Teacher’s Notes

Ontario Social Studies Curriculum Grades 1 to 6, 1998Strand: Heritage and CitizenshipTopic: Pioneer LifeGrade:3

© Social ButterfliesAll rights reservedDeveloped by T. TaskerMay be photocopied for classroom use. Further replication or commercial use is strictlyprohibited.

Overall Expectations- identify early settlers and their origins, and describe their lives and contributions- identify the contributions of Aboriginal peoples to early settlement- describe changes that have occurred in their communities since the time of early settlers

* All specific expectations are covered by this unit and are mentioned at the end of each of theactivities with the exception of the following two which are covered by all activities, however,would be best covered through a field trip to a pioneer village.HC14:locate key information about pioneer communities from primary sources (eg. localmuseums; pioneer house, fort, villages) and secondary sources (eg. maps, illustrations, printmaterials, videos, CD-ROMS)HC22:compare and contrast life in a pioneer settlement with that in their own community (eg.with respect to services, jobs, schools, stores, use of natural resources)

Materials Box

- large map of Ontario- large map of the World- little boats cut out of blue,grey, red, green and purple)- A Coyote Columbus Storyby Thomas King (ISBN 0-88899-155-X)- Heritage Minutes fromHistorica (www.histori.ca or1-800-567-1867)

- black poster board cut into7.5x15 cm rectangles (classset)- scissors- stapler- string- any pioneer artifacts youmay own- whipping cream- clean jar and lid

- crackers- plastic knife- a pioneer treat such as cornmuffins or a favourite recipeof your own- pieces of cardboard (classset)- hole punch- pencil crayons

Dear Parent or Guardian,

We are beginning our next Social Studies Unit, Heritage andCitizenship, Pioneer Life. By the end of this unit, your child will:

- identify early settlers and their origins, and describe their lives and contributions- identify the contributions of Aboriginal peoples to early settlement- describe changes that have occurred in their communities since the time of earlysettlersAs outlined in the Social Studies Curriculum, Ministry of Education,1998.

Home Links:To help your child further their understanding in this social studiesunit, here are some fun activities for you and your family.

- visit various historical sites and museums in ourcommunity- visitwww.projects.yrdsb.edu.on.ca/pioneer/village_life.htm- visit our local community library and take out books about pioneer life and pioneer stories- make a traditional pioneer recipe

Happy Adventures,

© Social Butterflies, 2002

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Pioneer LifeOur New Social Studies Words

Grade 3 HCglossary covers:HC12: use appropriate vocabulary (eg. grist mill, pioneers, settlement, general stores, blacksmith, St. Lawrence River, Great Lakes, Aboriginalpeoples) to describe their inquiries and observations© Social Butterflies, 2002

Pioneer LifeThe Canadian Coat of Arms

Look at the Canadian Coat of Arms below. What symbols do you see? Thinkabout it first, then pair up with a partner and finally share with the class.

As a class let’s complete the meaning of the symbols in the chart and add otherimportant symbols and what they mean to us in the chart below:

Symbol MeaningThe Shield reflects the 3 royal lions of England, the royal lion of Scotland, theroyal fleurs-de-lis of France and the royal Irish harp of Tara. On the bottomthe sprig of three Canadian maples leaves are representative of all Canadiansand their origins.

The Ribbon communicates the motto of the Order of Canada “DesiderantesMeliorem Patriam (They desire a better country).

The helm and the Mantling, which is placed above the shield and denotes therank of the person bearing the arms. The arms of Canada shows a royal helmetwith a mantle of white and red, Canada’s official colours.

The Crest is used to mark the sovereignty of Canada. It is now the symbol usedon the Governor General’s Standard.

The supporters stand on either side of the shield and are depicted in a ferociousmanner. The lion is from England and the Unicorn from Scotland. The lion isholding the Royal Union flag and the Unicorn is holding the banner of royalistFrance. These banners represent the two principal founding nations that hadestablished Canada’s most enduring laws and customs.

The Motto “A Mari usque ad Mare” meaning from sea to sea.

