Students have been practicing their cartography skills as we review longitude and latitude. As we prepare for our quiz on January 17th, students should review their Social Studies Slideshow (slides 21-34).

Each student should be able to adequately label and provide the correct location for the following terms:

• Equator
• Prime Meridian
• Tropic of Cancer
• Tropic of Capricorn
• Northern Hemisphere
• Southern Hemisphere
• Eastern Hemisphere
• Western Hemisphere

Students can use the following online activities to prepare for their quiz:

• Latitude and Longitude Game • ABCya!
• Latitudes and Longitudes – Map Quiz Game
• International Pizza Delivery – Online Game 
• Online Longitude and Latitude Battleship

This quiz will also include our notes on international trade. 

As we continued our discussion of Canadian identity, students spent time this week reviewing a map of Canada. It is essential that our students have an understanding of where each province and territory is located in the country in order to comprehend essential components of history. Students will study their map of Canada to ensure they can adequately identify the provinces, territories, and capital cities. We will have a quiz on this content on Friday, November 10th, 2023. They should spend time reviewing their map each night.

Students will need to be able to label a map with the following information:

• Names of the provinces/territories
• Names of the capital cities
• Hudson’s Bay

They may also use the following websites to quiz themselves:

• Canada: Provinces and Territories 
• Canada: Province Capitals – Map Quiz Game

Last week we watched the film IMAX Over Canada. This documentary showcased the vast amount of nature and diversity that Canada has to offer. Diversity is defined by Merriam-Webster as the condition of being composed of different elements or qualities.

Students are being asked to use the observations they recorded as they watched the film to expand upon the question: What makes Canada a diverse nation? 

Check out these sentence starters to help you get started:

• Natural features in _____ is different to _______ because  (add features such as mountains, grassland, or rivers)
• In Quebec, people speak ______ and in the rest of Canada they speak ______
• The major cities in this province are _______
• The climate in ______ is different from _______ because
• In _____, the people have fishing jobs
• In_______, the people have ______ jobs
• In ______, the people have foresting jobs

The assignment directions and the example can be found here: Canada a Diverse Nation

Last week we began our first unit in Grade 6 Social Studies. Our first unit will involve the analysis of differing Canadian identities. Students will explore the diverse cultures, landscapes, and symbols of the various provinces and territories. Furthermore, students will uncover the difference between cultural appreciation and cultural appropriation.

The following slideshow will be used to access our daily notes and do nows:

This is a live document that will be updated regularly. Students also have access to this page on their Grade 6 Social Studies Notes/Do Nows Google Docs (in their Social Studies folder).

We spent time in class discussing the historical research process. These are the essential steps that historians utilize when conducting research and analysis.

Step 1: Choose a research topic and locate sources of information that will help you answer your research question(s). (Think: Government websites, University websites, Books, Journals, Articles, etc.)

Step 2: Evaluate your sources. Make sure the sources provide accurate information. Sources are considered reliable when people who are, “experts in the field”, write them. These are sources you can trust. People who are not considered, “experts in the field”, write unreliable sources. These are sources you cannot trust.

Step 3: Take notes. When reading from sources, write down any key information that will help answer your research question(s). Avoid copying straight from the text; instead, write the ideas in your own words. Remember to include source information such as the book title, author, and page number in your notes.

Step 4: Make objective conclusions. After conducting research, review your notes and summarize what you learned into sentences. Ensure you present your findings in an objective way (i.e., without misrepresenting the truth).

Step 5: Cite your sources. By citing your sources you are giving the original author credit for the work they did. This helps to prevent plagiarism. Citing sources can also help your readers locate further reading on the topic. 

Our first assignment deals with students creating an infographic about a national symbol. Students will be asked to utilize the historical research process. The assignment instructions, graphic organizer, rubric, and example can all be found in the link below!

Click here to learn more about the Canadian Symbols Infographic Assignment

We are excited to welcome our Grade 6 parents this evening for our Back to School Night session. If you are unable to attend or would like to review the slideshow, please see the presentation below.

Additionally, here is the link for the Grade 6 Homework Board.

