies is not just about remembering facts, such as when different groups immigrated to Canada. To be a successful learner, you are also going to need to develop the following thinking concepts. These thinking concepts give you ways to look at and evaluate information.

DRAFTDRAFT

NEL4 The Social Studies Thinking Concepts

nss6_uo2_fm.indd 4 2/17/15 10:19 AM

Hi, I’m Zachary.I live in Saint John, New Brunswick. My dad says that our ancestors came here in the 1700s from New York in the United States.

Dad says that a war broke out in 1775 between the Americans and the British in what is now the United States. The British army promised land in Canada to all Black people who fought for them.My ancestors were loyal to the British king during the war, so they were called Black Loyalists. Today, many Black people in Canada’s Atlantic provinces trace their families back to the brave Black Loyalists who risked so much for a better life.I wonder why other people came to Canada. What made them leave the country where they were born?

Big QuestionWhy did people come to Canada?

Learning Goals• explain how features that

characterize a community contribute to the identity and image of a country

• formulate questions to guide investigations

• identify the main reasons why different peoples came to Canada

Chapter 1 Choosing Canada as Home

In this photo, actors are recreating life in the 1700s at the Black Loyalist Heritage Site in Birchtown, Nova Scotia. Many Black Loyalists settled in Birchtown when they came to Canada.

14 Canadian Communities, Past and Present NEL

As you look at historical photos like this one, ask yourself questions to help you make inferences about the context:

• Who are the people in the photo? Why did they come to Canada?

• What was happening in Canada at the time this photo was taken?

• How might the people in the photo have been feeling when this photo was taken?

• How might the arrival of these people have affected people living in Canadian communities at the time?

• How does this image connect to Canadian identity?

• How do our perspectives affect our responses to an image?

This photo shows British immigrant children arriving in Saint John, New Brunswick. Between 1869 and the late 1940s more than 100 000 orphaned or abandoned children came to Canada from Britain. Up to 70 000 settled in Ontario.

NEL12 Canadian Communities, Past and Present

Looking Ahead to the Unit Inquiry

For the Unit Inquiry, you will become a young historian. It will be your job to investigate the perspectives of different communities on a significant event in Canadian history. For example, you might choose to explore the perspectives of the members of two different Ontario communities on the development of the province.

You will then research to gather historical evidence. Some information will come from primary sources, such as letters and artifacts. Other information will come from secondary sources, such as articles and books written after the time period.

Using your collection of historical evidence, you will

• think about the perspective of each community

• reflect on why peoples’ experiences of this event differ

• draw conclusions about how this event may have contributed to Canadian identity

You will then communicate the findings of your inquiry. See pages 100 to 103 for more information on the Unit Inquiry.

Perspective and IdentityMany of the groups that established Canada’s communities immigrated here from other countries. Immigration brought about exchanges between cultures. Today, our Canadian identity is intertwined with the multicultural past and present of all of Canada’s people.

We each bring a different perspective to the communities we belong to. We connect with people in our communities and build shared experiences together. Responsible, active citizens recognize and honour different experiences, perspectives, and histories. They also respect how these differences contribute to our shared Canadian identity.

As you learn about communities across Canada, keep in mind the factors that influence the perspectives of the people who live, or have lived, in those communities. Think about your connections to your own community and its history. How has your community contributed to Canadian identity? What challenges might the founders of your community have faced? What community issues are you interested in learning more about?

Responsible Active Citizenship

NEL 13Unit Opener

Starting in the late 1800’s theCANADIAN PACIFIC

RAILWAYhelped attract more than

3 million immigrantsto Canada.

1897 to 1899More than 30 000

Americans came toYukon looking for gold.

1400s An estimated

500 000 Indigenous people

lived in Canada.

Canada's largestmosque was built

in 2008, inCalgary, Alberta.

1928 to 1971 Over 1 million immigrantsarrived in Canada through PIER 21.

1 IN 5 people living in Canada

was born in another country.

2011

u02_uo_f01_nss6

Crowle Art Group

2nd pass

NSS60-17-669871-X

FN

CO

Pass

Approved

Not Approved

In this unit, you will learn when and why different groups of people came to Canada. You will also learn how the communities they formed have contributed to the development of Canada and our understanding of what it means to be Canadian. You will investigate how Canada and your own community have changed as a result of interactions among communities.


This infographic illustrates a few signifi cant features of Canadian history and identity. Which symbol do you connect with the most? What symbol would you add that is meaningful to you?

NEL8 Canadian Communities, Past and Present NEL




1897 to 1899More than 30 000


1400s An estimated


lived in Canada.






2011

u02_uo_f01_nss6

Crowle Art Group

2nd pass

NSS60-17-669871-X

FN

CO

Pass

Approved

Not Approved

Big ldeas• How have various

communities contributed to Canada’s development and Canadian identity?

• How did differences in perspectives affect interactions among Canadian communities?

• What experiences have shaped the stories of various communities in Canada?

• How does your story connect to Canada’s story?

NEL 9Unit OpenerNEL

Exploring Nelson Social Studies 6This book will be your guide to the exciting world of social studies. Here are some of the features you will see.

The Unit Opener introduces the unit. Use the title, introductory paragraph, and opening graphic to predict what you might discover in the unit.

A large opening image in the unit opener helps you make connections and ask questions about the topic.

The Big Question is the guiding question for each chapter.

The Learning Goals tell you what you will learn in the chapter.

The Big Ideas are questions you will be reflecting on throughout the unit.

Responsible Active Citizenship describes how you can actively participate in improving your community.

Looking Ahead to the Unit Inquiry helps you prepare for the Unit Inquiry task at the end of the unit.

Each chapter is introduced by a Canadian student. This student will present an issue or topic to be explored throughout the chapter.

DRAFTDRAFT

NEL 5Exploring Nelson Social Studies 6

nss6_uo2_fm.indd 5 2/17/15 10:19 AM

u02_c06_f02_mg6sb

Crowle Art Group

2nd pass

Many Gifts 6 Student Book0-17-653067-3

FN

CO

Pass

Approved

Not Approved

Where did theylive before coming to

Canada?

Why did theycome to Canada?

How did the experiences of Black Loyalists compare with the experiences of

Haudenosaunee Loyalists?

What did theyexpect from life

in Canada?

What were their settlements like?

What were theirlives like before coming

to Canada?

When did theycome to Canada?

Toolbox Formulate Questions

As you begin an inquiry, you might think about a topic that interests you, such as Loyalists. What do you wonder about? What questions do you have? When you formulate questions, you may follow steps such as these:

Explore various topics.

Select a focus for your inquiry.

Formulate questions. For example, what was life like for Canadians in the 1700s?

Think about how you can begin to answer your questions. You might need to focus your questions even more before beginning to gather information.

It is often useful for historians to look at how two or more groups were affected by the same event. To arrive at a conclusion, you can start by investigating answers to a series of smaller, fact-based questions. By answering the same questions for different groups, you can then compare these groups and their perspectives.

Zachary’s friend Tanya told him about her Haudenosaunee ancestors. Her ancestors had supported the British during the American Revolution. They had also come to Canada during the late 1700s from the United States. Zachary decided to ask the following question: How did the experiences of Black Loyalists compare with the experiences of Haudenosaunee Loyalists? Zachary then developed other questions to guide his investigation.

Formulating Effective Questions Your inquiry questions are effective if they help you do one or more of the following:

• gather information

• interpret information

• identify patterns and trends

• analyze perspectives

• make comparisons

• identify causes and consequences

• identify the importance of events

123

4


lnquiryFormulate Questions

After Zachary gathered the information above from government and heritage websites, he reflected on his questions. Zachary decided to focus on what life was like for both sets of immigrants when they arrived in Canada. He revised his question as follows: How did each group adapt to the challenges of life in Canada?

Here and NowThayendanegea led the Six Nations of the Grand River First Nation to Ontario to settle. Today, it is the largest First Nation in Canada. Almost half of the people in Six Nations of the Grand River First Nation live on the land that was allotted to Thayendanegea in 1784.

Inquire and ApplyWhat other fact-based questions might Zachary investigate to help him answer his revised question?

Choose one of the questions you formulated for the activity on page 17. Make a web of related fact-based questions to extend your thinking.

1

2

After the Haundenosaunee Loyalists arrived in Canada, some settled along the Grand River in Ontario. The government had set aside this land for them. This historical map from 1792 shows some of the land granted to Thayendanegea (also known as Joseph Brant), a military and political leader of the Haudenosaunee Loyalists.

Black Loyalists had to build their own shelters, called pit houses, to survive the harsh Canadian winters. Pit houses were made by digging shallow ditches in the ground and binding tree branches together.

NEL 21Chapter 1 Choosing Canada as Home

Gold RushMany Americans poured into Canada in 1897 after gold was found in Yukon. More than 100 000 people left their homes to come to Canada. Only about 30 000 to 40 000 people made it to Yukon. Boomtowns sprang up almost overnight to feed the miners and sell them supplies. A boomtown is a community that grows quickly and suddenly. The growth of these communities brought innovations such as electricity and phone service to Yukon.

When the gold rush slowed down in the early 1900s, most of the miners returned to the United States.

Contributing to the Development of CanadaFarmersMany immigrants from European countries such as Poland, Ukraine, Sweden, and Denmark settled on farmland on Canada’s Prairies during the 1800s. They brought different types of plows and other farm equipment that helped develop farming in the new country. Immigrants had to clear the land before they could farm or build their homes. It was a difficult process, but new farm equipment made it easier.

Monitoring ComprehensionSometimes reading a text that is filled with details or statistics can be challenging to readers. As you read, pay attention to the details. You may want to record the details or organize the ideas in some way to help you understand them. Summarizing the text in your own words can also help. Try different methods to see what helps you understand the text the best.

This artwork from 1897 shows gold seekers winding through the mountains of British Columbia on their journey to Yukon. What challenges might the landscape and climate of British Columbia have caused?

Citizenship in ActionStudents at Avon Public School in Stratford, Ontario, are dedicated to supporting local farmers. The school participates in a program called Fresh from the Farm. Students go door-to-door selling fresh fruit and vegetables grown by local farmers. In 2013, Avon Public School and other schools across Ontario sold more than 54 tonnes of produce.


Forestry WorkersAs Canada grew, lumber was needed for new buildings and other goods. Forestry workers had to live in remote lumber camps, chop down trees, and send them on to the timber mills. Beginning in 1830, many Russian, Finnish, Scottish, and Irish immigrants worked in these camps in British Columbia, Ontario, and Québec, or lived in the towns that were built near the camps.

