Touring Around the Islands of Atlantic Canada



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THE CANADIAN ATLAS ONLINE PRINCE EDWARD ISLAND – GRADES 4-5 www.canadiangeographic.ca

Touring Around the Islands of Atlantic Canada


Lesson Overview

In this lesson, students will examine the history and heritage of the islands of Atlantic Canada and examine their similarities and differences. By taking a "virtual trip" into the past and present of selected islands in Atlantic Canada, students will practice basic geographic skills while exploring the historical geography of these lesser-known places.



Grade Level

Grades 4-5. Lesson could be modified for another level.



Time Required

Teachers should be able to conduct the lesson in one or two classes.



Curriculum Connection (Province/Territory and course)

Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education and Training (CAMET): Prince Edward Island

Link to the Canadian Atlas Online (CAOL)

Use Explore the Maps/Explore by Themes



http://www.canadiangeographic.ca/atlas/

Use the Browse the Maps section to choose the map that best suits the region that the students will require. The Population Section with the map of Eastern Canada ca. 1800 is suggested for this lesson, and is very useful:



http://www.historicalatlas.ca/website/hacolp/

Additional Resources, Materials and Equipment Required


LCD projector

Computer and Internet access

Map of Atlantic Canada-a wall map or an electronic version

Copies of student activity sheet #1, “Island Hopping Around Atlantic Canada” (attached)

Copies of student activity sheet #2: “Online Work Instructions Sheet” (attached)

Main Objective


The primary goal of this lesson is to help students discover the islands of Atlantic Canada, what they have in common and what makes them different.

Learning Outcomes

By the end of the lesson, students will:



  • Know how to use the Internet to research the historical background of different areas of Canada.

  • Have an understanding of settlement patterns.

  • Have an understanding of island communities.

  • Be able to identify the common factors among island communities and the possible linkages among different island communities within their region.

Teacher Activity

Student Activity

Introduction


Note: Take some time to identify the lesser-known islands in the Atlantic Region. The major islands are useful, however using these may be too complicated and difficult to easily summarize. The lesser known islands tend to have lesser diversity of source population and are easier to summarize.

Display a map of Atlantic Canada, either a physical map or an electronic version projected on the wall. An electronic interactive version from the CAOL website is preferable as the teacher can zoom in on each area once identified by students. Recommended is “Eastern Canada ca. 1800": http://www.historicalatlas.ca/website/hacolp/national_perspectives/population/UNIT_19/UNIT_19_PopEcon_1800/UNIT_19_frame_PE00.htm

Have a student write the names of the identified islands on the board. Take five minutes to discuss with students what they already know about these places. Tell students they will be leaving on a tour and each group is to find out information about a different island.

(Some examples of such islands are: Saint Pierre et Miquelon, Fogo Island, Battle Harbour, Cape Breton Island, Ramea, St. Pierre, Baccalieu, Bell Island, Fogo, Grey Islands, Belle Isle, Anticosti Island, and the Magdalen Islands.)

Divide students into groups of no more than four, and assign each group an island. List the islands in a numbered order so that students can measure how far their island is from the one before on the tour. Trace the route on the map.

Give students some time to create a group name, perhaps design a ship, etc. This is to be a fun activity so the more the students get into the “Island Tour” theme, the better.


Students participate in class discussion.

One or more students can take turns recording class answers on the board.

Students will get in their groups and come up with a group name. Each group will be responsible for an island, but they will all be “taking the tour.” They can design a ship, create a group name, and even come up with the type of clothing they would want to wear on their exploration adventure.

Lesson Development
Distribute “Touring Around the Islands of Atlantic Canada” student sheet # 1 to each group. (See attached)

Each group is going to be filling out a profile sheet on their island. This sheet will serve to summarize the information and be used to present to the rest of the class.

Distribute “Online Work Instructions” and direct each group to research a website or two from the attached list about their island to help them in their search.


Groups should choose the following roles:

  • A recorder to keep track of sheets and fill them in.

  • One or two “typers” who will do the majority of the typing work.

  • A designated reader who reads information out loud to the group.