This week our class spent time learning about the importance of land acknowledgments. Students discussed the various ways in which we can show our appreciation for the land in which we live now. It is incredibly important that we recognize that these lands and territories do not belong to us, rather they belong to the Indigenous people who came before us. In addition, we discussed the fact that acknowledging land rights also plays a part in the acknowledgment of the consequences of colonization that can still be felt today.

Students also learned about The Numbered Treaties made between the Government of Canada and the Indigenous peoples between 1871 and 1921. The promises that were made in these treaties were sadly broken.

Students are learning about various Indigenous communities in Canada. Each group will be creating a detailed tri-fold poster about their assigned Indigenous community.

Task: Dr. Mitzmacher has recently become interested in learning more about the history of various Indigenous communities in Canada. He has selected your grade specifically to become subject experts on a community. Students will work in small groups with their peers to complete this task and prepare an engaging presentation. 

Communities:

• Blackfoot
• Inuit
• Haida
• Iroquois

Project requirements: 

• Students will create a tri-fold poster to showcase the relevant information about their Indigenous community 
• Be sure to include all of the necessary information from your graphic organizer
  • Regional area, languages/dialects, social organization, living conditions, ceremonies and spiritual beliefs, art, music, dance, oral history, trade/conflicts, interesting facts
• Ensure that your research is coming from a reputable source (No Wikipedia)

Groups: 

Group 1: Rachel, Zohar, Matthew (Inuit)

Group 2: Ariel, Hanna, Ben, Micah (Iroquois) 

Group 3: Raz, Lila, Noa Tili, Emma (Blackfoot)

Group 4: Jeremy, Tehila, Noa (Haida)

 

Due Dates:

Project assigned- Tuesday, March 14th

Group check-in #1- Monday, March 20th

Graphic organizer completed- Wednesday, March 22nd 

Group check-in #2-Friday, March 24th 

Visual completed- Friday, March 31st 

Presentations begin- Monday, April 3rd

Click here to view the assignment instructions, graphic organizer, and rubric

Last week, we began discussing Black History Month in our Social Studies classes. We talked about the importance of examining history from multiple perspectives. We started with a discussion about Africville in Nova Scotia. Most students were surprised to hear that a community of African Americans was displaced without their consent right here in Canada. As the week progresses, students will analyze and discuss other primary and secondary sources related to African American history in Canada.

In this edition of Kayak magazine, featuring guest co-editor Natasha Henry shares some fantastic stories and examples of the ways Black Canadians built and shaped this country.

As we prepare to transition to the History portion of our Social Studies curriculum, students will be analyzing push and pull factors related to Canadian migration. Students will examine these factors from the colonial time period as well as the modern era.

Task: You have been selected as the Minister of Tourism for Canada. Your job is to research and create a slideshow about various push/pull factors for Canada. Prime Minister Trudeau is awaiting your report.

Due dates:

Assigned- Friday, January 27th 

Check-In #1- Tuesday, January 31st

Check-In #2-Friday, February 3rd 

Final Assignment Due-Friday, February 10th

 

 

Important Links:

Grade 6 Push and Pull Factors Assignment

Push and Pull Factors Graphic Organizer

Push/Pull Factors Example Slide

 

Useful sources to review while conducting research: 

• Push and Pull Factors (Newfoundland)
• Immigration to Canada | The Canadian Encyclopedia
• Discover Canada – Canada’s History – Canada.ca
• Pier 21 Immigration History   
• Top 6 Biggest Benefits of Living in Canada

Students have been practicing their cartography skills as we review longitude and latitude. As we prepare for our quiz on January 17th, students should review their Social Studies Slideshow (slides 16-27).

Each student should be able to adequately label and provide the correct location for the following terms:

• Equator
• Prime Meridian
• Tropic of Cancer
• Tropic of Capricorn
• Northern Hemisphere
• Southern Hemisphere
• Eastern Hemisphere
• Western Hemisphere

Students can use the following online activities to prepare for their quiz:

• Latitude and Longitude Game • ABCya!
• Latitudes and Longitudes – Map Quiz Game
• International Pizza Delivery – Online Game