TeachersIn the late 1800s, the federal government in Canada began funding schools. Many teachers were needed. Immigrants from Britain and the United States often filled these jobs across the country, especially in Ontario.

This photo from 1899 shows a school classroom in Ottawa, Ontario. Children were arranged by age and gender. How does this classroom compare with your classroom?

Inquire and ApplyHow do you think the Red River Colony affected First Nations and Métis already living in the area? Support your answer.

What challenges do you think immigrants to Canada faced in the past? What challenges might newcomers face today? Create a graphic organizer to share your ideas.

1

2

Did You Know?In 1905, the government created two new provinces, Alberta and Saskatchewan, because thousands of immigrants had settled on the Canadian Prairies in the 1800s.


Who Came to Canada, and Why?1900–TodayConflict in other countries brought many immigrants to Canada in the 1900s. Many people living in the midst of violence and uncertainty wanted to escape toa safer place. Other people came looking for work.

World WarsFrom 1914 to 1918, many countries were at war with one another. This war was later called World War I. After World War I, some European country borders were redrawn and empires collapsed. Many people decided to leave Europe. Immigrants from countries such as Britain and Russia chose to come to Canada.

By 1939, Europe was facing another large-scale war. During World War II (1939–1945), countries around the world, including Canada, fought Germany’s leader, Adolf Hitler. Hitler invaded countries and imprisoned and killed many people.

After the war, 250 000 Jewish people in Europe needed homes, but Canada allowed only 8000 to immigrate here.

Between 1945 and 1952, 800 000 other Europeans immigrated to Canada. Most immigrants came from countries such as Britain, Poland, the Netherlands, Greece, and Italy. They settled in larger cities, such as Halifax, Montréal, and Toronto, to find work.

Did You Know?In 1916, during World War I, the town of Berlin, Ontario, changed its name to Kitchener. Berlin is a city in Germany, one of the countries that Canada was fighting.

Some of the only people who came to Canada during World War II were British guest children or evacuee children. These children came to live with host families because Britain was unsafe during the war. In this photo from 1941, British children are boarding a ship headed for Canada. How do you think these children felt about leaving their homes?

Citizenship in ActionEvery year, students at Harrison Public School in Georgetown, Ontario, pay tribute to Canadian soldiers. The students participate in a candlelight walk to a local war memorial, where they shake hands with veterans. This walk honours the sacrifices that Canadian soldiers made for the common good.


Political UnrestIn the 1950s and 1960s, many countries in Europe were facing political unrest, or changing political beliefs. This caused people to flee their countries. For example, the Hungarian Revolution in 1956 began as an uprising against the government. After the revolution failed, many Hungarians were forced out of Hungary. Nearly 40 000 refugees came to Canada. Before World War II, Hungarian immigrants had settled on Canada’s Prairies. However, in the 1950s and 1960s, Hungarian refugees moved to Toronto and Montréal.

Fleeing WarCanada received a wave of immigrants from Asia in the late 1970s. After a 19-year war in Vietnam, Cambodia, and Laos, new governments took over in 1975. Many people left their countries because they disagreed with the new governments. From these countries, 70 000 people came to Canada, some making dangerous journeys by boat. Refugees from Vietnam, Cambodia, and Laos who arrived by boat in Vancouver, British Columbia, tended to settle there.

Millions of American soldiers fought in the war in Vietnam, Cambodia, and Laos. At the time, American men could be drafted, or ordered, to join the U.S. military. Historians estimate that 50 000 to 125 000 Americans who did not want to fight in this war moved to Canada in the 1960s.

A Vietnamese family arrives in Canada in 1978. Many people fl ed Vietnam by any means possible. People would crowd on to fi shing boats and cargo ships to escape.

Some Political Refugees to CanadaDate Country of Origin Number of Refugees

to Canada

1968–1969 what is now Czech Republic and Slovakia

12 000

1974 Chile 7000

1970s Uganda 7000

1990s Kosovo 5000

Thinking about Continuity and ChangeBy 2014, nearly 10 million Syrians had fled their homes because of civil war. The Canadian government planned to allow 1300 of these refugees to resettle in Canada. Compare this to government actions in the past.


Images and their captions provide more information and opportunities to explore a topic.

Did You Know? highlights interesting facts that can spark inquiries and discussion.

Each chapter includes at least one Toolbox that focuses on the inquiry process and other skills connected to social studies.

Headings introduce new topics.

Literacy Connections provide opportunities to apply reading strategies to social studies topics.

The Inquiry puzzle piece shows what part of the inquiry process is being focused on.

All sections end with questions that focus on a part of the inquiry process and provide opportunities to apply the social studies thinking concepts.

The Citizenship in Action feature shows how Ontario students and schools are making a difference in their communities or in the world.

The Here and Now feature makes connections between events in history and our present society.

DRAFTDRAFT

NEL6 Exploring Nelson Social Studies 6

nss6_uo2_fm.indd 6 2/17/15 10:19 AM

Aanti-Semitism: prejudice or hatred of Jewish people

assimilate: become part of or adjust to existing within a larger group

B boomtown: a community that grows quickly and suddenly

C civil rights: the rights of a citizen; rights that all people should have in order to be treated equally in terms of the law, society, and employers

civil war: an armed conflict between different groups in the same country

Ddeforestation: the cutting down or burning of all the trees and vegetation in a forest, often to extract natural resources or for agricultural purposes

discrimination: the unfair treatment of a person or a group of people because of their race, gender, religion, ethnicity, nationality, disability, age, or sexuality

diversity: a variety of languages, nationalities, languages, ethnicities, races, and unique ways of life

Eeconomy: the making, selling, and buying of goods and services

G gender discrimination: unfair treatment of a person based on his or her gender

good: a product you can use or consume

H head tax: a fee that Chinese immigrants had to pay to enter Canada between 1885 and 1923

homestead: land that people, usually settlers, built their homes on and farmed

I import: a good or service purchased and brought from another country

inclusiveness: embracing the different ideas and experiences of every person

Indigenous peoples: the first people to live in a region, such as the Amazon, East Africa, the Philippines, and North America; in Canada, they include First Nations, Métis, and Inuit

internment camp: a camp where Japanese Canadians were imprisoned from 1941 to 1949

invest: give money to another person, bank,or company in the hope of making a profit or more money

Nnon-governmental organization (NGO): a not-for-profit group that works on an issue in support of the common good; it may be a local, national, or international organization

Pplantation: a very large farm

Glossary

NEL208 Glossary

Unit lnquiry Investigating Canadian Community PerspectivesAt the beginning of Canadian Communities, Past and Present, you were asked to become an historian to explore Canada’s past. You will now complete your inquiry into the perspectives of two or more communities on a significant event or development in Canadian history. For example, you might investigate and compare the experiences and perspectives of Vietnamese refugees and the responses of Canadians to their arrival.

You will also consider how the event that you chose contributed to Canadian identity.

Formulate QuestionsSelect a significant event that you would like to investigate. Brainstorm to identify at least two communities with different experiences of and perspectives on this event. You may find it helpful to use a graphic organizer to sort your main ideas. Formulate questions that will help you think about different perspectives on this event.

Share your questions with your classmates. Provide each other with feedback. If necessary, revise your questions based on the feedback. Throughout the inquiry process, remember to reflect on your questions.

ChecklistI will develop questions to guide my research thathelp me

think about my learning

gather information

think deeply about the topic

understand the impact of the event on different communities

combine ideas

analyze various perspectives

draw conclusions that can be supported


ChecklistI will

develop search criteria

collect relevant information

verify the accuracy and reliability of the sources

identify the perspective

check that I have enough information

create an organizer to help me interpret and analyze my information

ChecklistI will

consider the perspective of each author or source

make connections and identify patterns/trends

write summary statements or use a graphic organizer to show my analysis

reflect on any new understanding I have gained

Gather and Organize InformationReview the chapter or chapters in Canadian Communities, Past and Present that explore the event you have chosen for your inquiry (if you chose one from this book). You will also need to research information from other sources. Think about where you can find the answers to your inquiry questions.

Gather information that shows different perspectives on the event, using both primary sources and secondary sources. As you gather your information, verify it by finding additional sources to confirm that the information you have found is reliable and true.

Sort and organize your information in a way that will help you understand and compare perspectives. You may find it helpful to create a graphic organizer, such as the one below. Ask yourself, Do I have any gaps or missing perspectives in the information I have found? Where can I find what I need?

Interpret and Analyze InformationReview the information you have already gathered and organized. Have you gathered enough information to answer your inquiry question? Has your research led to new questions?

To interpret and analyze the information you have gathered, start by rereading it. Restate the main ideas in each piece of information in your own words. Consider the different experiences described, and the different perspectives presented or suggested. Make connections between pieces of information. Look for causes and consequences, patterns, or trends. You may want to create a graphic organizer to show your analysis.

Title of Source and Format (e.g., book, map, photo)

Type of Source(primary or secondary)

Who Created the Source, and When

Perspective of the Source (e.g., community member involved in event, expert)

What I Learned from the Source (main idea)

NEL 101Unit Inquiry

Pulling It Together

How Can We Welcome Newcomers to Canada?

There are lots of reasons why people

leave their home countries to come to

Canada. Learning about some of those

reasons made me realize what a great

country we live in.

I was sad to learn that my ancestors and other

newcomers weren’t always treated with fairness or

respect. Their lives were very difficult. Even today, it

must be hard to leave family and friends to start

a new life in a different country.

Newcomers to Canada have contributed a lot to their

communities. I think it’s important to treat everyone

in Canada as part of our community, no matter where

they were born.

Zachary

In 2012, most new immigrants to Canada came from China, the Philippines, and India. In this photo from 2013, new Canadian citizens wave fl ags at a citizenship ceremony in Markham, Ontario.

It’s Up to YouResponsible, active citizens respect the identities and experiences of others.

ReflectHow can we, as a nation and as individuals, work together to make sure that we treat everyone in Canada with respect?

Take ActionBrainstorm actions we can take to welcome immigrants to Canada. Put one of your ideas into action.


Chapter lnquiry

Summarizing

Create a map of Canada. Use the information in this chapter to show where some immigrants settled in Canada and when they came. You may also want to identify what countries they left.

Making Inferences

Think about the immigration experiences of the groups mentioned in this chapter. What connections can you identify among the immigration experiences of the various groups? What do these connections suggest to you?

Review the Big Question at the beginning of this chapter: Why did people come to Canada? Think about the Learning Goals on page 14.

Choose two groups or waves of immigrants. Develop four or five questions to guide an investigation into why they came to Canada.