The Four Floral Emblems are the floral emblems associated with theCanadian Monarchy; the English rose, the Scottish thistle, the French fleur-de-lis and the Irish shamrock.

Grade 3 HCactivity001 covers:HC23:identify significant heritage symbols on the Canadian coat of arms (eg. beaver: fur trade; maple leaf: early settlers; Union Jack: Britain)© Social Butterflies, 2002

Cree

Ojibwa

Algonkin

Iroquoian Tribes

Huron

Pioneer LifeThe Migratory Tribes of the Eastern Woodlands

It started 40 000 years ago, a land bridge called Beringia surfaced and connected Russia andAlaska. This bridge allowed the first people to migrate from Asia to North America. Once inNorth America the people followed the herds of bison, antelope and mammoth south. As theytravelled south, different cultures developed. These cultures were primarily influenced by theimmediate environment.

Below there is a map of part of the Eastern Woodlands showing the regions of the variousmigratory tribes that existed just prior to European contact. What do we call this area now?__________________________________________

Let’s colour the map and fill in the legend.

The Algonkian linguistic family

The Cree

The Ojibwa

The Algonkin

The Iroquoian linguistic family

Iroquoian Tribes (the fivenations) - the Mohawk - the Oneida - the Onondaga - the Cayuga - the SenecaThe six nations were formedafter the Tuscarora joined.

The Huron

Grade 3 HCactivity002 covers:HC3:identify the Aboriginal peoples located in Upper Canada at the time of first settlement.© Social Butterflies, 2002

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Door

Bed

Bed

Bed

Firewood

Pioneer LifeAboriginal Communities

In “Ontario” (before being called Ontario) the inhabitants were divided into twolarge groups based on linguistic families. You may have noticed that the legenddivided the various tribes into these two linguistic groups - the Algonkian and theIroquoian families.

The first linguistic family was Algonkian which included the Cree, the Ojibwa andthe Algonquin. These people were wanderers and lived mostly by hunting andfishing.

The Algonkian built wigwams to live in. What do you think wigwam means inAlgonkian? dwelling __________________________.The Algonkian would build a frame for the wigwam and then cover it with birchbark, mats made from rushes or animal skins. Whenever they had to move, thebirch bark mats or skins were removed and rolled up and taken with them. Theframe was left behind.

The Cree and Ojibwa built tepees to live in. The tepee frame was made from 16poles about 9 metres long and had a diameter of 5 metres. Fourteen buffalo hideswere needed to cover the frame. The women made, owned, repaired, moved andset up the tepee. Two women could erect a tepee in forty-five minutes!

The second linguistic group was the Iroquoian family which included the Huronsand the Five Nations (now known as the Six Nations). They lived in semi-permanent villages and made clearings in forest to farm some of the land. Theywould move their ‘village’ every ten to thirty years or when they found themselvestoo far away from wood. The Iroquois and Hurons built long houses. Thesebuildings would be about 9 metres wide and 27 metres long and 6 metres high. Tree saplings would be used to make the frames and cedar or elm bark were tied onwith wood fibres.

Why do you think these tribes had different types of dwellings?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Aboriginals are greatly influenced by their environment. Therefore, climateand surrounding materials would influence their dwellings.

** If you have snow you could build a quinsy with your students. A quinsy was used by theObjibwa and Cree in Northern Ontario during the winter months. To make it you pilesnow into a mound with a shovel. Let the snow settle for several hours (overnight is good). The next day, you can start digging into the mound creating an interior.**

Grade 3 HCactivity003 covers:HC9:describe Aboriginal communities prior to pioneer settlement© Social Butterflies, 2002

Pioneer LifeThe People Who Came

** For this lesson you will need a large map of Ontario and the World, you may also want some littleboats cut out of paper (blue for france, grey for Loyalists, red for England, green for Ireland, purplefor Scotland).**As a class let’s read A Coyote Columbus Story by Thomas King.

Toronto, the capital of Ontario, is one of the most multicultural cities in the entire world! Even the first Ontario settlers came from several different countries.

