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Coach's Corner

April 21, 2016

Teaching Historical Significance Criteria in the Upper Elementary Classroom



In conversation with a friend last week, she mentioned that she was frustrated teaching Grade 7 history because there seemed to be so many "events" to cover, and so little time.  How could her students learn so many dates, names, and events?  She didn't have endless time to devote to helping her students learn about each item in the list of curriculum expectations.  Hmmm - my mind went immediately to the "Concepts of Disciplinary Thinking" highlighted in the 2018 Ontario Social Studies Curriculum, in particular to "Historical Significance".

I asked her whether she wanted her students to memorize a list of events, or to be able to determine the significance of a particular event.  Which is the bigger academic skill, that a student can carry forward into other grades?  That's an easy question for me:  I want them to be able to look at an event and think about the importance or significance of that event by itself, or in comparison to another event. For example, which was more significant:  the War of 1812, or the Rebellions of 1837-1838?  Students can use criteria to help them with this evaluation.



Historical Significance Criteria

Relevance:  Ask your students to think about who needs to know about a particular person, place, or event.  Is it relevant to just a few people or isolated community, or to a whole country or beyond?  An event that only a particular province or state needs to consider may be more significant than one that needs to be known by an entire country.  

Impact:  Can your students also think about how long an person, place, or event affected history?  A community event that affected people only for a year could be considered to be more significant that an event whose effect could still be felt 30 years later.

Consequences:  Can your students think about the seriousness of an event?  An event that caused a loss of local jobs (such as a factory closure) is likely less significant than one that caused serious physical harm to that same community (such as the water contamination of the public water system).  

This is what I want for my students - the ability to think like a historian and consider things like perspective, significance, cause & consequence...and all those other great things that help them become critical thinkers!

If you're interested in downloading a FREE version of the Historical Significance chart shown above, please click here:  Freebie Historical Significance Poster

Margie





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September 3, 2014

Grade 5/6 Ontario Social Studies: You CAN Handle This Split Grade Curriculum!




 I hope everyone has had a great beginning to the school year, and are getting a chance to enjoy the beautiful weather we've had today.  

Last week I shared my thoughts concerning how it is possible to teach the People and Environments strand of the revised 2018 Ontario Social Studies Curriculum in a combined Grade 5/6 class, and today I'll be turning my attention to how the Heritage and Identity strand might be approached.  Two weeks ago a teacher emailed me looking for a way to handle this strand in her class, and in looking closely at the two units, here is how I responded:

Strand A:  Heritage & Identity
  • Grade 5:  Interactions of Indigenous Peoples & Europeans, Prior to 1713
  • Grade 6:  Communities in Canada, Past & Present
While these 2 units initially look like they don't have much in common, once you look at the examples attached to the specific expectations, there are tons of similarities, as New France can be thought of as having several small communities:  First Nations (various FN communities:  Haudenosaunee, Wendat...), English & French.  When you are looking in Grade 6 at how various communities interact with each other, New France is a perfect example of conflict and cooperation.  