Focus on Cause and Consequence

Irish Immigration to Canada Between about 1845 and 1851, hundreds of thousands of Irish people came to Canada. They were escaping famine.

In Ireland, potatoes were a large part of people’s diets. Most potatoes were grown by tenant farmers. Tenant farmers tended small plots of land they rented from wealthy landlords. When a disease attacked the crop several years in a row, the potatoes rotted in the soil.

With no potatoes, the tenant farmers and their families went hungry. With no crop to sell, they were unable to pay their rent.

Many landlords evicted their starving tenants. People became weak and sick because they had no shelter and no food. Many starved to death. At least 1 million Irish people died during this period. Other landlords paid ships to transport their tenants to Canada. To persuade their tenants to go, some landlords promised them money, food, and clothing. These promises were rarely kept.

Cause and ConsequenceWhen you ask why an event happened, you are asking about cause and consequence. An event may be sparked by a single cause, but it is usually the result of many interrelated factors.

Just as events have many causes, they may also have many consequences.

As you read the text, ask yourself questions:

• What factors contributed to the wave of Irish immigration?

• What were the immediate consequences of Irish immigration? What were the long-term consequences?

• Which consequences were positive? Which were negative?

This image appeared in 1846 in a newspaper in London, England. What message do you think the artist was trying to send?


The Unit Inquiry guides you through the inquiry process as you investigate an issue or challenge that interests you.

The Glossary provides definitions for all bolded words in the text.

Checklists help remind you what to do at each stage of the process.

Each chapter includes a Spotlight. The spotlight focuses on an aspect of the chapter topic and lets you study it in more detail.

Each chapter includes opportunities to focus on the six social studies thinking concepts in the Focus on ... and Thinking about ... features.

At the end of each chapter, there are many opportunities to reflect on and show your learning in Pulling It Together.

It’s Up to You helps you connect the chapter topic to your role as a responsible, active citizen.

The Chapter Inquiry task helps you prepare for the Unit Inquiry task.

New vocabulary words appear in bold.

The Here and Now feature makes connections between events in history and our present society.

Spotlight on the Black Loyalists

Life was very difficult for many Black people in the United States in the late 1700s. Many were enslaved, and almost all suffered discrimination because of their skin colour. In 1775, a war called the American Revolution broke out between Britain and its colonies in what is now the United States. When the war began, some Black people had an opportunity to change their lives.

Fighting for BritainThe British promised the Black Loyalists freedom and a farm if they fought for the British side in the American Revolution. This was an exciting promise for people who had so little. They were promised at least 100 acres (40 hectares) of land for each household, plus food and other provisions. As a result, thousands of Black Loyalists fought with the British against the Americans.

North to CanadaWhen the Americans won the war, the British gave the Black Loyalists certificates showing that they were free. The British also arranged for them to leave the United States, since many were being unfairly captured and forced into slavery.

About 3500 Black Loyalists (soldiers and their families) headed north, mostly to Canada’s Atlantic provinces. Approximately half of the Black Loyalists settled near Shelburne, Nova Scotia, in a community that became known as Birchtown.

SlaveryWhen people are enslaved, they are considered to be the legal property of another person. They are often forced to work for no money and are prevented from going or living where they want. From the 1600s to the 1800s, the United States relied on the system of slavery to produce crops, such as cotton, and make money. Many Black people in the United States were enslaved and forced to work very hard for no pay. They could be beaten for disobeying orders. Until 1833, slavery was legal in Canada, but it was not as common as it was in the United States. Slavery was outlawed in the United States in 1865. It still exists today in some countries around the world.

This photo shows a re-enactment of enslaved Black people approaching British soldiers to join the British forces. The actor in the middle is holding a document from the British government. Such documents promised freedom to enslaved Black people who were willing to fi ght.


DRAFTDRAFT

NEL 7Exploring Nelson Social Studies 6

nss6_uo2_fm.indd 7 2/17/15 10:20 AM




1897 to 1899More than 30 000


1400s An estimated


lived in Canada.






2011

u02_uo_f01_nss6

Crowle Art Group

2nd pass

NSS60-17-669871-X

FN

CO

Pass

Approved

Not Approved

DRAFTDRAFTIn this unit, you will learn when

and why different groups of people came to Canada. You will also learn how the communities they formed have contributed to the development of Canada and our understanding of what it means to be Canadian. You will investigate how Canada and your own community have changed as a result of interactions among communities.


This infographic illustrates a few significant features of Canadian history and identity. Which symbol do you connect with the most? What symbol would you add that is meaningful to you?

NEL8 Canadian Communities, Past and Present NEL

nss6_uo2_opener.indd 8 2/17/15 10:15 AM




1897 to 1899More than 30 000


1400s An estimated


lived in Canada.






2011

u02_uo_f01_nss6

Crowle Art Group

2nd pass

NSS60-17-669871-X

FN

CO

Pass

Approved

Not Approved

DRAFTDRAFT

Big ldeas• How have various

communities contributed to Canada’s development and Canadian identity?

• How did differences in perspectives affect interactions among Canadian communities?

• What experiences have shaped the stories of various communities in Canada?

• How does your story connect to Canada’s story?

NEL 9Unit OpenerNEL


Thinking about Canada over TimeWe study Canada’s past to understand how our country has changed over time. By considering the experiences and perspectives of various groups, we can understand how communities contributed to the development of Canada and Canadian identity.

In this unit, you will learn about groups who came to Canada from the 1700s to the present. Canada was home to First Nations peoples and Inuit long before Europeans came here. When we refer to Canada and use place names, we are generally using present-day names.

1700 1800 1900 2000

u02-uo-f02-mg6sb

Crowle Art Group

2nd pass


FN

CO

Pass

Approved

Not Approved

Hope this is enough for 2nd pass.

I don’t have the font for captions. Will the designer look after them when placing the photos?

In the timeline below, several artifacts have been chosen to represent moments in Canadian history. Think about other artifacts that could be placed on the timeline to represent Canada’s past.

ivory and silver box, around 1760 European settlers

paper currency, 1752 French settlers, Québec

DRAFTDRAFT



Various groups of people came to the land that is now known as Canada. These groups established communities across Canada, each with its own culture and traditions. They came here for many reasons and changed Canadian society in important and valuable ways. Each community also had distinct experiences and perspectives.

To help understand the past, historians investigate these various perspectives. Photos, letters, diaries, maps, artifacts, paintings, oral histories, and newspaper reports help to provide insight into the past and reveal different points of view.

1700 1800 1900 2000

u02-uo-f02-mg6sb

Crowle Art Group

2nd pass


FN

CO

Pass

Approved

Not Approved

Hope this is enough for 2nd pass.

I don’t have the font for captions. Will the designer look after them when placing the photos?

immigration identification card, 1961 Canada

newspaper ad, 1870 Canada

newspaper, 2006 Toronto, Ontario

snow goggles, 1865 Inuit, Northern Québec

promotional poster, 1977 Canada

DRAFTDRAFT

NEL 11Unit Opener


DRAFTDRAFT

As you look at historical photos like this one, ask yourself questions to help you make inferences about the context:

• Who are the people in the photo? Why did they come to Canada?

• What was happening in Canada at the time this photo was taken?

• How might the people in the photo have been feeling when this photo was taken?

• How might the arrival of these people have affected people living in Canadian communities at the time?

• How does this image connect to Canadian identity?

• How do our perspectives affect our responses to an image?

This photo shows British immigrant children arriving in Saint John, New Brunswick. Between 1869 and the late 1940s more than 100 000 orphaned or abandoned children came to Canada from Britain. Up to 70 000 settled in Ontario.



DRAFTDRAFTLooking Ahead to the Unit Inquiry

For the Unit Inquiry, you will become a young historian. It will be your job to investigate the perspectives of different communities on a significant event in Canadian history. For example, you might choose to explore the perspectives of the members of two different Ontario communities on the development of the province.

You will then research to gather historical evidence. Some information will come from primary sources, such as letters and artifacts. Other information will come from secondary sources, such as articles and books written after the time period.

Using your collection of historical evidence, you will

• think about the perspective of each community

• reflect on why peoples’ experiences of this event differ

• draw conclusions about how this event may have contributed to Canadian identity

You will then communicate the findings of your inquiry. See pages 100 to 103 for more information on the Unit Inquiry.

Perspective and IdentityMany of the groups that established Canada’s communities immigrated here from other countries. Immigration brought about exchanges between cultures. Today, our Canadian identity is intertwined with the multicultural past and present of all of Canada’s people.

We each bring a different perspective to the communities we belong to. We connect with people in our communities and build shared experiences together. Responsible, active citizens recognize and honour different experiences, perspectives, and histories. They also respect how these differences contribute to our shared Canadian identity.

As you learn about communities across Canada, keep in mind the factors that influence the perspectives of the people who live, or have lived, in those communities. Think about your connections to your own community and its history. How has your community contributed to Canadian identity? What challenges might the founders of your community have faced? What community issues are you interested in learning more about?

Responsible Active Citizenship

NEL 13Unit Opener







• formulate questions to guide investigations





DRAFTDRAFT

nss6_ch01.indd 14 2/17/15 8:16 AM

u02_c06_f01_mg6sb

Crowle Art Group

5th pass

Many Gifts 6 Student Book

0-17-653067-3

FN

CO

Pass

Approved

Not Approved

0

100

200

300

400

50

150

250

350

450

2017199219671942

Number of Immigrants to Canada per Year

Nu

mb

er o

f Im

mig

ran

ts W

ho

Cam

e to

Can

ada

(Th

ou

san

ds)

191718921867

Year

Canada became a country in 1867. The purple lines on the graph indicate when World War I (1914–1918) and World War II (1939–1945) occurred. What does this graph suggest about how each war affected immigration?

Canada became a country in 1867. The purple lines on the graph indicate when World War I (1914–1918) and World War II (1939–1945) occurred. What does this graph suggest about how each war affected immigration?

Why Did People Choose Canada as Their Home?Since the 1600s, millions of immigrants from all over the world have chosen to make Canada their home.

Thinking about Cause and ConsequenceCanada’s Royal Commission on Aboriginal Peoples estimated that about 500 000 Indigenous people lived in Canada in the 1400s. By 1867, the non-Indigenous population was larger than the Indigenous population. What might have been some of the causes and consequences of this shift in population?

Elspeth Ann Whitley was the one hundred thousandth immigrant to Canada for the year 1965. She moved to Toronto, Ontario, from Scotland. This photo shows the Minister of Immigration welcoming Whitley to Canada. What does this photo tell you about how Canada felt about immigration in 1965?