Samuel de Champlain made his first trip to Ontario in 1613 with his expert guide ÉtienneBrûlé who had been exploring Ontario since 1610. Champlain journeyed up the OttawaRiver to Pembroke. Two years later he reached Georgian Bay by travelling the MattawaRiver to Lake Nipissing and finally along the French River.** On a large map of Ontario show this pathway that Champlain took.**The first settlers in Ontario were from France.1) Let’s find France on our map of Europe and colour it blue.**With a blue boat show the route the French took across the Atlantic Ocean, underneathNewfoundland and down the St. Lawrence River.**2) Let’s draw a blue line from France to Ontario.

In 1783 the American Revolution ended and the United States was now independent fromBritain. Many people living in the United States were still loyal to the King of Britain anddecided to move to Canada. This group of settlers are called the United Empire Loyalists inhistory books.3) Let’s find the United States on our map of North America and colour it grey.** With a grey boat show the route the Americans took across the St. Lawrence River and LakeOntario, explain that these settler had already travelled over the Atlantic Ocean from England to theUnited States. Most of the loyalists came from the New York and surrounding states area.**4) Let’s draw a grey arrow from the United States to Ontario (just across lake Ontario!)

After 1815 a flood of English, Scottish and, in the greatest numbers, Irish immigrated toCanada. The immigration to Canada was a result of a series of economic depressions andfamines in the United Kingdom. The immigrants hoped for a brighter and more prosperousfuture in Canada.** With the green, purple and red boats show the route the various people made across the AtlanticOcean, underneath Newfoundland and down the St. Lawrence River.**5) Let’s find England on our map of Europe and colour it red and draw a red line fromEngland to Ontario.6) Let’s find Scotland on our map of Europe and colour it purple and draw a purple line fromScotland to Ontario.7) Let’s find Ireland on our map of Europe and colour it green and draw a green line fromIreland to Ontario.

Be sure to add your compass rose and complete the legend!Please note that the Atlantic Ocean is NOT sized accurately.

Legend:France

United States

England

Scotland

Ireland

Grade 3 HCactivity004 covers:HC1:identify the countries of origin of the pioneers who settled in Upper CanadaHC4:describe the routes pioneers took to arrive at their destination in Upper CanadaHC16:make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (eg. to describe routes taken by the pioneers)HC18:locate and label the countries of origin on a world mapHC20:trace the routes (eg. England to Upper Canada) taken by early settler on a world map© Social Butterflies, 2002

Pioneer LifePioneer Settlements

Ontario has had several names in her history.

The territory started out as the western part of NewFrance

Until 1763

It was part of a vast Native reserve for 11 years 1763 to 1774

It was part of the Province of Quebec for 17 years 1774 to 1791

For almost fifty years it was called Upper Canada 1791 to 1841

For twenty five years it was called Canada West 1841 until 1867

Finally, on July 1, 1867, the British North AmericaAct was passed and the Dominion of Canada cameinto being and the territory became what we call ittoday, the Province of Ontario.

1867 until NOW

Through out this time many trading posts, forts and settlements covered theterritory. Most of these settlements were accessible by water, that is, you couldtravel to those destinations using either the St. Lawrence River or the Great Lakes. Transportation was easier this way because the land was so densely covered bytrees that travelling by foot was very hard and took a long time. The trading post atSault Ste. Marie was established in 1666, one of the earliest in Ontario, by theFrench. On the next page is a map of Ontario showing some of the earlysettlements of the 18th and 19th century. As a class, let’s complete the legend andadd our compass rose to the map.

** With a map of Ontario, or atlases have children guess what each settlementis, one at a time. Record the correct answers in a similar chart on the board orchart paper.**

1

2

3

4

5

6

78 9

101112

13 1415

Legend:

1 Kenora 9 Cornwall

2 Fort William 10 Kingston

3 Moose Factory 11 Port Hope

4 Sault Ste. Marie 12 Toronto

5 Windsor 13 Hamilton

6 Goderich 14 Niagara

7 Penetanguishene 15 Fort Erie

8 Ottawa

Grade 3 HCactivity005 covers:HC2:identify the areas of early settlement in Upper CanadaHC5:explain how the St. Lawrence River and Great Lakes were important to the settlements of Upper Canada (eg. for trade and transportation)HC16:make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (eg. to describe routes taken by thepioneers)HC19:locate and label pioneer settlements on a map of Upper Canada© Social Butterflies, 2002

Pioneer LifePioneers and the Environment

Imagine you are an early french settler and you’ve become separated from yourfellow explorers. You have a small sac that contains a pot, an axe, a blanket and aknife. You are standing beside a river and behind you is a forest. What resourcesdo you have surrounding you? Let’s write them in the chart below underresources.

