Lesson Plan

Grade/Subject: Grade 5 Social Unit: Fur Trade - Part 1 Lesson Duration: 50 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Students will: 5.2.1 appreciate the complexity of identity in the Canadian context 5.2.3 examine, critically, ways of life in New France Specific Learning Outcomes: Students will: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I, TCC) How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone history, culture and presence throughout Canada? (I, CC, TCC) LEARNING OBJECTIVES Students will: 1. Explain why the fur trade was important to New France. 2. Define coureur des bois, voyaguers and their importance in the fur trade. 3. Identify two ways the fur trade impacted the expansion into unknown Canadian lands. ASSESSMENTS Observations: Key Questions: 1. What were two reasons New France I will observe during group discussion one gained interest in the fur trade? (LO #1) and two that students are equally 2. What is the difference between coureur contributing. des bois and a voyaguer? (LO #2) I will observe during note taking that 3. What might be one good thing and one students are contributing to classroom bad thing that were caused by the fur discussion. trade when we think about how it affected land and people? (LO #3) Written Performance Assessments: Exit Cards LEARNING RESOURCES CONSULTED Resource #1 : http://www.youtube.com/watch/?v=M_YsuqkkBa8 MATERIALS AND EQUIPMENT Cue cards PROCEDURE

INTRODUCTION: 5 minutes
To assess the previous knowledge that children have I will ask them what they already know about the fur trade, and take down some notes. I will also ask if they have any questions about the fur trade, maybe something that interests them, and I can take it down and do a little research from them and maybe incorporate it into a lesson in the future. Transition to Body: Groups will be established based upon the rows that the students are currently in. I will simply just number off each row and they will know their assigned pages to read.

BODY:
Each row of students will be assigned a different section to read between pages 132-135 in the

Our Land and People textbook. 1. The Fur Trade 2. Why was the fur trade important to New France? 3. The Coureurs des Bois 4. Denis Riverin Writing 5. Voyageurs After the students have individually read they will go into their row groups for 5 minutes and discuss what they learned from the passage. They will write down at least one key fact that they feel is important for others to know. After the students will return to their seats and I will put them in groups of rows going the opposite direction. They will form their new groups and each person will take a turn discussing the important facts that the other students need to know from their section. This discussion will take between 5 10 minutes depending on how much each person shares with their groups. After discussion students will return to their seats and we will take formal notes to include in their notebook. They will include the following. o Initially on the board I will write out both terms and ask the class to by a raise of hand identify the difference between a coureurs des bois and a voyager. If the class may not know the difference we will first define coureurs des bois and see how they became voyagers. After the students know the difference in their notebooks we will write each separate definition. Coureurs des bois runner of the woods European traders who went to First Nations settlements to trade Voyageurs- trades from New France that were given permission to trade, often called adventurers and explorers o I will then ask the class, what were two reasons New France gained interest in the fur trade? By raise of hand if children choose to answer I will write in bullet form on the board some of the items they say. If there is no class involvement then I will ask them to skim over page 133 and see if they can possibly pick out some facts or think of some after thoroughly reading it. I will be looking for such facts as Create settlements Control and expand fur trade Look for mineral riches Find water route to India and China

CLOSURE:
To summarize this lesson I will pose the following question to the students, what might be one good thing and one bad thing that were caused by the fur trade when we think about how it affected land and people? I will write the question on the board for a constant visual and then I will hand out index cards for the students to write their answers on. I will inform them of things they need to consider when answering the question. Who was occupying Canadian Land before the settlers arrived? What were some things that we might think happened to them when the new people arrived. How did the trappers treat the land? Might they have taken into consideration existing territory boundaries? How much of Canada was explored before the fur trade, compared to after? Sponge Activity: http://www.youtube.com/watch/?v=M_YsuqkkBa8 A video in depth detailing the life

of a voyageur. As long as all students have contributed thoughts onto their exit cards I will let them listen to a rendition of a voyageurs song. http://www.heartistrymusic.com/artists/sov.html Consolidation: Next class we will be moving on with fur trade unit and we will be looking at Britains involvement and the development of Fur trade settlements. RATIONALE This lesson started off differently than I had planned. I did have to review some information that lead up to the fur trade .This was a struggle as I had not reviewed this component but that is only my fault so I struggled through it, and survived. I used a lot of questions with the class trying to figure the knowledge they already possessed. I was only able to get into my actual lesson for the last 20 minutes of class, and then unexpectedly half the class left 15 minutes before class for a presentation, and so I had to modify my lesson. I plan to start off next class reviewing what the class had covered while the other students were absent. I am starting to get a feel for what can be cover in the 50 minute time span, but it will still take me some time. I did notice that I was very observant to the class as a whole but I wasnt observant enough because as the rest of the class was following me in the book a student at the back did not have a book and the whole time I didnt notice and my TA had to give him a book or the activity. I feel that I need to observe that class closer so that I can pick up on things like this. Part Two This class due to an assembly was not even 20 minutes long. As well we still had to review what half the class missed out on last class. We reviewed two points about our readings, and I chose to again save the review till next week and I instead had the kids do some forward thinking. I handed out the exit cards and had them think about one good thing and one bad thing that might happen because of the fur trade. I wanted them to think about the economic effects or the effects it had on the people and the land. I also had them write me facts about themselves so that I can get to know the children some more as we move through the semester.