15Chapter 1 Choosing Canada as HomeNEL

DRAFTDRAFT

nss6_ch01.indd 15 2/17/15 8:17 AM

In many Canadian communities, immigrants from the same home country often settled in neighbourhoods near one another. This photo from 1945 shows a Victoria Day parade in Montréal’s Chinatown. Think about some of the benefits and challenges of settling in a community made up of people of the same cultural background as yourself.

Using Context CluesWhen you come across unfamiliar words in your reading, use clues around the word to help you deepen your understanding of it. Clues can appear in the sentence in which the word is used, but they may also appear elsewhere in the text. For example, read the first two sentences in the first paragraph, which define the word refugees. Next, read the rest of the page. How does your understanding of the word refugee increase?

Freedom and SafetySome people moved to Canada to escape wars in their countries. These people, often called refugees, might have lost family members or had their homes destroyed. Canada offered them a safer place to live.

Other refugees were fleeing danger because of their political beliefs. In some countries, citizens were put in jail for disagreeing with their nation’s leaders or expressing their opinions. In Canada, people have the right to disagree with the government.

Many immigrants found Canada appealing because they did not have to give up their culture and traditions. Immigrants were able to keep ties to their home country while enjoying all that Canada had to offer. Since 1971, multiculturalism has been part of Canada’s identity and is protected by law.

Immigrants also came to Canada seeking religious freedom. In some countries, various religions were banned or dangerous to practise. In Canada, people could worship as they wished.


DRAFTDRAFT

nss6_ch01.indd 16 2/17/15 8:17 AM

OpportunitiesMany people immigrated to Canada because they believed there were more opportunities here for them and for their children. For instance, some immigrants came to Canada because they were fleeing poverty or famine.

In the 1800s, Canada was growing quickly. There was demand for more workers in many industries. For many years, Canada’s natural resources provided job opportunities for some immigrants. Many others found work in mining, forestry, fishing, and agriculture. Some immigrants had a harder time finding jobs. They were not always treated well by the people who already lived in Canada.

Some people who moved to Canada were looking for an adventure and a new life in a new country. Some people came to Canada to join family members who had immigrated here.

A ship carrying immigrants to Canada waits to dock. This photo was taken in 1911 by William James Topley. Canada’s Department of Immigration asked Topley to take photos of arriving immigrants to promote immigration to Canada. How might this photo have promoted immigration?

Inquire and ApplyWhat do the reasons for immigration on pages 16 to 17 suggest about Canada?

Make connections to the text, images, and graph. What questions do you still have about immigration to Canada? Share your questions in a small group.

1

2

17Chapter 1 Choosing Canada as HomeNEL

DRAFTDRAFT

nss6_ch01.indd 17 2/17/15 8:17 AM


Life was very difficult for many Black people in the United States in the late 1700s. Many were enslaved, and almost all suffered discrimination because of their skin colour. In 1775, a war called the American Revolution broke out between Britain and its colonies in what is now the United States. When the war began, some Black people had an opportunity to change their lives.

Fighting for BritainThe British promised the Black Loyalists freedom and a farm if they fought for the British side in the American Revolution. This was an exciting promise for people who had so little. They were promised at least 100 acres (40 hectares) of land for each household, plus food and other provisions. As a result, thousands of Black Loyalists fought with the British against the Americans.

North to CanadaWhen the Americans won the war, the British gave the Black Loyalists certificates showing that they were free. The British also arranged for them to leave the United States, since many were being unfairly captured and forced into slavery.

About 3500 Black Loyalists (soldiers and their families) headed north, mostly to Canada’s Atlantic provinces. Approximately half of the Black Loyalists settled near Shelburne, Nova Scotia, in a community that became known as Birchtown.

SlaveryWhen people are enslaved, they are considered to be the legal property of another person. They are often forced to work for no money and are prevented from going or living where they want. From the 1600s to the 1800s, the United States relied on the system of slavery to produce crops, such as cotton, and make money. Many Black people in the United States were enslaved and forced to work very hard for no pay. They could be beaten for disobeying orders. Until 1833, slavery was legal in Canada, but it was not as common as it was in the United States. Slavery was outlawed in the United States in 1865. It still exists today in some countries around the world.

This photo shows a re-enactment of enslaved Black people approaching British soldiers to join the British forces. The actor in the middle is holding a document from the British government. Such documents promised freedom to enslaved Black people who were willing to fight.


DRAFTDRAFT

nss6_ch01.indd 18 2/17/15 8:17 AM


With so many Loyalists suddenly arriving in Nova Scotia, there was not enough food or places for them to stay. These Black immigrants were the targets of discrimination and violence because of their skin colour.

Some Black Loyalists waited six years for their land, and then they received as little as a quarter of an acre (0.1 hectare). This land was rocky and often far from towns and access to water. As a result, the Black Loyalists could not make a living as farmers. They were forced to work as farmhands or cleaners. They were paid very little.

Another WarGradually, the situation improved for the Black Loyalists. They began to find better jobs and earn more money. By 1812, many felt such a part of the community that they fought against the Americans again in the War of 1812. During this war, more Black people left the United States to fight for the British. They were known as the Black Refugees. Many of the Black Refugees struggled to find work in Canada. They faced some of the same problems that the Black Loyalists had. Robert Petley painted this

scene in 1835. It shows a Black family on the Hammonds Plains Road, near Halifax, Nova Scotia. After the War of 1812, many Black families settled in the community of Hammonds Plains. How do you think these families might have felt after arriving in Canada? Support your response.

Inquire and ApplyDo you think choosing to become a Loyalist was an easy decision for Black Loyalists? What would they have had to consider?

Research the contributions of Black Loyalists to Canada. Choose how you will organize your findings.

1

2

Did You Know?Rose Fortune was a Black Loyalist who was a successful businesswoman in Annapolis Royal, Nova Scotia. Starting a business in the 1700s was very unusual and difficult for a woman, especially a Black woman. Fortune ran a service carrying baggage from ships.


DRAFTDRAFT

nss6_ch01.indd 19 2/17/15 8:17 AM

u02_c06_f02_mg6sb

Crowle Art Group

2nd pass


FN

CO

Pass

Approved

Not Approved

Where did theylive before coming to

Canada?

Why did theycome to Canada?

How did the experiences of Black Loyalists compare with the experiences of

Haudenosaunee Loyalists?

What did theyexpect from life

in Canada?

What were their settlements like?

What were theirlives like before coming

to Canada?

When did theycome to Canada?

Toolbox Formulate Questions

As you begin an inquiry, you might think about a topic that interests you, such as Loyalists. What do you wonder about? What questions do you have? When you formulate questions, you may follow steps such as these:

Explore various topics.

Select a focus for your inquiry.

Formulate questions. For example, what was life like for Canadians in the 1700s?

Think about how you can begin to answer your questions. You might need to focus your questions even more before beginning to gather information.

It is often useful for historians to look at how two or more groups were affected by the same event. To arrive at a conclusion, you can start by investigating answers to a series of smaller, fact-based questions. By answering the same questions for different groups, you can then compare these groups and their perspectives.

Zachary’s friend Tanya told him about her Haudenosaunee ancestors. Her ancestors had supported the British during the American Revolution. They had also come to Canada during the late 1700s from the United States. Zachary decided to ask the following question: How did the experiences of Black Loyalists compare with the experiences of Haudenosaunee Loyalists? Zachary then developed other questions to guide his investigation.

Formulating Effective Questions Your inquiry questions are effective if they help you do one or more of the following:

• gather information

• interpret information

• identify patterns and trends

• analyze perspectives

• make comparisons

• identify causes and consequences

• identify the importance of events

123

4


DRAFTDRAFT

nss6_ch01.indd 20 2/17/15 8:17 AM

lnquiryFormulate Questions

After Zachary gathered the information above from government and heritage websites, he reflected on his questions. Zachary decided to focus on what life was like for both sets of immigrants when they arrived in Canada. He revised his question as follows: How did each group adapt to the challenges of life in Canada?

Here and NowThayendanegea led the Six Nations of the Grand River First Nation to Ontario to settle. Today, it is the largest First Nation in Canada. Almost half of the people in Six Nations of the Grand River First Nation live on the land that was allotted to Thayendanegea in 1784.

Inquire and ApplyWhat other fact-based questions might Zachary investigate to help him answer his revised question?

Choose one of the questions you formulated for the activity on page 17. Make a web of related fact-based questions to extend your thinking.

1

2

After the Haundenosaunee Loyalists arrived in Canada, some settled along the Grand River in Ontario. The government had set aside this land for them. This historical map from 1792 shows some of the land granted to Thayendanegea (also known as Joseph Brant), a military and political leader of the Haudenosaunee Loyalists.

Black Loyalists had to build their own shelters, called pit houses, to survive the harsh Canadian winters. Pit houses were made by digging shallow ditches in the ground and binding tree branches together.


DRAFTDRAFT

nss6_ch01.indd 21 2/17/15 8:17 AM

Who Came to Canada, and Why? 1800–1900Throughout the 1800s, Canada appealed to many people looking for work, land to farm, or a place to enjoy new freedoms, including religious freedom.

Looking for LandIn 1812, the Red River Colony was founded on the banks of the Red and Assiniboine Rivers, in what is now Manitoba. Many of the settlers were from Scotland. They had been forced off the farms where they lived in Scotland when landlords brought in new farming practices. Life in Canada was difficult for these settlers because locusts repeatedly ate their crops, and the rivers often flooded.

First Nations peoples, Métis, and fur traders who already lived in the area were not consulted before the colony was founded. They were angry. They had different beliefs about how to use the land and believed settlers would interrupt hunting and the fur trade.

This illustration of the Red River Colony appeared in a magazine in 1860. Lord Selkirk, a Scottish man, who owned the Hudson’s Bay Company, founded the colony. Lord Selkirk tried to stop other fur companies from trading in the area because of his relationship with the Hudson’s Bay Company. How might this have affected life for First Nations peoples and Métis in the area?

The photo above shows a diary entry from Frances Ramsay Simpson. She moved to Canada from Britain after she married a man who worked for the Hudson’s Bay Company. She travelled to and around the Red River Colony with her husband. In this entry from June 4, 1830, she describes the beauty of the Red and Assiniboine Rivers.


DRAFTDRAFT

nss6_ch01.indd 22 2/17/15 8:17 AM

War of 1812There was little immigration to Canada during the War of 1812. After the end of the war in 1814, many people moved to Canada from Britain. As well, many British soldiers and officers who had fought in the war stayed in Canada.

