Curriculum Links

Curriculum Links: Learning from the Past: The Good & The Bad

In Learning from the Past: The Good & the Bad, students have an opportunity to meet the following curriculum expectations (specific links are shown in bold):

 

Social Studies

 

Heritage and Identity: Communities in Canada, 1780-1850

  • A1.1 describe some of the similarities and differences in various aspects of everyday life (opening activities)
  • A1.2 compare some of the roles and challenges facing people in Canada around the beginning of the nineteenth century...(all activities)
  • A1.3 identify some key components of the Canadian identity...(all activities)
  • A2.3...analyze... print maps...as part of their investigations into challenges facing different groups...(Activity 1: What and Where)

People and Environments: Living and Working in Ontario

  • B1.1 describe some major connections between features of the natural environment of a region... (during Introduction to the Program)
  • B1.2 describe some major connections between features of the natural environment and the type of employment...  (Activity 1: What and Where)
  • B1.3 identify and describe some of the main patterns in population distribution and land use... (Activity 1: What and Where)

If Follow-up Activities are Completed... 

Social Studies

 

Heritage ad Identity: Communities in Canada, 1780-1850

  • A1.1 describe some of the similarities and differences in various aspects of everyday life... (comparing education today with education in the past)
  • A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century... (comparing Schoolhouse with their school/classroom)
  • A2.1 formulate questions to guide investigations into some of the major challenges facing different groups... (comparing Schoolhouse with their school/classroom)
  • A2.4 interpret and analyze information relevant to their investigations, using a variety of tools 

 

Language 

 

Oral Communication

 

Listening to Understand

  • demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully (all activities)
  • extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience (all activities)
  • identify some of the presentation strategies used in oral texts and explain how they influence the audience (role playing, reflection)

Speaking to Communicate

  • demonstrate an understanding of appropriate speaking behaviour in a variety of situations (all activities)
  • choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary (role playing)
  • identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning (role playing)

 

Reading

 

Reading for Meaning

 

  • extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them (examining chores, family history)

 

Writing

 

Applying Knowledge of Language Conventions

  • spell familiar words correctly (various activities: mapping, comparison, spelling activities)
  • spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling (spelling bee activity) 

 

Media Literacy

 

Understanding Media Texts

  • use overt and implied messages to draw inferences and make meaning in simple media texts (photo sort activity)
  • express personal opinions about ideas presented in media texts (photo sort activity)

Report Comments 

Feel free to use these comments when completing reports.


Social Studies 

  • During the Learning from the Past program at TUSC, *name* participated in researching the school experience of a late 19th century settler student in Canada. Through this experience *he/she* was able to describe aspects of daily life during this time and compare it to the present day.