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Social Studies
A1. Interactions between people have consequences that can be positive for
some people and negative for others.
Specific Expectation: A3.1 Identify major First Nations in the Great Lakes–St. Lawrence region and Atlantic
Canada at the time of contact with Europeans.
Lesson # 1:
Spotlight on the Wendat
Consolidation: Discuss the class findings from the field trip in KWL
chart format on the board. This will give the students ideas of what to
include in their chart. Throughout the chapter have students add to
their chart and share their chart-in-progress with a partner.
Lesson # 2- Historical Paintings of Early
Contact
Framing Questions: How do we form our own perspective? How do other people from theirs?
Prior Knowledge: Knowledge of European explorers, some of whom have become famous historical
figures who have been depicted in various paintings.
Overall Expectation: A2: use the social studies inquiry process to investigate aspects of the interactions
among and between First Nations and Europeans in Canada prior to 1713 from the perspectives of the
various groups involved.
Specific Expectation: A2.2 gather and organize information on interactions among and between First
Nations and Europeans during this period, using a variety of primary and secondary sources that present
various perspectives.
Lesson # 2- Historical Paintings of Early
Contact
Minds On: Teacher presents a powerpoint on historical paintings that depict early interactions between
explorers and indigenous people. Teacher models an analysis of the paintings and introduces the group
activity.
Action: In small groups, students will select a historical painting that depicts early contact and prepare a
powerpoint presentation for the class that discusses factual information about the painting, an analysis of
whose perspective the painting represents, and how the groups of people in the painting are depicted.
Consolidation: Class discussion about the overall findings of the class groups. Similarities and differences
of the findings on the various historical paintings.
Framing Questions: How was trade conducted? How did fur trade start?
Overall Expectation: A3. Understanding Context: describe significant features of and interactions
between some of the main communities in Canada prior to 1713, with a particular focus on First
Nations and New France
Specific Expectation: A3.2 Describe some significant aspects of the interactions between First
Nations and European Explorers and settlers during this period.
Lesson #3: Fur Trade
Minds On: Video on beaver pelt fur trade -
https://www.youtube.com/watch?v=JGoVlgcT6tM
Action: Fur Trade Game - Students can be split up into five groups
● Voyageurs 1 - HBC
● Voyageurs 2 - NWC
● Huron-Wendat
● Algonquin
● Innu
Each group will begin with a specific set of items and goals.
Consolidation: Class will come to together and discuss findings/end results of their
trading experience - Did you and your group get the items you needed? Did you think any
of the trades you made were unfair? Why? Were any item values surprising to you?
Which ones do you think would be worth more or less? By the 1800s the beaver was
nearly endangered, how do you think this affect the First Nation tribes?
Lesson #3: Fur Trade
Lesson #4: Spotlight on The Beaver
● Students will learn about the effects/consequences of the fur trade (specifically on beaver
populations)
● They will learn about the steps taken in Canada to protect the population
● Raises issues of respecting/protecting the environment
● Connections to past and today
Overall Expectation: A1. analyse some key short-and-long term consequences of interactions among
and between First Nations and European explorers and settlers in New France prior to 1713
Specific Expectation: A1.1 describe some of the positive and negative consequences of contact
between First Nations and Europeans in New France
Lesson #4: Spotlight on The Beaver
Minds On: KLW chart on the beaver - asking students what they know about the beaver already
Action: Read and discuss the text (Nelson Social Studies 5: First Nations and European Explorers)
● Discussion questions: Why was the beaver chosen?, What were some of the consequences of
this change in fashion?, Looking at the map what can you tell me about the development of fur
trading posts in Canada after 1700? Etc.
● Research an endangered Canadian animal, find out what is being done to protect it
Overall Expectation: Understanding Context: describe significant features of interactions between some
of the main communities in Canada prior to 1713, with a particular focus on First Nations and New
France.
Specific Expectation: A3.4 Identify significant offices and institutions in
Lesson #5: Why Did Missionaries Come to
New France?
● Observation sheets
● Class discussions
● Rubrics
Resources
Cairo, M., Cairo, M., & Soncin, L. (2015). Nelson Social Studies 5a: First nations and european
explorers. Toronto: Nelson Education.
Curriculum Services Canada. (2013, October 17). Beaver pelt trade [Video file]. Retrieved
from https://www.youtube.com/watch?v=JGoVlgcT6tM
The Fur Trade Game. (n.d.). Retrieved November 05, 2017, from
https://www.teacherspayteachers.com/Product/The-Fur-Trade-Game-1181608
The Ontario curriculum: social studies, grades 1 to 6, history and geography, grades 7 and 8.
(2013). Toronto: Ontario, Ministry of Education.
https://myessaysforfawessay.wordpress.com/2012/03/30/the-huron-wendat-
feast-of-the-dead-indian-european-encounters-in-early-north-america/