Now let’s think of ways we can use these resources to help us survive. Write themin the chart below under use for survival.

Resources Use for Survival

In my bag I have:- a pot- an axe- a blanket- a knife

wood from the trees fire for warmth and cooking, to build shelter, to buildwagons and canoes for transportation, to build moretools, to build furniture

water from the river for drinking, washing and quick transportation by canoe

the land growing food, shelter

animals food, horses for transportation, labour

Grade 3 HCactivity006 covers:HC6:explain how the pioneers used natural resources (eg. water, forests, land)HC15:collect and evaluate information about human and environmental interactions during the early settlement period© Social Butterflies, 2002

Materials:1) black poster boardcut into 7.5 cm by 15cm rectangles.2) scissors3) stapler4) string

Pioneer LifeHelp from the Native Americans

As a class let’s watch the Heritage Minutes “Jean Nicollet” and “Syrup” (© Historica, 1999)

Exploration and Technology

In the heritage minute “Jean Nicollet”, how did the Native Americans help Jean Nicollet andexplorers after him?They were his guides trying to find a passage to China. They provided the guidance neededto construct maps of North America from the Rockies to the Gulf of Mexico. They alsotravelled by Canoe, a new piece of technology that aided travel across a land densely coveredin trees._________________________________________________________________________________________________________________________________________________________________________________________________________________________________

It was really hard walking to places in the deep snow that would fall in the winter. A piece oftechnology from the Native Americans made walking in the snow easier. These are calledsnow shoes ________________________________________.

The glare of the sun on the snow can be blinding during the winter days. The Algonquin tribemade snow goggles to cut the glare of the sun. Let’s make a pair for ourselves!

Method:1) Cut a triangle in the middle of one of the long sides of therectangle for your nose.2) Cut two slits about 4 cm long for your eyes.3) Staple the string to either side.4) Put your mask on!

Food and Agriculture

In the heritage minute “Syrup”, how did the Native Americans help the European Settlers?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Iroquois called corn, bean and squash the three sisters. These foods were the sustainers,that is the primary source of food for the Iroquois people. The three foods were called sistersbecause when planted they helped each other grow. The beans would supply nitrogen to thesoil which the corn needed and the squash would protect the corn from being eaten byanimals like the raccoons. The Iroquois women, who planted the three sisters, would movethe location of their planting fields so that the soil could replenish itself as trees and othergrasses returned the needed nutrients to the soil. This is still practised on farms today.

Pemmican is dried buffalo meat ground up into a powder and mixed with berries and buffalofat. One kilogram of pemmican has as much food value as four kilograms of fresh meat. Itwas stored in sacs made of buffalo skin. Each sac would hold 40 kilograms of the pemmican. How do you think this product, made by the Native Americans helped the early settlers?It provided lots of nutrients without having to carry a lot when hunting or travelling acrossthe land._________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sport and Recreation

Our National sport was invented by the Native Americans. Can you name the CanadianNational Sport? lacrosse______________________

A fun recreational activity in the winter on snow covered hills was also introduced to theEuropean settlers. toboggans _________________________Grade 3 HCactivity007 covers:HC7:describe the influence of Aboriginal peoples and pioneers in the area of farming methods (eg. the use of crop rotation)HC8:identify the contributions of Aboriginal peoples to pioneer settlement (eg. medicine, food, and exploration)© Social Butterflies, 2002

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General Store

Lake

Riv

er

Pioneer LifeThe Pioneer Village

A map of Bonfield Pioneer Village is shown below. Let’s identify each of the buildings anddescribe the services provided. Write down your answers in the chart on the next page.** This is a great opportunity to share artifacts that may have been present in each of these buildingsif you have them. Encourage lots of discussion around the buildings and roles.**

Bonfield Pioneer Village

Number Building Name Description

1 Gristmill The water wheel turned two great big circular stonesthat ground the wheat into flour. It may have alsocontained a saw mill. The water wheel would havepowered the band saw and other woodworking tools aswell.