Conclusion
Gather all groups to share their findings and complete class chart:

Community: Past Present
Groups take turns reporting their findings to the class and filling in the class chart as they go.

Once all groups have presented there should be some general discussion about the findings, comparing the islands, what were the similarities and differences, etc.


Lesson Extension

This lesson could be extended by including other points of interest or finding other common relationships among the islands. Groups could also compile the information and do a poster project on each island to present to the class. Critical thinking questions such as why do people live on this particular island, or perhaps, why do they not live there any longer could also be addressed once the initial lesson is finished.



Assessment of Student Learning

Students can be assessed on their completion of the worksheet and presentation. The ensuing discussion can be used as formative assessment to see if the students really did learn the basics about each island. An essay, “What I Learned about My Island” is a good form of assessment. If a lesson extension is chosen then the poster project and presentation can be used as summative assessment.



Further Reading

The Peopling of Newfoundland: Essays in Historical Geography, John J. Mannion, Editor, Institute of Social and Economic Research, Memorial University of Newfoundland, 2000.

Link to Canadian National Standards for Geography

This lesson links to the following essential elements of geography as identified by the Canadian Council for Geographic Education:



Essential Element #1: The World in Spatial Terms

  • Relative and absolute locations

  • Local and provincial maps and atlases

  • Physical/political maps of the province, Canada and the world Provinces and Territories of Canada

  • Map, globe, and atlas use (e.g. observing and analyzing relationships)

Essential Element #2: Places and Regions

  • Physical and human characteristics of neighbourhood and community

  • Similarities and differences of local places and regions with other places and regions

  • Changes in places and regions over time

Essential Element #3: Human Systems

  • Culture of the local community and other communities e.g. food, clothing, housing, holidays, sports, games

  • Land use in the local community e.g. farms, parks, factories, houses, stores

  • Places where people work

  • Transportation networks in daily life

  • Transportation (people and goods) and communication networks

  • Population distribution

  • Human settlement patterns

  • Regional development in Canada and the world

  • Transportation and communications networks in Canada and the world

  • Types and patterns of economic activity (primary, secondary, tertiary, quaternary)

Essential Element #6: The Uses of Geography




  • Description of places in past times

  • Physical and human characteristics of places change over time

  • Influences of physical and human features on historical events

  • Interaction of physical and human systems and influence on current and future conditions

Geographic Skill #1: Asking Geographic Questions

  • Identify geographic issues, define geographic problems and pose geographic

questions.
Geographic Skill #2: Acquiring Geographic Information


  • Use a variety of research skills to locate and collect geographic data.

  • Use maps to collect and/or compile geographic information.


Geographic Skill #4: Analyzing Geographic Information


  • Interpret information obtained from maps, aerial photographs, satellite-produced images and geographic information systems.

  • Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents and interviews.

STUDENT ACTIVITY SHEET #1:

Touring Around the Islands of Atlantic Canada

Group Name:




Island Destination:




Travelling From:




Body (Bodies) of Water Crossed:




Distance Travelled:




Estimated Travel Time:

Present Day




ca. 1890




Nearest Large Settlement:


Present Day




ca. 1890




Origin of Island Name:



Source Settlement:





Early Industry





Present Day Industry





STUDENT ACTIVITY SHEET #2

Online Work Instructions
The following is a list of useful links for this lesson. The most important thing to remember is to use official websites that appear to tell the truth about the area, not just someone else’s opinion of the area.
www.canadiangeographic.ca/atlas
www.wikipedia.org: While this site is not academically acceptable for research, it is useful for finding basic information and other official websites. It is a searchable online encyclopaedia that can be changed or added to by any member, which is why it is not academically acceptable as the information can be changed by anyone.

http://www.gov.pe.ca/
http://www.tourismeilesdelamadeleine.com/magdalen-islands/index_ang.cfm
http://www.gov.nl.ca/
http://www.st-pierre-et-miquelon.com/english/index.php

http://www.rootsweb.ancestry.com/~canwgw/
http://www.statcan.ca
http://www.atlas.gc.ca






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