Canada Vacation

Mr. C is wanting to visit Canada next summer. He wants you to come up with an itinerary for the trip. His only instruction to you is he wants to see the real Canada, not the one portrayed in movies like Strange Brew!!!'

You will need to come up with 6 places Mr C absolutely, positively, without a doubt must visit while there.  

Our Provinces Documentary

After watching the video above, what other sources will you use to to find information about 'must do' places in Canada? Here are some of Mr. C's suggestions:

1) Do a Google search of places to visit in Canada.

2) Do a Youtube search of places to visit in Canada.

3) Ask around to see if anyone has visited Canada, and ask them.

4) Ask Mr. C if he knows someone who might be willing to to answer some of your questions about Canada. (Don't wait until Friday) 

5) Visit the library, maybe they have some of those old things called 'books' that might have some information.

6) Check Wikipedia, maybe they have some good information.

7) Do a search for the Canadian Visitors Bureau. 

8) Sit around until Friday and write down any junk you think of. (This one is probably not a very good suggestion, but you know how Mr. C likes to joke.)

Mr. C has worksheet for you to use to gather information. 

Assignment Requirements

1. Find the 6 most Canadian places for Mr. C to visit.
2. Use this worksheet to gather your information.
3. Write down each place with your explanation of why he should visit there.
4. Add some pictures of each place. Mr. C does require you to cite where you get the picture from and to make sure the picture you picked is copyrighted so that you can use it legally. Creative Commons has a search engine you might want to use https://search.creativecommons.org/
5. Hyperlink the address where the picture came from.
6. Create a Google Slideshow using this template 
7. Share your slideshow with Mr. C when completed. 
8. Make sure it is finished on Wednesday. Late work will be accepted, but you will have to do it on your time. Class moves on!

EQ: Where are the most 'Canadian' places to visit in Canada?

Engage:

•  A Documentary About Canada (59:15) 

Explore:

• Students will identify a variety of sources to gather information from with an eye on tourism.
• Possible choices would be visitor bureaus, wikipedia, youtube etc.

Explain:

• On a document, take notes with links to original sites.
• Name 6 places that epitomize Canada and explain why.
• Identify pictures to share and create hyperlinks 

Evaluate:

• Create a slideshow with pictures and hyperlinks

Mapping Canada

For this activity, we will be making a couple maps of Canada. We are going to be creating a political, physical, and climate map. First, let's watch this EPCOT video from the Canada Pavilion:

Oh Canada Video from EPCOT's Canada Pavilion

Now that you get a feel for the 'flavor' of Canada, let's do a little learning about the country. You will label the capitals, provinces and territories and then color the climate zones of Canada and create a key which will let me know what the colors represent.

EQ:

• What are the major climate areas of Canada?
• What are the provinces, territories and capitals of Canada?

Engage:

•  O Canada EPCOT video (14:57)

Explore:

• Political Map of Canada
• Climate Map of North America

Explain:

• Where are the provinces and territories in Canada?
• Where are the capital cities in Canada? 
• What/Where are the physical landforms of Canada
• What climate zones do you find in Canada?

Evaluate:

• Label the capitals of Canada.
• Color and label the climate zones.
• Checklist to use

Geography Now Canada Video for Day 2

Colonial House

Colonial House is a television show created by PBS to examine what life would be like in Plymouth Colony circa 1628. 17 people were chosen to be on the reality show, living the life of a settler in a re-created Plymouth Plantation.

Imagine you have been selected to participate in Colonial House. Write journal entries describing about your living conditions. Are you a freeman, indentured servant, or even the Governor? What kinds of things do you do day by day? Are you having trouble keeping the rules? 

Essential Question: What would it be like to live in an early American colony?

 

Engage:

• Colonial House Mythconceptions Quiz Whole Class

Explore:

• Watch Colonial House episodes

Explain: 

• What is your role in the colony?
• What events took place during the episode?
• What are your daily chores?
• Are you a rule breaker or a rule follower?