The British government encouraged settlement in Canada. They wanted people to move to areas in Canada that were not densely populated. They thought populating these areas gave Britain the right to claim the land and would protect against potential invasions from the United States.

The Underground RailroadIn the mid-1800s, many Black people escaped from slavery in the United States and came to Canada, where slavery was illegal. To reach Canada, enslaved Black people used a secret network that had been established by abolitionists. An abolitionist is someone who works to end a practice or system, such as slavery. The network was known as the Underground Railroad, but it was not a real railway. It was a network made up of routes to follow, abolitionists who helped, and safe houses where enslaved Black people could stay.

Escaping from slavery was very dangerous, and the journey to Canada could take weeks. Historians estimate that more than 30 000 enslaved Black people arrived in Canada from the 1840s to the 1860s. These people settled all over the country, but most stayed in southwestern Ontario.

This painting was created in 2005 by American artist Rob Wood. It shows a Black family hiding in a safe house. A slave catcher is at the front door of the house. Whose perspective do you think this painting shows?

War of 1812The War of 1812 was a conflict between the United States and Britain. Canada was invaded by the United States many times because it was a colony of Britain. In 1812, First Nations, British, and Loyalist soldiers fought off the Americans.


DRAFTDRAFT

nss6_ch01.indd 23 2/17/15 8:17 AM

Gold RushMany Americans poured into Canada in 1897 after gold was found in Yukon. More than 100 000 people left their homes to come to Canada. Only about 30 000 to 40 000 people made it to Yukon. Boomtowns sprang up almost overnight to feed the miners and sell them supplies. A boomtown is a community that grows quickly and suddenly. The growth of these communities brought innovations such as electricity and phone service to Yukon.

When the gold rush slowed down in the early 1900s, most of the miners returned to the United States.

Contributing to the Development of CanadaFarmersMany immigrants from European countries such as Poland, Ukraine, Sweden, and Denmark settled on farmland on Canada’s Prairies during the 1800s. They brought different types of plows and other farm equipment that helped develop farming in the new country. Immigrants had to clear the land before they could farm or build their homes. It was a difficult process, but new farm equipment made it easier.

Monitoring ComprehensionSometimes reading a text that is filled with details or statistics can be challenging to readers. As you read, pay attention to the details. You may want to record the details or organize the ideas in some way to help you understand them. Summarizing the text in your own words can also help. Try different methods to see what helps you understand the text the best.

This artwork from 1897 shows gold seekers winding through the mountains of British Columbia on their journey to Yukon. What challenges might the landscape and climate of British Columbia have caused?

Citizenship in ActionStudents at Avon Public School in Stratford, Ontario, are dedicated to supporting local farmers. The school participates in a program called Fresh from the Farm. Students go door-to-door selling fresh fruit and vegetables grown by local farmers. In 2013, Avon Public School and other schools across Ontario sold more than 54 tonnes of produce.


DRAFTDRAFT

nss6_ch01.indd 24 2/17/15 8:17 AM

Forestry WorkersAs Canada grew, lumber was needed for new buildings and other goods. Forestry workers had to live in remote lumber camps, chop down trees, and send them on to the timber mills. Beginning in 1830, many Russian, Finnish, Scottish, and Irish immigrants worked in these camps in British Columbia, Ontario, and Québec, or lived in the towns that were built near the camps.

TeachersIn the late 1800s, the federal government in Canada began funding schools. Many teachers were needed. Immigrants from Britain and the United States often filled these jobs across the country, especially in Ontario.

This photo from 1899 shows a school classroom in Ottawa, Ontario. Children were arranged by age and gender. How does this classroom compare with your classroom?

Inquire and ApplyHow do you think the Red River Colony affected First Nations and Métis already living in the area? Support your answer.

What challenges do you think immigrants to Canada faced in the past? What challenges might newcomers face today? Create a graphic organizer to share your ideas.

1

2

Did You Know?In 1905, the government created two new provinces, Alberta and Saskatchewan, because thousands of immigrants had settled on the Canadian Prairies in the 1800s.


DRAFTDRAFT

nss6_ch01.indd 25 2/17/15 8:17 AM








As you read the text, ask yourself questions:






DRAFTDRAFT

nss6_ch01.indd 26 2/17/15 8:17 AM

The journey to Canada took six weeks or more, and the conditions on most ships were terrible. Ship owners crammed in as many people as possible. Lice and fleas were everywhere. Little food was provided, and clean water was scarce.

As a result, deadly diseases spread easily. So many people died on the way to Canada that the ships became known as “coffin ships.”

Irish Refugees in CanadaIn 1847, Toronto’s population was about 20 000. That year, more than 38 000 Irish refugees arrived in the city.

The city was overwhelmed. Healthy refugees were urged to move on to other places. Many refugees were sick and could go no farther. To prevent the spread of diseases, boarding houses and hotels were barred from taking in migrants who looked sick. A special hospital was set up to care for the sick.

By the end of 1847, 1100 refugees had died. The surviving refugees had suffered hardships. They often faced discrimination because they were poor and because they practised a different religion than most of the people already living in Ontario.

Apply ItIn role as an Irish child refugee, write about some of the positive and negative consequences of the migration. For example, you might choose to write a letter or a journal entry.

Apply your learnings from pages 26 and 27 to another section of this chapter. What helps you identify the causes and consequences in that section?

1

2

This painting from the 1800s is called The Last Glimpse of Erin. It shows Irish people leaving Ireland (sometimes called Erin). What does it tell you about how Irish immigrants felt when leaving their home country?


DRAFTDRAFT

nss6_ch01.indd 27 2/17/15 8:17 AM

Who Came to Canada, and Why? 1900–TodayConflict in other countries brought many immigrants to Canada in the 1900s. Many people living in the midst of violence and uncertainty wanted to escape to a safer place. Other people came looking for work.

World WarsFrom 1914 to 1918, many countries were at war with one another. This war was later called World War I. After World War I, some European country borders were redrawn and empires collapsed. Many people decided to leave Europe. Immigrants from countries such as Britain and Russia chose to come to Canada.

By 1939, Europe was facing another large-scale war. During World War II (1939–1945), countries around the world, including Canada, fought Germany’s leader, Adolf Hitler. Hitler invaded countries and imprisoned and killed many people.

After the war, 250 000 Jewish people in Europe needed homes, but Canada allowed only 8000 to immigrate here.

Between 1945 and 1952, 800 000 other Europeans immigrated to Canada. Most immigrants came from countries such as Britain, Poland, the Netherlands, Greece, and Italy. They settled in larger cities, such as Halifax, Montréal, and Toronto, to find work.

Did You Know?In 1916, during World War I, the town of Berlin, Ontario, changed its name to Kitchener. Berlin is a city in Germany, one of the countries that Canada was fighting.

Some of the only people who came to Canada during World War II were British guest children or evacuee children. These children came to live with host families because Britain was unsafe during the war. In this photo from 1941, British children are boarding a ship headed for Canada. How do you think these children felt about leaving their homes?

Citizenship in ActionEvery year, students at Harrison Public School in Georgetown, Ontario, pay tribute to Canadian soldiers. The students participate in a candlelight walk to a local war memorial, where they shake hands with veterans. This walk honours the sacrifices that Canadian soldiers made for the common good.


DRAFTDRAFT

nss6_ch01.indd 28 2/17/15 8:17 AM

Political UnrestIn the 1950s and 1960s, many countries in Europe were facing political unrest, or changing political beliefs. This caused people to flee their countries. For example, the Hungarian Revolution in 1956 began as an uprising against the government. After the revolution failed, many Hungarians were forced out of Hungary. Nearly 40 000 refugees came to Canada. Before World War II, Hungarian immigrants had settled on Canada’s Prairies. However, in the 1950s and 1960s, Hungarian refugees moved to Toronto and Montréal.

Fleeing WarCanada received a wave of immigrants from Asia in the late 1970s. After a 19-year war in Vietnam, Cambodia, and Laos, new governments took over in 1975. Many people left their countries because they disagreed with the new governments. From these countries, 70 000 people came to Canada, some making dangerous journeys by boat. Refugees from Vietnam, Cambodia, and Laos who arrived by boat in Vancouver, British Columbia, tended to settle there.

Millions of American soldiers fought in the war in Vietnam, Cambodia, and Laos. At the time, American men could be drafted, or ordered, to join the U.S. military. Historians estimate that 50 000 to 125 000 Americans who did not want to fight in this war moved to Canada in the 1960s.

A Vietnamese family arrives in Canada in 1978. Many people fled Vietnam by any means possible. People would crowd on to fishing boats and cargo ships to escape.

Some Political Refugees to CanadaDate Country of Origin Number of Refugees

to Canada

1968–1969 what is now Czech Republic and Slovakia

12 000

1974 Chile 7000

1970s Uganda 7000

1990s Kosovo 5000

Thinking about Continuity and ChangeBy 2014, nearly 10 million Syrians had fled their homes because of civil war. The Canadian government planned to allow 1300 of these refugees to resettle in Canada. Compare this to government actions in the past.


DRAFTDRAFT

nss6_ch01.indd 29 2/17/15 8:17 AM

Looking for WorkCanada’s economy began to change in the 1900s. Fewer people were working on farms. New industries were creating new jobs. For example, in the 1920s, factories making radios and home appliances employed many people. As people found work in factories, they moved from rural areas into urban areas. This created a greater need for workers in service industries, such as healthcare and law enforcement.

After World War II ended, new resources were being developed in Canada, and workers were needed. British Columbia, Alberta, and Saskatchewan began producing oil, and Manitoba built hydroelectric plants. More workers were also needed to support the growth of other industries such as manufacturing, construction, and mining.

In the 1900s, immigrants came from all over the world to find work here. For example, during the 1960s and 1970s, tens of thousands of Sikhs came to Canada from Britain and India. Many were trained in engineering and helped build cities and develop new technology.

Here and NowEvery year, more than 200 000 immigrants come to Canada. One out of five people in Canada today was born in another country.

Many immigrants from the Caribbean, African countries, and the Philippines work as personal support workers (PSWs), nurses, and caregivers for children and seniors. In this photo from 2013, PSWs in Toronto strike for higher wages. In 2014, they were promised higher wages and recognized for their hard work.

NELCanadian Communities, Past and Present30

DRAFTDRAFT

nss6_ch01.indd 30 2/17/15 8:17 AM

Contributing to the Development of CanadaConstructionAfter World War II, there was a building boom in Canada. Many people from countries such as Italy, Poland, and Greece came to Canada to work in construction. They built homes, office buildings, and factories, especially in Canada’s larger cities.

