Social Studies · Grade 2 · Our Community Past and Present · Term 3

Founders and Builders of Our Community

Children learn about the people who helped build and shape their community, including Indigenous peoples and early settlers.

• Ontario Curriculum Expectations
• ON: Heritage and Identity: Changing Family and Community Traditions - Grade 2

About This Topic

Every community is built by the hands and ideas of many different people. This topic highlights the contributions of the diverse groups who have shaped the local area, starting with the Indigenous peoples who have lived on the land since time immemorial, followed by early settlers and subsequent waves of immigrants. In the Ontario curriculum, students learn to honor these contributions and recognize that a community is a shared project across generations.

Students explore the roles of various individuals, from farmers and builders to teachers and activists. This topic emphasizes the 'human' side of history, making it personal and inspiring. It is best taught through role plays and peer teaching, where students can 'step into the shoes' of a person from the past and share their story, helping the class appreciate the hard work and diversity that built their home.

Key Questions

1. Identify the key individuals and groups who shaped our community.
2. Explain the contributions of Indigenous peoples to our local history.
3. Assess the impact of early settlers on community development.

Learning Objectives

• Identify key individuals and groups who contributed to the founding and development of their community.
• Explain the historical contributions of Indigenous peoples to the local area.
• Describe the impact of early settlers on community growth and infrastructure.
• Compare the roles of different community builders, such as farmers, tradespeople, and leaders.
• Analyze primary or secondary source materials to understand the challenges faced by early community members.

Before You Start

What is a Community?

Why: Students need a basic understanding of what a community is before exploring who built it.

People in Our Community Today

Why: Understanding current community roles helps students compare and contrast them with historical figures.

Key Vocabulary

Indigenous peoples	The original inhabitants of the land, including First Nations, Métis, and Inuit, who have lived here for thousands of years and have deep connections to the territory.
Settler	A person who moves from one country or region to live in another, often establishing new communities.
Community Builder	An individual or group whose actions, work, or ideas significantly helped to establish, shape, or improve a community.
Contribution	The part played by a person or group in bringing about a result or helping something to happen, especially something positive.
Landmark	A significant or memorable place or event in a community's history, often a building or natural feature.

Watch Out for These Misconceptions

Common Misconception

Students may think only famous people 'built' the community.

What to Teach Instead

Emphasize the 'everyday heroes', the people who built the roads, grew the food, and raised families. Discussing their own ancestors' jobs helps students see that everyone's work matters.

Common Misconception

Children might believe that settlers were the 'first' people here.

What to Teach Instead

Always start with Indigenous history. Use the term 'First Nations' to reinforce that they were the original inhabitants and continue to contribute to the community today.

Active Learning Ideas

Role Play: A Day in the Life of a Founder

Students are assigned a 'role' from the community's past (e.g., an Indigenous trader, a pioneer teacher, a railway worker). In pairs, they interview each other about what their day is like and what they are building for the future.

30 min·Pairs

Peer Teaching: Community Hero Posters

Small groups research a local historical figure or group (e.g., the local women's institute or a specific Indigenous leader). They create a poster and 'teach' the rest of the class about that person's contribution.

50 min·Small Groups

Gallery Walk: The People Who Helped

Display photos of diverse people from the community's history. Students walk through and leave 'thank you' notes on the photos, identifying one specific way that person made the community better.

25 min·Whole Class

Real-World Connections

• Students can visit a local historical society or museum to see artifacts and photographs from early community members, such as tools used by farmers or letters written by early teachers.
• Many towns have statues or plaques commemorating founders or significant events, like the establishment of the first schoolhouse or the arrival of the railway, connecting students to tangible history.
• Local libraries often have archives with old maps and documents that show how the community's layout and key buildings have changed over time due to the efforts of builders and planners.

Assessment Ideas

Exit Ticket

Provide students with a picture of a historical community building (e.g., old schoolhouse, general store). Ask them to write two sentences describing who might have built it and why it was important for the community's growth.

Discussion Prompt

Pose the question: 'If you could thank one person or group who helped build our community, who would it be and why?' Encourage students to share their reasoning, referencing specific contributions discussed in class.

Quick Check

Show students images of different community roles (e.g., farmer, builder, Indigenous elder, shopkeeper). Ask them to hold up a card with a symbol representing 'important contribution' if they believe that person or group played a key role in shaping the community's past.

Frequently Asked Questions

How do I find local 'heroes' who aren't in textbooks?

Look at the names of local parks, schools, and streets. Research who those people were. Often, they were local doctors, veterans, or community leaders who made a significant impact right where you live.

How do I talk about the challenges early settlers faced?

Focus on 'perseverance' and 'cooperation.' Discuss how they had to learn from Indigenous people to survive the winters and how neighbors helped each other build barns and homes.

How does active learning help students connect with people from the past?

Role-playing and interviewing allow students to move beyond names and dates. By imagining the feelings and challenges of a person from 100 years ago, they develop historical empathy, making the 'builders' of their community feel like real people rather than just characters in a book.

How can I include diverse immigrant stories in local history?

Look for the history of local cultural centers, places of worship, or businesses. Many communities have specific histories of groups (e.g., Italian stonemasons or Chinese railway workers) that are essential to the local story.