Evaluate:

• Write a journal entry for each episode watched. 

Desperate Crossing Quiz

 Click this link

Constitution Study

EQ: How does the Constitution reflect American ideals?

 Engage:

• Is it Constitutional? 

Explore:

• We the People Schoolhouse Rock Preamble
• Seven Articles of the Constitution
• Hip Hughes Seven Articles of the Constitution videos
• What Does the Constitution Say?

Explain:

• Preamble Discussion 
• What Does the Constitution Say Part 2 Acitivity 
• Principles of the Constitution Comparison Chart (Printed) Pages 4-9

Evaluate:

• Branches of US Government worksheet (Printed) no digital copies
• Checks and Balances Worksheet (Printed) no digital copies

Government Vocabulary

EQ:  

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Engage:

• Draw a picture of what the word social studies means to you.
• Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 

1. democracy
2. unitary
3. parliamentary
4. federal
5. authoritarian
6. direct democracy
7. executive
8. confederate
9. authority
10. preamble
11. sovereign
12. oligarchy
13. legislative
14. state
15. government
16. dictatorship
17. executive branch
18. public policy
19. representative democracy
20. presidential
21. monarchy
22. totalitarian

Desperate Crossing

https://www.imdb.com/title/tt0493146/

Many of us know what it is like to have to move to a new place. In this activity we are going to find out what it was like for the Pilgrims to have to leave England for Holland and then ultimately for North America. Just as you had many difficult emotions with the changes you experienced, the Pilgrims had them as well. They also had even more difficulty and danger than most of us. 

As we watch this video we will try to place ourselves in the shoes of the Pilgrms and try to identify how we might have felt if we too had to make a desperate crossing. 

EQ: Why did the settlers on the Mayflower come to the Americas?

Engage: 

• Solicit stories from students who remember moving to Noel. 
• How did you feel about moving?
• What were the first days like after you came to Noel?
• How are things now?

Explore:

• The students will watch Desperate Crossing: The Untold Story of the Mayflower.
• Vocabulary: magistrate, manifest, seditious, theology, habeas corpus, tolerant
• Vocabulary: define, draw and use in a sentence

Explain:

• Why the Separatists moved from England to Holland?
• Why the Separatists moved from Holland to the Americas?
• Why the other colonists moved from England to the Americas?
• How did they feel about moving?
• How were the first days after the move?

Evaluate: 

• Comprehension questions worksheet.
• Mayflower Compact comprehension questions.
• Journaling Activity
  
• Write journal entries as if they were a Pilgrim during the video. 
• Create a journal to transcribe the entries written during Desperate Crossing
  
• Use India ink and dip pens to transcribe their entries from their notes to their created journals.
  

Extend:

• Examine the Mayflower Compact, what does it create for the colonists?

Immigration Celebration

The United States is a nation of immigrants. The country was founded mainly by Englishmen who were part of the European colonization effort of the 15-17th centuries. After the US was formed immigration continued to be an important part of its world identity as memorialized by the Statue of Liberty.

https://www.youtube.com/watch?v=YE1xZ6aAPmw

While you may argue otherwise, the Statue of Liberty mainly celebrates European immigration as we saw it happen at Ellis Island. Below is a video outlining what it was like to come through Ellis Island as an immigrant.

https://www.youtube.com/watch?v=bDNKHWzQiz8

Unfortunately for many of you, the Statue of Liberty may not capture the spirit of immigration from your ancestors, especially if your ancestors didn't come from Europe. I have done some research to see if I can find other memorials or monuments in the United States that celebrate the immigration of those who were not from Europe and they are indeed difficult to find. 

This is your opportunity to remedy that!

You are tasked with the responsibility to create a monument that celebrates the immigration of your ancestors. You should research where they came from, why they came, and what symbols would be culturally appropriate to use as part of the monument. 