Here are some examples from the curriculum, where I've used the specific expectations from Grade 6 and showed content from Grade 5 can help meet those expectations:
  • A12.  Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity: discuss the contributions of Indigenous Peoples to Canadian art; discuss "Who are the founding nations of Canada?  For whom is the concept of "founding nations" troubling?  Why?"
  • A1.3  Explain how various groups have contributed to the goal of inclusiveness in Canada: How have Canada's Indigenous Peoples contributed to the goal of inclusiveness in in Canada?
  • A2.1  Formulate questions to guide investigations into different perspectives on the historical and/or contemporary experience of 2 or more distinct communities in Canada:  What are the different perspectives of the reserve system in Canada from the perspectives of Indigenous Peoples, European settlers, & the federal government?  
  • A2.2  gather & organize information from a variety of primary & secondary sources that present different perspectives on the historical and/or contemporary experiences of two or more communities in Canada:  What type of information can you gather from the petitions & letters of First Nations, Metis, & Inuit people about their experience & perspectives on being relocated to reserves and/or new settlements?
  • A2.3  Anaylse & construct print & digital maps as part of their investigation into different perspectives on the historical and/or contemporary experience of communities in Canada:  Analyse a flow map showing the relocation of Indigenous groups after the arrival of European settlers.
  • A2.4  Interpret & analyse information & evidence relevant to their investigations:  How can you use a cause-and-effect organizer to help you determine the difference in perspectives of different Indigenous groups to European settlers?
  • A2.5:  Evaluate evidence & draw conclusions about perspectives on the historical and/or contemporary communities in Canada:  How did Indigenous groups & European settlers differ in their outlook on issues such as land ownership, gender roles, spirituality...?
  • A3.1  Identify the main reasons why different peoples came to Canada?  What reasons did various people have for immigrating to New France?  
  • 3.2  Describe some key economic, political, cultural, & social aspects of life in settler communities, and identify significant ways in which settlers' places of origin influenced their ways of life in Canada:  How did French & English concepts of land ownership affect how land was handled in New France?  What role did the Church play in New France & Early Canada?  You can also discuss:  food preferences, language, education, concepts of loyalty & spirituality...lots to discuss here!
  • A3.3:  Identify various types of communities that have contributed to the development of Canada:  How did the founding peoples - First Nations, Inuit, & Metis, French & British - contributed to Canada?
  • A3.4:  Describe significant events or developments in the history of 2 or more communities in Canada & how these events affected the communities' development and/or identity:  What impact did the fur trade have on various Indigenous groups (ie. Wendat vs Haudenosaunee)?
  • 3.5  Describe interactions between communities in Canada, including between newcomers and groups that were already in the country:   trade among precontact Indigenous Peoples; cooperation between Indigenous Peoples and the French & British in the fur trade.
  • A3.6  Identify key differences, including social, cultural, and/or economic differences between 2 or more historical and/or contemporary communities in Canada:  What were some differences in gender roles, land ownership, spirituality, etc between Indigenous Peoples and French settlers in early Canada?
  • A3.8  Identify & describe fundamental elements of Canadian identity  What are some instances of the Canadian government NOT respecting the human rights of a group of people? - treaty rights!
As you can see, there are tons of commonalities between the two grade levels!  The concept of "communities" can be explored by both grades, with the Grade 5's focused on communities within New France and the Grade 6's focused on both contemporary and historical communities in Canada, of which New France can be one!  

Coach's Corner Split Grade 5/6 Strand A Social Studies Units: 

I have used the "big ideas" of the curriculum, the "Concepts of Social Studies Thinking", and other professional resources as I created a split grade 5/6 unit for Strand A:  Heritage and Identity, and uploaded it to my Coach's Corner TPT store!    In putting my split grade units together, I always use a "blended" approach.  This means that a teacher can teach one lesson to both grades together, and then have each grade read texts or engage in similar activities related to the big ideas of the lesson.  No more running between grades!

Check out this unit in PDF (Printable) Format:  



AND/OR

the companion digital version (same lessons, but this time using Google Slides with full colour pages, interactive pieces, live hyperlinks, and editable text)


For the best of both worlds, check out the Printable + Digital Bundle








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August 22, 2014

A Look at Split Grade 5/6 Social Studies Strand B: People & Environments

Unsure how to teach People and Environments for your Canadian 5/6 split class? Click through for some great tips and ideas to do just that!


I've been hearing from many teachers lately concerned about how to keep their sanity while trying to handle the 2018 Ontario Social Studies Curriculum in a split grade, and as I have rarely taught a straight grade, I thought I'd share a few thoughts on the topic.


                    Grade 5/6:  People and Environments
The Grade 5/6 split is one that can be particularly troubling for teachers, as at first glance the units can seem so unrelated, but I think if we take a closer look, the expectations are actually quite similar.  Today I'm going to explore the People and Environments strand:
  • Grade 5:  The Role of Government and Responsible Citizenship
  • Grade 6:  Canada's Interactions with the Global Economy

Basically the Grade 5 unit has students look at current social & environment issues within the country from various perspectives, examining and evaluating the actions taken by various levels of government to address these issues, and explore their own responsibilities as citizens as they create action plans to address these issues.

The Grade 6 unit has students explore current social, political, economic, and environmental issues withing the global community, examining and evaluating the actions taken by Canadian federal, provincial/territorial & local governments as well as NGOs (Non-Governmental Organizations) to address these issues and explore Canada's participation in different international accords, organizations, and programs.