ManufacturingImmigrants from many countries found work in Canadian factories making cars, food, building supplies, and other products. They helped Canada’s manufacturing industry grow. Many people from South America worked in the factories, especially in cities in southern Ontario and southern Québec.

Garment IndustryToronto and Montréal were known for their garment industries. The garment industry depended on skilled workers to design and sew new styles. Many people from Eastern Europe brought sewing skills with them when they came to Canada.

This photo, taken between 1951 and 1956, shows masons laying brick for an office building in Ontario. What do you notice about this photo?

In this modern photo, a worker sews clothing in a Toronto factory. Today, many of the workers in Canada’s garment industry are female immigrants from Asia. Some work out of their homes, supply their own sewing machines, and work for less than minimum wage. Use the concepts of social studies thinking to help you form an opinion about this topic.

Inquire and ApplyCompare the reasons for immigrating from 1800 to 1900 with the reasons for immigrating from 1900 to today. What conclusions can you draw?

Create a timeline for immigration from the 1900s to today. Include some of the information you have learned here, as well as annotations with your thoughts, conclusions, and feelings.

1

2


DRAFTDRAFT

nss6_ch01.indd 31 2/17/15 8:17 AM

Pulling It Together

How Can We Welcome Newcomers to Canada?

There are lots of reasons why people

leave their home countries to come to

Canada. Learning about some of those

reasons made me realize what a great

country we live in.

I was sad to learn that my ancestors and other

newcomers weren’t always treated with fairness or

respect. Their lives were very difficult. Even today, it

must be hard to leave family and friends to start

a new life in a different country.

Newcomers to Canada have contributed a lot to their

communities. I think it’s important to treat everyone

in Canada as part of our community, no matter where

they were born.

Zachary

In 2012, most new immigrants to Canada came from China, the Philippines, and India. In this photo from 2013, new Canadian citizens wave flags at a citizenship ceremony in Markham, Ontario.

It’s Up to YouResponsible, active citizens respect the identities and experiences of others.

ReflectHow can we, as a nation and as individuals, work together to make sure that we treat everyone in Canada with respect?

Take ActionBrainstorm actions we can take to welcome immigrants to Canada. Put one of your ideas into action.


DRAFTDRAFT

nss6_ch01.indd 32 2/17/15 8:17 AM

Chapter lnquiry

Summarizing

Create a map of Canada. Use the information in this chapter to show where some immigrants settled in Canada and when they came. You may also want to identify what countries they left.

Making Inferences

Think about the immigration experiences of the groups mentioned in this chapter. What connections can you identify among the immigration experiences of the various groups? What do these connections suggest to you?

Review the Big Question at the beginning of this chapter: Why did people come to Canada? Think about the Learning Goals on page 14.

Choose two groups or waves of immigrants. Develop four or five questions to guide an investigation into why they came to Canada.


DRAFTDRAFT

nss6_ch01.indd 33 2/17/15 8:17 AM

Nelson Social Studies 6

Activity Card Sample – Chapter 1

The complete Activity Cards include:

2-3 cards per chapter (6 copies of each) stored in a

sturdy box

Support and extend spatial skills, inquiry strategies,

and social studies thinking concepts

Designed for use individually or in small groups

Wh

at

Wa

s It

Lik

e t

o I

mm

igra

te

to C

an

ad

a i

n t

he 1

90

0s?

Sk

ill

For

mul

ate

ques

tions

Ch

ap

ter

1, A

ctiv

ity C

ard

1

For

an

imm

igra

nt, c

omin

g to

Can

ada

can

mea

n le

avin

g fr

iend

s, fa

mily

, and

pos

sess

ions

beh

ind.

Her

e ar

e a

few

ex

ampl

es o

f wha

t ear

ly im

mig

rant

s to

Can

ada

mig

ht h

ave

br

ough

t alo

ng.

The

Clot

hes

on Y

our

Back

Mos

t im

mig

rant

s w

ere

only

allo

wed

to b

ring

a co

uple

of

smal

l sui

tcas

es.

Phot

osM

ost i

mm

igra

nts

cons

ider

ed p

hoto

s pr

icel

ess,

a r

emin

der

of fa

mily

and

fr

iend

s le

ft be

hind

.

No F

ood,

Ple

ase!

Man

y fa

mili

es c

ame

read

y to

coo

k.

Tin

s of

coo

king

oil

wer

e ro

utin

ely

foun

d in

lugg

age

arriv

ing

at P

ier

21. O

ther

s tr

ied

to b

ring

saus

ages

or

chee

se fr

om

thei

r ho

me

coun

try.

Imm

igra

tion

offic

ers

conf

isca

ted

food

item

s fo

r he

alth

and

sa

fety

rea

sons

.

U02

CH

6C01

-P

03-M

G6A

C

“The

y ca

me

with

almos

t no

item

s of

val

ue;

their

few b

elon

ging

s wer

e ca

rried

in

sack

s of

var

ious

kinds

and

a f

ew b

atte

red

card

boar

d su

itca

ses…

.”

— A

rthur

Vau

ghan

, Can

adia

n cu

stom

s offi

cer,

po

st-W

orld

War

II p

erio

d

“… t

he s

uitc

ase

in w

hich

[my

mot

her] h

ad p

ut a

ll ou

r ke

epsa

kes

and

mon

ey w

as s

tole

n an

d we

wer

e le

ft w

ith

no m

oney

and

few

clo

thes

and

to

her

last

ing

sorr

ow, n

o mem

ento

s of

our

old

life.

”

— D

utch

imm

igra

nt A

dria

na J

. Willi

ams,

arri

ved

in

Can

ada

from

Hol

land

, May

3, 1

955

Nelson

DR

AFT

nss6

_sam

pler

_ac.

indd

1

2015

-02-

17

11:5

1 AM

SA

MPLE

A

CTI

VIT

Y

CA

RD

Cop

yrig

ht ©

201

5 by

Nel

son

Edu

catio

n Lt

d.C

hapt

er 1

: Cho

osin

g C

anad

a as

Hom

e

.Le

t’s

Talk

Abo

ut ..

.Co

ntin

uity

and

Cha

nge

With

a p

artn

er o

r sm

all g

roup

, dis

cuss

the

follo

win

g qu

estio

ns: W

hat c

an y

ou te

ll ab

out t

he im

mig

rant

s w

ho c

ame

to C

anad

a by

wha

t the

y br

ough

t? W

hat

expe

ctat

ions

do

you

thin

k th

ey h

ad fo

r th

eir

life

in a

new

co

untr

y? W

hat d

o yo

u th

ink

imm

igra

nts

com

ing

to C

anad

a to

day

mig

ht b

ring

with

them

?

Let’

s Ro

le-P

lay

Wor

king

with

a p

artn

er, r

ole-

play

a p

hone

con

vers

atio

n be

twee

n tw

o fa

mily

mem

bers

. One

fam

ily m

embe

r ha

s re

cent

ly im

mig

rate

d to

Can

ada.

The

oth

er fa

mily

m

embe

r is

goi

ng to

imm

igra

te to

Can

ada

soon

. For

mul

ate

ques

tions

that

the

pers

on p

lann

ing

to m

ove

mig

ht a

sk

the

fam

ily m

embe

r w

ho a

lread

y liv

es in

Can

ada.

For

ex

ampl

e, W

hat a

m I

allo

wed

to b

ring

with

me?

Soh

ana

Sye

da, M

oham

med

A

hmed

, and

thei

r da

ught

er,

Naw

ra R

oya,

cel

ebra

te th

eir

new

citi

zens

hip

in K

ings

ton,

O

ntar

io, o

n N

ovem

ber

15,

2012

. Dur

ing

the

cere

mon

y,

63 n

ew C

anad

ians

from

30

cou

ntrie

s w

ere

gran

ted

citiz

ensh

ip.

Shi

ps li

ke th

e S

.S. W

ater

man

br

ough

t im

mig

rant

s to

Can

ada

in

the

mid

-190

0s.

DR

AFT

nss6

_sam

pler

_ac.

indd

2

2015

-02-

17

11:5

1 AM

9780

1767

1712

4

Nelson Social Studies 6

Teacher’s Resource Sample

Chapter 1

The complete Teacher’s Resource includes:

Comprehensive Lesson Plans

Unit and Chapter Planning Charts, and Inquiry Tasks

Assessment Rubrics and Success Criteria

Includes CD with modifiable versions of all Blackline

Masters

Chapter 1Sample Lesson Plan

Choosing Canada as Home

Chapter OverviewThis chapter examines immigration to Canada from the late 1700s to the present day, with a focus on why immigrants came here and where they came from. Students learn how, for many people, Canada offered a place of refuge from war and poverty, as well as a place of freedom, work, and opportunity. Students also consider some of the challenges immigrants faced and some effects of immigration on people already living in Canada. This chapter’s Spotlight lesson provides a specific example of one group’s immigration experience: the Black Loyalists of the late 1700s. The Toolbox focuses on formulating questions to guide investigations, and the Focus lesson examines the social studies thinking concept of cause and consequence. To conclude, the chapter reaffirms the importance of active citizenship and working together to support newcomers to Canada.Big Question: Why did people come to Canada?

About the Chapter InquiryThe Chapter Inquiry at the end of the chapter has students choose two groups of immigrants. Students then develop four or five comparative questions to guide an investigation into why these groups came to Canada.

Chapter Summary Chart

Lesson Social Studies ExpectationConcepts of Social Studies Thinking

Cross-Curricular Expectations


Student Book page 14

Teacher’s Resource pages 4–5

Understanding Context● identifies why different peoples came to Canada● describes significant events or developments in

the history of two or more communities

● Significance● Continuity and

Change● Interrelationships

Why Did People Choose Canada as Their Home?