2 Printing press orNewspaper

Some of the larger communities may have had aprinting press to spread news and upcoming events.

3 Blacksmith Shop The black smith made tools out of metal. He also madeand repaired horseshoes.

4 Church When there was enough people to support a parish, avillage would build a church.

5 School When a village had enough money to build a schoolthey would have a “bee.”. A bee is a work party wherethe people from the village would all get together to doa big job.

6 General Store This store would sell a wide range of items such asfood, cloth, clothing, hardware, tools and householdgoods.

7 Farm Cabin A typical farm cabin for a family that has just arrived inOntario.

Why do you think the gristmill is beside the river?___________________________________________________________________________

Why would the people here build their village around a river and lake?___________________________________________________________________________

What do you think the double lines that cross the river represent? bridges________________

Past and Present

Some of the buildings in Bonfield Pioneer Village still exist in our modern day communities. They have changed, but they’re still here. Let’s compare the buildings from Bonfield PioneerVillage to our own modern day community buildings.

Bonfield Pioneer Village Our Community

Grist Mill Factories powered by electricity not a water wheel.

Printing Press Large newspaper buildings with computers, and telephones.

Blacksmith Factories that produce things in metal and plastic.

Church Our churches have become larger.

School Instead of a one room school house with all the grades wehave a building with lots of rooms for each grade or somesplit grades.

General Store We now have grocery stores, malls and department stores.(You may still have a general store in your community)

Farm Cabin Farms have much bigger homes and barns than during thepioneer time. Also a lot of people now live in homes in urbanand suburban areas.

What are some new buildings that we have that didn’t exist when Bonfield Pioneer Villagewas a community?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade 3 HCactivity008 covers:HC10:describe the major components of a pioneer village or settlement (eg. grist mill, church, school, general store, blacksmith’s shop)HC13: ask questions to gain information and explore alternatives (eg. concerning relationship between community and environmentHC23:compare and contrast building in a pioneer settlement with those of the present day© Social Butterflies, 2002

Pioneer LifeTools Past and Present

Many tools that were used by the pioneers are still used today. Tools such as thefile, an axe, a saw, a hammer and nails are still used to build houses, furniture andother projects. But with new technology there are a lot of tools that have changed. Cut out the tool stickers on the next page and match the pioneer tool to the modernday tool.

Pioneer Tool Today’s Tool What does it do . . .

How have the tools changed?____________________________________________________________________________________________________________________________________

What kind of technology was used in our new tools?Gas and electricity.____________________________________________________________________________________________________________________________________

Production Past and Present

The way we make our products today is very different then how the pioneers madethem. For example the water wheel was replaced with hydroelectricity.

What would this replacement mean for grist mills and wood working shops?They could be placed anywhere.____________________________________________________________________________________________________________________________________

The way we get our water has changed as well. The pioneers would have to go tothe well, let the bucket down, scoop up some water, bring the bucket of water upusing the crank and then carry it home. Today we just turn on the faucet.

The pipes that transport the water from the lake to the water filtration plant andthen to your home means that people can live anywhere, not necessarily nearstreams, rivers or lakes.

Materials:1) whipping cream2) a clean jar and lid3) crackers4) a plastic knife

Butter Me Up!