Can you see the commonalities here? 
  • The Grade 5's are basically looking at social & environmental issues within our country, seeing how various levels of government handle these issues, and then go on to explore how they themselves can influence how decisions are made through their own activism.
  • The Grade 6's are also looking at social & environmental issues (and adding on political & economic issues), but this time within the entire world, and seeing how Canadian governments, governments from other countries, and NGOs handle these issues.  Instead of creating their own action plans, they go on to explore Canada's international presence within various organizations.
In a Grade 5/6 split I see the potential here to perhaps keep the focus on social and environmental issues, such as child poverty or the protection & availability of clean water within Canada as well as within the world.

Coach's Corner Split Grade Strand B Blended Unit:

Using the ideas from above, I created a split grade "blended" unit to use with my Grade 5/6 class.  I call it a blended unit because I have blended the "big ideas" from both grades to create lessons that can be taught to both grades at once.  Each grade may have different texts or slightly different tasks to explore the lesson's themes, before participating in knowledge building circles to share the connections between their learning.  Check it out here:









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August 14, 2014

Back to School Art Folder



After a very long hiatus, I have decided to restart my blog, and will hopefully be more diligent about posting regularly!

When I was reorganizing my teaching resources this summer, I came across the activity I like to do for the very first art class of the year - my Back to School Art Folder. The folder itself is a fun way to review the "elements of shape", and it is then used to store student work throughout the year.

5 Basic Elements of Shape

I first discuss with the class the 5 basic elements of shape:

  1. The Straight Line Family:  Members of this family can be solid lines, dotted lines, horizontal, vertical, or diagonal - they just need to be straight lines!
  2. The Circle Family: Members of this family have lines that come around and meet each other, but the inside of the shape is not coloured in.
  3. The Dot Family:  Members of this family are exactly like the circle family, but are coloured in!
  4. The Curve Line Family: These lines are wavy rather than straight, and the two ends do not meet each other.
  5. The Angle Family:  Any 2 lines that come together to form a point are members of this family.
All 5 families combine together to make the shapes we see in our world.


Next I distribute a large sheet of bristol board to each student, and students fold it in half "hamburger" style. Students then get out a pencil, eraser and ruler.

After reviewing the difference between "edges" and "corners', ask students to listen carefully to the following instructions, and to create the lines and shapes as given:


  1. One straight line from one corner to the other opposite corner.
  2. One dot.
  3. One curved line starting at one edge and ending in a dot somewhere on the page.
  4. One broken line starting at one edge and ending at another edge.
  5. Five circles.
  6. One pointed line starting at one edge and ending at another edge.
  7. One curved line starting at one edge and ending at another edge.
  8. One straight line starting at one edge and ending at another edge.
  9. A zigzag line from one edge to another.
  10. One dot.
  11. A curved line starting at one edge and ending on the same edge, passing through the dot from #10!
I then distribute Sharpie markers and have students trace over their pencil marks. They then spend the rest of the period (well, often two periods) using markers or crayons to colour in their folder. I encourage them to use only 3 colours, and to ensure that one colour doesn't border itself! 

Students LOVE this activity, and enjoy seeing how everyone's designs are different. 

I wonder what art activities you start your year with?

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November 6, 2012

Halloween Data Management - Grade 5/6



Hi Everyone,
Sorry I haven't been on here in a while. I've been hard at work on another big project, and now that that is done I'll try to post more often.

As you may know, I'm a "numeracy facilitator" for my school board this year, working between 2 schools at the moment in Grades 1 to 6.  Right now everyone is transitioning to our data management strand, and I thought I would share a couple of great ideas that happened last week in our Grade 5 classes.   

DAY 1/Hallowe'en:

On October 31st, students were asked to sort their Halloween treats at home that evening, and record their findings in some way, as they would be using the results the next day at school. Students had been given pre-determined categories: Candy, Pop, Chips, Chocolate Bars, and Other.  They also then had to sort the chocolate bars into brand names.  The teachers did not tell the students how to record their results.

DAY 2:  November 1st

The next morning students brought in tally charts, bar graphs, lists, etc.  Students then worked in groups of 4 to add their numbers together to find out how many chips the group got altogether, how much pop, etc.  The last step was to show this information in a graph.  Here's one group's bar graph:



The great thing about this was....it was the first day of data management, and the kids weren't given any instruction at all!  They did such a great job showing us how much they already knew about graphing, that the teachers and I realized that most of the "review" we had originally planned on doing to refresh their minds was completely unnecessary.  