Student Book pages 15–17

Teacher’s Resource pages 6–9

Inquiry● formulates questions to guide investigations

into different perspectives on experiences of two or more communities

● interprets and analyzes information and evidence

Understanding Context● identifies why different peoples came to Canada

● Significance● Continuity and

Change● Interrelationships

● Mathematics● Language

Learning Goals● explain how features that


● formulate questions to guide investigations

● identify the main reasons why different peoples came to Canada

1Chapter 1 OverviewNEL

NSS6_TR_sampler_U1.indd 1 2/13/15 2:41 PM

DRAFT





Teacher’s Resource pages xx–xx

Application● evaluates contributions of various groups to

Canadian identity

Inquiry● formulates questions to guide investigations● gathers and organizes information from primary

and secondary sources● communicates the results of inquiries, using

appropriate vocabulary


the history of two or more communities● describes interactions among communities

in Canada

● Cause and Consequence

● Perspective● Continuity and

Change

Toolbox: Formulate Comparative Questions to Guide Investigations




into different perspectives on experiences of two or more communities


the history of two or more communities in Canada

● Perspective● Significance

● Language

Who Came to Canada, and Why? 1800–1900




Canadian identity

Understanding Context● identifies why different peoples came to Canada● describes key aspects of life in settler

communities in Canada● identifies communities that contributed to the

development of Canada


● Patterns and Trends● Significance● Continuity and

Change

● Language

Focus on Cause and Consequence: Irish Immigration to Canada



Application● assesses the extent to which Canada has

achieved the goal of inclusiveness

Inquiry● interprets and analyzes information and

evidence● communicates the results of inquiries, using

appropriate vocabulary and formats

Understanding Context● identifies why different peoples came to Canada ● describes interactions among communities

in Canada


● Perspective● Significance

● Language● The Arts

Chapter Summary Chart (continued)

Nelson Social Studies 6 Teacher’s Resource: Canadian Communities, Past and Present NEL2


DRAFT



Who Came to Canada, and Why? 1900–Today




Canadian identity

Inquiry● gathers and organizes information from primary

and secondary sources● interprets and analyzes information and

evidence● evaluates evidence and draws conclusions● communicates the results of inquiries, using

appropriate vocabulary and formats

Understanding Context● identifies why different peoples came to Canada● identifies communities that have contributed to

the development of Canada● describes significant events or developments in

the history of two or more communities


● Patterns and Trends● Significance● Continuity and

Change

● Language

Pulling It Together

Student Book page 32–33


Application● assesses the extent to which Canada has

achieved the goal of inclusiveness


into different perspectives on the experience of two or more communities

● analyzes and constructs maps as part of their investigations into different perspectives



● Perspective● Significance● Continuity and

Change

Chapter Summary Chart (continued)

NEL Chapter 1 Overview 3


DRAFT

PurposeThis lesson introduces students to the topic of Canadian immigration and sets out the chapter’s focus question and learning goals. Students meet Zachary, whose message describes an early group of immigrants to Canada and poses the question of why people decided to come to this country.

Student Book page 14


Canadian Communities, Past & Present Resources● Student Book pages 4, 14● Unit Map on Student Book

Pages 8–9 or the Online Teaching Centre

Classroom Resources● map of Atlantic provinces

and eastern United States● chart paper or class website

VocabularyancestorimmigrantimmigrationLoyalist






• formulate comparative questions to guide investigations





Learning Goals● identify the main reasons why different peoples came to Canada● formulate comparative questions to guide investigations● explain how features that characterize a community contribute to the identity and image

of a country

Lesson Planning ChartSocial Studies Expectations

Understanding Context● identifies why different peoples came to Canada● describes significant events or developments in the history of two or more

communities

Concepts of Social Studies Thinking

● Significance● Continuity and Change● Interrelationships

BEFOREAccessing Prior KnowledgeBriefly review with students what they have learned in earlier grades about Canadian history. You may want to do so by working together to create a timeline that shows an overview of some significant events or important information—specifically, how Indigenous people have lived here for thousands of years and that Canada has a history of other people wanting to come and live here. People from Europe arrived to explore, trade, and settle, starting in the late 1400s. Since then, many groups of people from around the world have come here as immigrants. If necessary, define and discuss the terms immigration and immigrant.

NEL4 Nelson Social Studies 6 Teacher’s Resource: Canadian Communities, Past and Present


DRAFT

Inform students that in this chapter, they will learn about various immigrant groups in three time periods: the 1700s, 1800–1900, and 1900 to today. Ask students to think of one reason a person or group might have moved to Canada. Have them write their idea on sticky notes that they post on the timeline created above or on a map of Canada. Note, the purpose of this activity is for students to share prior knowledge or speculate on possible reasons people immigrated to Canada, it is not intended to be a research task. Students can revise their sticky notes as they learn more. You might want to use one specific colour of sticky notes now, and then change to another colour later in the chapter to add new information or ideas.

DURINGReading and Discussing the TextAs a class, read and discuss the main heading on Student Book page 14 and the Big Question. Encourage students to think about the reasons they identified in the Before Reading activity.

Have students read Zachary’s message, examine the photo, and read the caption. Display a detailed map of the Atlantic provinces that includes the eastern United States. Ask a volunteer to locate Birchtown, Nova Scotia, and Saint John, New Brunswick. Ask: ● What else do you think Canada offered the Black Loyalists other than land?

(safety, freedom, acceptance, less discrimination)

With students, you may want to speculate on what would have happened to the Black Loyalists if they had stayed in the United States after the war. Ask:● How is Zachary’s story part of the story of Canada? How is your story part

of the story of Canada?

Inform students that later in this chapter, they will read more about the lives of Black Loyalists in Atlantic Canada in the Spotlight on Student Book pages 18–19.

Record the Big Question and Learning Goals on chart paper or post them on a class website for easy reference during students’ study of Chapter 1. Invite students to make predictions about what they might learn. Encourage them to record some personal goals for their learning in the chapter. Have students revisit their predictions to assess how accurate each one proved to be. What worked out exactly as expected? What was most surprising? What did I learn about making predictions?

AFTERThinking about the Big QuestionHave students reread the Big Question and study the class’s responses displayed on the map or timeline. At this point, ask if students would add any new reasons on the sticky notes they created in the Before Reading activity. If so, provide students with a new colour of sticky note. Remind students that they will be adding to these reasons as they read through the chapter. Throughout the chapter, encourage students to compare the reasons they listed with those they learn about in their Student Book.

Unit Map ConnectionHave students turn to Student Book pages 8–9. What reasons for people coming to Canada does this infographic suggest to students? Students could attach their sticky notes to the infographic or to the timeline.

NEL Chapter 1 Choosing Canada as Home 5


DRAFT


Why Did People Choose Canada as Their Home?

PurposeThis lesson presents Canadian immigration statistics from 1867 to the present day and explains reasons for immigrating to Canada in the past and present.

Sensitivity Note: Students who are recent immigrants or refugees may have strong feelings when discussing reasons for immigration and may not wish to share their experiences.


Inquiry● formulates questions to guide investigations into different perspectives on

experiences of two or more communities● interprets and analyzes information and evidence



● Significance● Continuity and Change● Interrelationships


Mathematics● selects a graph to represent data, graphs the data, and justifies the choice of graph

Language● predicts the meaning of and solves unfamiliar words using cues

BEFOREReviewing StrategiesShow students a variety of graphs related to the topic of immigration and discuss the strategies students can use to examine and interpret them. For example, discuss identifying the type of graph (bar, line, etc.), reading the title, caption, axes, labels, and units. Graphs related to this topic can be found on websites such as Statistics Canada and Canadian Immigrant, or by using the search terms “immigration Canada graphs,” but you will want to carefully choose appropriate graphs for sharing.

Ask students to review the sticky notes they created in the previous lesson. Discuss how these reasons could be sorted and which reasons were most frequently suggested. Read the heading for the next section: Why Did People Choose Canada as Their Home? Suggest that as they read this section, students make connections to the reasons they developed.

Canadian Communities, Past & Present Resources● Student Book pages 4,

15–17● BLM 1.1● Online Teaching Centre

Classroom Resources● graphs related to

immigration● websites for World Day of

Migrants and Refugees

VocabularyfaminemigrantsmulticulturalismrefugeesRoyal Commission



DRAFT

DURINGReading and Discussing the TextHave students read the heading and paragraph, and examine the line graph on Student Book page 15. If necessary, prompt students with questions such as, “What does the title of the graph tell you? What is being measured on the y-axis? (thousands of immigrants) What patterns do you notice?”

As a class, discuss the caption question:● What does this graph suggest about how each war affected immigration?

(war caused decreased immigration—numbers dropped before and during both wars; after the war, immigration rose again)

Have students examine the photo and read the caption. Ask students to make connections between the photo and the graph. Discuss the caption question and students’ reasons for their response:● What does this photo tell you about how Canada felt about immigration in

1965? (immigration was celebrated; the minister of immigration took part in this ceremony so immigration must have been important to Canadians; the people look happy; the woman is being honoured)

Have students read the Thinking about Cause and Consequence margin feature. If necessary, refer students back to Student Book page 4 to review cause and consequence. Ask the feature question: ● What might have been some of the consequences of this shift in population?

(Indigenous peoples might have had less influence in making decisions about Canada, they may have lost access to land, and their way of life may have changed)

Remind students of the main heading, Why Did People Choose Canada as Their Home? Point out that the heading on Student Book page 16 is suggesting an answer to that question—people left home for freedom and safety. Briefly discuss whether this was a reason that any of the students suggested previously, and whether this reason came up frequently. Discuss what they think freedom and safety mean and why they would be important to people who were enslaved.

Ask students to read all the text and examine the photo on Student Book page 16. Invite students’ questions about the text. If necessary, review any vocabulary. Ask:● How do you think a multicultural society offers more freedom or safety

than a society that is not multicultural?

For the photo on Student Book page 16, ask students to share what they know about Victoria Day. You may want to explain who Freemasons are, and that the sign in the photo refers to a particular group of Freemasons from within that Chinese community. Read the caption statement:● Think about some of the benefits and challenges of settling in a community

made up of people of the same cultural background as yourself.

Math ConnectionAsk students why a continuous line graph is appropriate for this graph’s purpose. Discuss other sets of data that students could gather for immigration statistics, for example, the home countries of immigrants to Canada, and the type of graph they would choose to represent that data.

Literacy ConnectionDiscuss the difference between immigrant (a person who comes to a country to live there), and migrant (a person who moves regularly from place to place, mainly for work). You may want students to make connections to other related words, such as emigrate (to leave one’s own country to settle permanently in another country). As a class, examine the prefixes, roots, and suffixes in words such as immigrant and multiculturalism.



DRAFT

Discuss the benefits and challenges. Students could work in groups to create a Benefits and Challenges organizer. Ideas might include the following: Benefits—access and connection to familiar language, community, traditions, culture and heritage; Challenges—feeling of being apart from other cultures and communities; difficulty learning one of the official languages of Canada.