Most of the things we buy today have been made in factories. The products arethen shipped by truck, train or boat to stores around the world! For example,where would you get butter if you needed it for dinner tonight? grocery store

If we were pioneers we would have to go through a lot more steps to get our butterthan simply walking (or driving) to a store and picking it up. Let’s list the steps:

1) Milk the cow._____________ _____________________________________________________

2) Let the milk sit in the bucket for a while so that it separates into skim milk (onthe bottom) and cream (on the top). Did you ever wonder why we say the creamrises to the top?__________________________________________________________________

3) Scoop the cream from the top and place it in the butter churn. Churn the butteruntil it becomes the consistency you want.__________________________________________________________________

Let’s make butter now!Method:

1) Pour the whipping cream into the clean jar and close thelid tightly.2) Give it 20 shakes and then pass it on to the person nextto you.3) Repeat step number two until the butter is theconsistency you want4) Once the butter is finished, spread it on crackers andENJOY!

Which way would you prefer to get your butter tonight?____________________________________________________________________________________________________________________________________

Can you think of other things that have made our lives easier?____________________________________________________________________________________________________________________________________Grade 3 HCactivity009 covers:HC24:compare tools used by the pioneers to today’s tools (eg. hand saw / power saw)HC26: compare past and present techniques of processing products (eg. production of maple syrup/sugar, lumber, and grain products)© Social Butterflies, 2002

**Photocopy for Students**

Pioneer LifeFood, Glorious Food!

Think about what you ate yesterday and write it down in the chart below. You may not have hadsomething to eat in each of the time slots below - that’s okay, just record the word “nothing.”

Remember the pioneers didn’t have grocery stores like we do now. They had a general storewhere they could buy flour, tea, salt, sugar, spices and cornmeal (ground corn). The food that theygrew on their farms included wheat, oats, corn, beans, apples, potatoes, carrots and squash andthey would have hunted moose, bear, deer, rabbit and duck. In the forest, they would have pickedwild berries and plants that could spice their foods. They may have had some domesticatedanimals too like cows, pigs, sheep and chickens.

Time Yesterday I ate . . . The Pioneers would have had . . .

breakfast - oatmeal, cornmeal mush, on specialdays bacon, eggs and pancakes withmaple syrup or honey

morningrecesssnack

- fresh apples in the fall- dried apples in winter and spring

lunch - bread or biscuit and butter- preserved meat such as salt pork,sausages and smoked ham- carrot- cheese

afternoonrecesssnack

- maybe some wild berries whilewalking home

after schoolsnack

dinner - cooked meat such as squirrel,pigeons, venison (deer), wild geese,hares turkey, chicken, fish, beef andlamb- in the summer and fall they would eatfresh vegetables grown in the gardenand dandelion leaves- in the winter and spring they wouldeat root vegetables that were stored ina root cellar such as carrots, onionsand potatoes.- maybe some bread pudding or otherpudding for desert with somehomemade jam.

beforebedtimesnack

What foods are similar from the past and present?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What foods are different from the past and present?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

** You may want to surprise your students with a pioneer treat such as a biscuit, flat bread,cornmeal muffins or perhaps a famous family recipe.**

Grade 3 HCactivity010 covers:HC25:investigate pioneer diet and compare it to that of present-day people (eg. snacks, beverages, breakfast, lunch, dinner)© Social Butterflies, 2002

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This toy is called _________________

Pioneer LifeChildren Past and Present

Think of some of your favourite activities to do and write them down on yourspecial notepad below:

Most pioneer children didn’t have time to do most of those activities. Childrenworked with their parents on the farm. The workdays were long and very rarely didyou have any holidays. Children often brought water from the well, choppedfirewood, weeded the vegetable garden or washed the dishes. Older children wouldchop trees and help with the harvest.

Only very young children had time for toys. Their toys were simple things thatcould be made easily. Some toys may have included rag dolls (dolls made out ofold rags), jacks, a carved statue or a top. A top with numbers on it was called ateetotum.

Materials:1) a piece of cardboard2) scissors3) a hole punch4) pencil crayons5) two pieces of string

Even school supplies look very different today. Let’s look at the chart below andconnect past to present pairs.

Past Present

Let’s Make a Thaumatrope!

A thaumatrope is a two sided toy, each side having pictures that, when the tody isspun, appear together as a single picture.

Method:1) Cut a circle out of the cardboard.2) Punch a hole on either side (see diagram below).3) Draw part of a picture on one side and the other part onthe other side with your pencil crayons.4) Tie a piece of string to each hole.5) Twist the string and watch your picture as it spins!