We did discover that while most students knew they needed titles and subtitles, they really didn't know how to create these important features in a meaningful manner.  Tomorrow I'll share how we addressed this quickly, in a manner in which the kids told us what was needed; we didn't need to tell them!

Day 3:  November 2nd

Students took their graphing skills one step further and created pop-up graphs to show their data.  Take a peek at this graph showing the different brands of chocolate bars one group collected!  (Note:  the idea for this activity came from the Interactive Math Journal from Runde's Room on TPT!!)





While I know Halloween is passed, you could do the same activity by having students gather loose change at home and bring their results (not the coins themselves) to school.  You will likely be amazed at how much your kids already know about how to show information in graph form!

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October 15, 2012

Roll & Risk Place Value Game Grades 2-4


Check out this place value game for math! Perfect for grade two, grade three, and grade four!


Our school board has a "numeracy framework" from Grades 1 to 8, which sets out the order in which the various math units and strands are taught, and also indicates which lessons from our core resource (Nelson Math) can be used, as well as additional resources such as the Ontario Guides to Instruction in Mathematics, Super Source lessons, etc.  At the moment all grades are working on the first Number Sense strand, which focuses on counting, the "how muchness" of a number, and representing numbers in a variety of ways.

Grade 3/4

Today I worked in a Grade 3/4 classroom, introducing the game Roll & Risk.  This game reviews regrouping 2 digit numbers using dice and Base 10 blocks in an engaging manner.  After creating a two-digit target number by rolling a die twice (first roll for the tens digit; second roll for the ones), pairs of students work towards rolling the die and adding the appropriate number of Base 10 blocks, getting as close to their target number as possible without going over.  Each roll can be taken as either a tens or ones.  For example, with a target number of 43, and a first roll of 5, students will have to decide if they should take 5 tens or 5 ones.  They soon realize that taking 5 tens will immediately push them over their target number of 43, so take it as 5 ones, and continue rolling, regrouping ones as tens when necessary.  As they get closer and closer to their target number, they must decide when they should stop rolling.  After a couple of rounds of the game students realize that once their within 6 numbers of their target number, it is getting risky to roll again.                                                                                                                                                
                                                                                                                                                                                                   

The classroom was humming as the students discussed game strategies with their partners, and when I walked around with guiding questions, I could see that they were understanding not only the regrouping that was being reviewed from a previous year, but also the probability concepts necessary to success for this game.  When students got off track (one pair had a target number of 99 which I naturally questioned), it took only a quiet question or two to get them back on track (ie. "What is the largest possible number you can roll on one die?").

I can't take credit for the creation of the game; it was developed as part of the Ontario Ministry of Education's "Edugains" site, and full lesson plans can be found at this link:  Roll and Risk  On the right you will see "Counting & Representation; if you scroll down under that title you will find "Base Ten - Game 1" and Base Ten - Game 2".  Game 1 is for 2 digit numbers and Game 2 is for 3 digit numbers.  The full game summary as well as the recording sheet can be found by clicking on "Printable Documents" over Counting & Representation.

I've also created a Smart Notebook resource to introduce both versions of the game.  Students love coming up and rolling the interactive dice, and the cloned Base 10 blocks make it easy for students to understand the regrouping that is part of the game.  Check it out here:  Roll & Risk Smart Notebook Place Value Game

 Tomorrow I'll be doing a similar game, only with subtraction, with a Grade 6 class.  Have a great day!
Margie









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October 14, 2012

Welcome to Coach's Corner!




Hi!  My name is Margie, and I'm excited to be entering the blogging world.  I am an educator in southwestern Ontario in Canada, and have been an elementary classroom teacher, literacy coach, numeracy facilitator and Kindergarten to Grade 6 Program Consultant in my school board (no, not all at the same time!)


A bit about myself:  I live in southwestern Ontario with my husband,  and daughter, as well as two dogs and a cat.  I enjoy the peace and quiet here in the country, and spend much of my time either reading or creating things for my Teachers Pay Teachers store.  Most of my extended family lives within a half-hour of our home, which is something I missed when I lived near Toronto before I returned home, got married and found a job here.  

I have been creating resources for my store since 2012, and am dedicated to provide time-saving, high-quality products for teachers and students.

Margie