Read aloud the heading on Student Book page 17 and again ask students to review the reasons for immigration that they developed in the previous lesson. Have students read the text and examine the photo. Ask the caption question:● How might this photo have promoted immigration? (people wanting to

immigrate who saw this photo might feel reassured because the photo shows that people looked healthy after the long voyage; because these immigrants are dressed in fancy clothes, maybe they are well off, which suggests to other people thinking about immigrating to Canada that there are probably lots of opportunities here)

Together, summarize the main ideas of both sections. As a class, agree on the points and annotations that should be added to the timeline, if you created one earlier. Based on this lesson, adjust the placement of your sticky notes to reflect accurate dates as needed. After the discussion, have volunteers add any new reasons for immigration to the display created in the previous lesson, using a different sticky note colour.

AFTERInquire and Apply

1. What do the reasons for immigration on pages 16 and 17 suggest about Canada? (Interpret and Analyze; Cause and Consequence)

Encourage students to extract information from the graph and use the main ideas in the text to make inferences about Canada. Then, students can explain their ideas to a partner, making direct references to the Student Book to support their inferences. You may want to discuss how extracting information and supporting inferences are important skills in social studies.

Students should identify points such as these: Canada had enough space and resources to accommodate large numbers of immigrants; Canada strongly supported human rights and was safer than some other countries; Canada supported multiculturalism and welcomed everyone to build its population; Canada had natural resources to meet people’s needs both for goods and jobs; Canada had more jobs and other opportunities available than some other countries.



DRAFT

2. Make connections to the text, images, and graph. What questions do you still have about immigration to Canada? Share your questions in a small group. (Formulate Questions)

If necessary, remind students that making connections not only involves making personal connections to what they have read and viewed, but also making connections between and among the parts of the text, including the photos and graph. Have students choose a way to record their connections, for example, on a graphic organizer, sticky notes or a digital recording of a “talk-through.” Next, students can reflect on their connections to form their questions. Students can keep their questions accessible throughout the chapter so they can respond, add, and refer to them. Note that their questions will be used in the Toolbox lesson on Student Book pages 20–21 and that their questions could be added to their portfolio to help them with the Unit Inquiry task.DI: To Support: Review with students some questions they can ask themselves to help them make connections, such as, What does this remind me of? How is this similar to (or different from) something I have read about, watched, or experienced? How does this part of the text relate to this other part? What might I be doing or feeling if I were in this photo? How did I feel when I first read this? You may want to review with students the social studies thinking concept of interrelationships. If necessary, refer students to Student Book page 4.

Assessment for LearningAssessment opportunities may be used with individual students, small groups, or the whole group, as appropriate for the expectation and the student.

Assessment Opportunities

Task Look Fors Assessment ToolsAssessment for Learning

Identifying Reasons for Immigration● In role as an immigrant in

Canada, students write a letter to a relative who lives in his or her home country. Students describe the reason for the move and what Canada provided.

● identifies some of the key reasons people came to Canada


● BLM 1.1: Gathering Evidence of Learning



DRAFT

PurposeIn this Focus lesson, students examine the experiences of Irish immigrants to Canada in the mid-1800s, applying the social studies thinking concept of cause and consequence.


Application● assesses the extent to which Canada has achieved the goal of inclusiveness

Inquiry● interprets and analyzes information and evidence● communicates the results of inquiries, using appropriate vocabulary and formats

Understanding Context● identifies why different peoples came to Canada● describes interactions among communities in Canada


● Cause and Consequence● Perspective● Significance


Language● uses vivid and/or figurative language and innovative expressions to enhance interest

The Arts● Visual Arts: interprets art works and identifies feelings, issues, themes, and social

concerns they convey

BEFOREMaking ConnectionsRemind students that historians need to think about why events happened and what the results of events were. Ask students to provide examples of how we carefully consider causes and consequences in our everyday life; for example, if a school’s fundraiser is a huge success, the organizers think about what factors made it successful, and they also think about the consequences, such as how it raised awareness and school pride. The organizers would also identify any negative consequences, if any. During your discussion, incorporate and post the vocabulary related to this concept; see the Cause and Consequence margin feature on Student Book page 26 for suggested words. If necessary, refer students to Student Book page 4 to review the social studies thinking concepts.








As you read the text in this section, ask yourself questions such as these:






Canadian Communities, Past & Present Resources● Student Book pages 4, 14,

26–27● BLM 1.1, 1.3● Online Teaching Centre

Classroom Resources● sample cause and

consequence graphic organizers

Vocabularyboarding housesevictedfactorslong-termtenant farmers





DRAFT

DURINGReading and Discussing the TextHave students read the Cause and Consequence margin feature on Student Book page 26 and relate it to the previous class discussion. Discuss what long-term consequences means. For reference, have a volunteer add additional questions and question stems to the list created earlier: What factors contributed to…? What were the immediate consequences? What were the long-term consequences? Which consequences were positive? Which consequences were negative?

Ask students to read Student Book page 26 and examine the painting. Discuss any challenging vocabulary and ensure that students know where Ireland is located.

To help students think about causes and consequences, ask questions such as the following:● What caused the potato famine? (disease)● What happened as a result of the potato famine? (the potato crop failed, there

was less food, there were no potatoes to sell so people couldn’t pay rent, people were evicted by landlords)

For the image on Student Book page 26, ask students to free-write the feelings and thoughts they get from looking at it. Ask the caption question:● What message do you think the artist was trying to send?

Ask students to read the rest of the Focus lesson on Student Book page 27 and examine the painting. Discuss any challenging vocabulary. How do students feel about what they read? What do they think about these events? What questions do they have? Have volunteers add information from this Focus lesson to the class timeline.

To help students think about causes and consequences, ask questions such as the following:● What caused people to come to Canada? (being evicted from their homes)● What happened as a result of coming to Canada? (many people became ill on

the journey; some died; many faced discrimination in Canada)● What were some of the long-term consequences of Irish immigration? (the

population in Toronto grew; Canada has a large Irish population; many Canadians celebrate St. Patrick’s Day)

For the image on Student Book page 27, ask students to talk to a partner about what is happening, and how they can tell. Partners can discuss the caption question:● What does it [this painting] tell you about how Irish immigrants felt when

leaving their home country? (some felt very sad; some seemed happier or excited about leaving)

Literacy Connection Focus on the phrase “wave of immigration.” Ask students what they think it means and why it is an effective metaphor. You may want to review the meaning of the word metaphor. Invite students to think of similar metaphors from nature, such as ripples of excitement, hive of activity, storm of emotions, clouds of doubt.

Arts ConnectionWhen they examine visuals, remind students to consider what the artist has done through composition and the use of facial expression and body language to convey particular feelings, themes, or social concerns.



DRAFT

Ask volunteers to add new reasons for immigrating to Canada to the timeline or add sticky notes, using a new colour.

You might also work with students to create an anchor chart, such as the one in the margin, for thinking about causes and consequences generally or specifically in connection with this topic.

DI: To Support: To support students still having difficulty with this social studies thinking concept, you may want to summarize the text together, identifying specific causes and consequences. Provide students with BLM 1.3: Thinking about Causes and Consequences or display samples of cause and consequence graphic organizers. Develop a series of questions, such as the following, to help support students in identifying causes and consequences that are both explicit and implicit in the text:● What were the consequences of the disease attacking the potato crops

in Ireland?

Together, create a cause and consequence graphic organizer to show the consequences. Ask:● If you were mayor of Toronto in 1847, a time of increased immigration, how

might you have reacted to the Irish refugees? What might you have done to avoid the negative consequences that the Irish immigrants experienced? What might have been some of the consequences of your actions?

AFTERApply It

1. List the factors that may have persuaded people to make the trip from Ireland.(Cause and Consequence)

Students should identify these factors: famine, poverty, homelessness, some landlords paid for their voyage, and some people were promised money and goods if they left. From making inferences, students might also list these reasons: desperation, having no choice and no power, and having hope for jobs and a better life in Canada. Encourage students to extend beyond what is explicit in the text.

2. In role as an Irish child refugee, write about some of the positive and negative consequences of the migration. (Communicate; Cause and Consequence)

Suggest that students organize their ideas into subtopics before writing, such as the voyage, arrival, and challenges of living in Canada. Most of the consequences students write about will likely be negative, but students might identify positive consequences, such as the fact that many immigrants did survive, and many might have had hope for a better future in Canada.

Anchor Chart When I identify causes and consequences, I should● include factors that

contributed to the event● reflect on what happened

as a result of the event● identify immediate and

long-term consequences● include positive and

negative consequences (if there are both)



DRAFT

Assessment for LearningAssessment opportunities may be used with individual students, small groups, or the whole group, as appropriate for the expectation and the student.

Assessment Opportunities

Task Look Fors Assessment Tools

Assessment for Learning

Identifying Causes and Consequences

Students complete Apply It #1 and #2, identifying causes and consequences for Irish immigration to Canada. Provide students with BLM 1.3 to complete, having them focus on short and long-term consequences.


● identifies reasons why different peoples came to Canada

● identifies some consequences of a group’s immigration

● BLM 1.1: Gathering Evidence of Learning

● BLM 1.3: Thinking about Causes and Consequences



DRAFT

1120 Birchmount Road Toronto ON M1K 5G4 416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445email: [email protected] www.nelsonschoolcentral.com

Your Complete Solution for Ontario Social Studies Grades 1–6

9 780176 717117

ISBN-13 978-0-17-671711-7ISBN-10 0-17-671711-0

03/15

Visit www.nelson.com/nelsonsocialstudies for more information

Publication Date ISBNSTRAND A—Canadian Communities, Past and Present

Student Book May 2015 9780176698713

Starter Pack—Save 5% (15 copies of Student Book) May 2015 9780176698843

Classroom Pack—Save 10% (25 copies of Student Book) May 2015 9780176698867

Teacher's Resource Pack

(Includes Teacher's Resource & Activity Cards)

June 2015 9780176482916

Activity Cards Kit June 2015 9780176698775

Teacher's Resource June 2015 9780176698737

STRAND B—Canada and the Global Community

Student Book May 2015 9780176698720

Starter Pack—Save 5% (15 copies of Student Book) May 2015 9780176698850

Classroom Pack—Save 10% (25 copies of Student Book) May 2015 9780176698874



June 2015 9780176482923

Activity Cards Kit June 2015 9780176698799

Teacher's Resource June 2015 9780176698751

STRAND A & B—Bundles



June 2015 9780176482930

Complete Activity Cards Kit June 2015 9780176483791

myNelson Social Studies 6 Online Teaching Centre

(1-year Subscription)

June 2015 9780176698973

Date post:	07-Jun-2018
Category:	Documents
Upload:	phungminh
View:	212 times
Download:	0 times

s o n e l N Canadian Communities, Past & Present - Nelson€¦ · · 2017-10-20Exploring Nelson...

Documents