Side 1 Side 2 When spinning

Grade 3 HCactivity011 covers:HC21:compare and contrast the lives (eg. daily routines) of pioneer and present-day children of similar ages© Social Butterflies, 2002

Pioneer LifePioneer Chores

There was a lot of work to do around the house and the farm for the pioneers. Everyone worked really hard, including children. Why do you think the pioneershad to work so hard? To survive__________________________________________________________________

Because there was so much work to do, chores were often divided between menand women. The chart below has divided the chores into three categories, shelter,food and clothing.1) As a class let’s brainstorm some of the “shelter chores” men and women did. Write the list down in the chart below.2) As a class let’s brainstorm some of the “food chores” men and women did. Write the list down in the chart below.3) As a class let’s brainstorm some of the “clothing chores” men and women did. Write the list down in the chart below.

Girls and Women Boys and Men

Shelter - washing dishes- setting table- making candles- making mattresses for beds- making blankets, quits andwarm woolen clothes

- gathering firewood- making furniture- making fences- cutting down trees for lumber- barn raising and housebuilding

Food - feeding chickens- gathering greens- salting meat- drying apples- preparing and cooking food- gathering eggs- planting- milking- making butter and cheese

- feeding livestock- removing stones from the fields- ploughing- planting- fishing- hunting- harvesting- thrashing (gathering wheat)- digging water wells- slaughtering animals

Clothing - carding and spinning wool - sheep shearing

Other - child care

Grade 3 HCactivity012 covers:HC11:describe the lifestyles of male and female pioneers, and the various roles of individuals in a pioneer settlement© Social Butterflies, 2002

Pioneer Life Certificate

This certificate hereby certifies

______________________

as a Grade 3 Pioneer Life expert.

___________________ __________________Principal Teacher

Share your social studies booklet with at least one familymember at home. After you have shared complete thefollowing:

1) Cut out your Pioneer Life Certificate.2) Get the person you shared your social studies bookletwith to fill out the form below, detach it and bring it backto school.

C.................................................................................................

_______________________ shared their social studies bookletwith the following familymembers:

___________________Parent’s Signature© Social Butterflies, 2002

Pioneer LifeHomework

Due:__________________Name:_________________

Travelling merchants would often come into town to sell the settlers a variety of goods. Pretend that you’re one of these travelling merchants and you have a brand new product forsale. To sell the new products, the travelling merchants would give a presentation or ademonstration, sort of like a commercial on TV today but live in front of an audience.

Your task is:1) Find a product that was used by pioneers.2) Make a poster advertising this product.3) Write a “pioneer commercial” that will be presented in class.4) Return this sheet to school with your completed assignment.

Your homework will be evaluated on the following criteria:Level 1 Level 2 Level 3 Level 4

Inquiry / Researchskills

- poster communicatessimple ideas about theproduct

- poster communicatesthe product clearly

- poster communicatesinformation about theproduct clearly- includes how thisproduct will help thepioneers

- poster communicatesinformation about theproduct clearly andconcisely- illustratively theposter represents thepioneer era (font style,colouring)- connections to otheraspects of pioneer lifeare included

Understanding ofconcepts

- limited understandingof the product

- understood thepurpose of the product

- understood allaspects of the product- made connectionsbetween the productand pioneer life

- understood allaspects of the product- extended theknowledge to pioneerlife and why it wouldbe useful

Communication ofknowledge

- key ideas werecommunicated

- clearlycommunicatedinformation- limited interactionwith audience

- clearlycommunicatedinformation- drew the audience inwith pizazz

- clearlycommunicatedinformation about theproduct- presentation includedpizazz and referencesto pioneer life- presented for anaudience of pioneers

Grade 3 HChomework covers:HC14:locate key information about pioneer communities from primary sources (eg. local museums; pioneer houses, forts, villages) and secondary sources (eg.maps, illustrations, print materials, videos, CD-ROMs)HC22:communicate information, using media works, oral presentations, written notes and descriptions, and drawings (eg. design a poster advertising a pioneer tool)© Social Butterflies, 2002