If your ancestors, like mine, did come through Ellis Island and are represented very well by the Statue of Liberty you can still participate. Create a new monument celebrating your ancestors too. This is an opportunity for you to make it more specific to your original culture. For example I could choose my Scots Irish ancestry to celebrate or my German/Jewish ancestry. 

Make your monument with the following guidelines:

• Identify where your ancestors immigrated from 
• Incorporate symbols appropriate for their original country
• Create a plaque that celebrates immigration. It doesn't need to be a poem like on the Statue of Liberty, but it does need to reflect your intent for the monument. 
• Create a drawing of your monument or create a model of your monument. If you make a drawing, make it very detailed and include the words on the plaque. 
• Show the pride you have in your family and the gratefulness you have for the sacrifices they made to immigrate. 

Essential Question:

•  How would you memorialize your immigrant ancestors?

Engage:

•  Immigrants at Ellis Island (4:27) 

Explore:

•  Statue of Liberty History (1:40) 
• Other monuments and memorials to immigrants
• Talk to family members about how their ancestors came to the US

Explain:

• Where did your ancestors emigrate from?
• Why did they come to the United States?
• What symbols should be used to celebrate their coming to the US?
• Do you feel represented by the monuments you researched?

Evaluate:

• Create a monument that honors your ancestors journey to the US
• Immigration Worksheet

The Conquistador Emoji Project

Imagine your shock when arrive at your destination, the city you plan to conquer only to realize that is the cleanest, most beautiful city you or any of your fellow conquistadors have ever experienced. 

You arrived from one of the most powerful nations on earth, having sailed from one of the largest and most prosperous cities in Europe, only to find that it pales in comparison to the city you thought would be primitive, not unlike the people you plan to enslave. 

How would you feel?

After reading the article provided on the worksheet, put yourself in the place of a Spanish conquistador seeing Tenotichlan for the first time. You will write about your experience, but not using words.

The pictures above are Aztec script symbols. They use the symbols to share their information. We do something similar with emojis. If using symbols to tell a story was good enough for the Aztecs, it is certainly good enough for you. 

Your assignment is to write your story using emojis not words as a conquistador first entering Tenochtitlan. 

1. Read the story.
2. Write a story as though you are a conquistador traveling with Cortes into Tenochtitlan for the first time, describe what you are seeing.
3. Use the Emoji Keyboard to rewrite your story using emoji.
4. Copy the story and paste it into a Google Document and then share the document with me.

Essential Question:

• How did Tenochtitlan compare to European cities?

Engage:

• Hernan Cortes video History Channel (3:07)

Explore:

• Aztec script symbols
• Vocabulary: conquistador, ambassador, whitewash 

Explain:

• What did the conquistadors see when they first entered Tenochtitlan?
• What were the European cities like?

Evaluate:

• Emoji Project Handout
• Explain what the conquistadors saw when they first visited Tenochtitlan using emojis.
• EmojiKeyboard.io

Extend:

• What Happened to the Aztecs? History Channel (2:26) 

United States Geography Physical Map

https://app.discoveryeducation.com/learn/player/637fed70-e77c-4878-b364-732be518e7c3

EQ: What are the major physical features of the United States?

 

Engage:

• Students will be given them 60 seconds to identify as many physical geography features found in the US.

Explore:

• Physical Map of the US Discovery Education
• Physical Geography video Discovery Education (28:41)

Explain:

• Where are the Rocky Mountains, the Appalachian Mountains, Sierra Nevada, and Cascade Range?
• Where is the Ozark Plateau, Colorado Plateau, Sonoran Desert, the Great Plains and the Coastal Plain?
• Where is the Atlantic and Pacific Ocean?
• Where is the Gulf of Mexico?
• Where is the Mississippi River and the Rio Grande?
• Where are the Great Lakes: Michigan, Huron, Superior, Erie, Ontario?

Evaluate:

• Label and Color a physical map of the United States identifying the physical features listed above. 
• Physical Geography Map Checklist