The biggest challenge in providing teaching
resources on a national topic is accommodating
the number of and differences between the provincial
and territorial curricula.
The framework for this website was based on
the upcoming changes to the Grade 5 Manitoba
Social Studies curriculum, however, because
this site is about using primary and secondary
sources, it can be applied to any grade level
as each teacher sees fit for their individual
classes.
As we collect more information about the history
and social studies programs across Canada, we
will add their connection to Fur Trade Stories
here for easy reference.
| British
Columbia |
GRADE 4 - ECONOMY AND
TECHNOLOGY
- Compare bartering to a monetary system
of exchange.
- In pairs, have one student role-play
a fur trader, the other an Aboriginal
person. In preparation, ask students
to research exchange values, goods available,
and other information. In the role plays,
ask the fur traders to obtain the best
deal for the company and the Aboriginal
people to obtain the best value for
their furs. Students then switch roles.
Debrief, focusing on the advantages
and disadvantages of bartering versus
using a monetary system.
GRADE 5 - SOCIETY AND CULTURE
- Demonstrate appreciation of contributions
of Aboriginal peoples, the French, and
the British to the development of Canada.
- Demonstrate understanding of why
immigrants come to Canada, the challenges
they face, and their contributions to
Canada.
GRADE 5 - ECONOMY AND TECHNOLOGY
- Analyse the relationship between
development of communities and their
available natural resources.
- Explain ho supply and demand are
affected by population and the availability
of resources.
- Analyse factors that influence use
and development of transportation and
communications systems in different
regions of Canada.
|
| Yukon
Territory |
| Alberta |
C - Citizenship, I -
Identity, TCC - Time, Continuity, and Change,
LPP - The Land: Places and People, CC -
Culture and Community, GC - Global Connections,
PADM - Power Authority and Decision Making,
ER - Economics and Resources
EARLY CANADA: EXPLORATION AND SETTLEMENT
(last teaching year 2006-07)
- Contact between people in Canada's
early history prior to and during exploration
and settlement brought changes to their
lives.
- Lifestyles in the settlements in
the Hudson Bay area (fur traders) and
in New France; e.g., settlers, seigneurs,
fur traders, missionaries.
- Problems faced by aboriginals, explorers,
missionaries and settlers in the initial
settlement era.
5.2 HISTORIES AND STORIES OF WAYS OF
LIFE IN CANADA (draft for 2007)
5.2.4 Critically examine ways of life of
the fur traders by exploring and reflecting
upon the following questions and issues:
- How are the stories of the Métis
people, their culture and heritage rooted
in the fur trade? (CC, I, TCC)
- How do stories about ways of life
in fur trade forts reflect the British
influence in Canada? (CC, TCC, PADM)
- What were the main languages spoken
by fur traders and their families in
the fur trade forts? (I, CC, TCC, ER)
7.1 TOWARD CONFEDERATION (draft for
2006-07)
7.1.4 Critically assess the economic competition
relating to the control of the North American
fur trade by exploring and reflecting upon
the following questions and issues:
- How did the First Nations, French,
British and Métis peoples and interact
with each other as participants in the
fur trade? (TCC, ER, LPP)
- How did the fur trade contribute
to the foundations of the economy in
North America? (ER, LPP, TCC)
- How was Britain's interest in the
fur trade different from that of New
France? (TCC, ER, GC)
- How was economic development in New
France impacted by the changing policies
of the French Royal government? (PADM,
ER, GC, TCC)
- What was the role of mercantilism
before and after the 1763 Treaty of
Paris? (ER, TCC)
|
| Northwest
Territories |
| Saskatchewan |
| Nunavut |
| Manitoba |
1.
IDENTITY, CULTURE AND COMMUNITY (KI)
5-KI-009 - Describe daily life and challenges
for various groups involved in the fur trade.
Examples: coureurs de bois, trappers,
trading post employees, voyageurs, factors,
women…
2.
THE LAND: PLACES AND PEOPLE (KL)
5-KL-020 - Locate on a map of Canada places
and regions of historical significance to
the fur trade and the Métis Nation.
5-KL-021 - Give examples of ways in which
the fur trade operations were influenced
by the land. Examples: location of posts,
transportation, food, clothing…
3. HISTORICAL
CONNECTIONS (KH)
5-KH-030 - Describe the influence of the
fur trade on the historical development
of Canada. Include: Hudson’s Bay and
North West Companies; the creation of Rupert’s
Land and the western and northern expansion
of Canada…
5-KH-031 - Describe factors that led to
the development and expansion of the fur
trade into the west and north of Canada.
5-KH-032 - Relate stories of the people
and events of the fur trade. Examples:
coureurs de bois, Pierre-Esprit Radisson
and Medard Chouart Des Groseillers, Pierre
Gaultier de Varennes sieur de la Verendrye,
Henry Kelsey, Simon Fraser, James McGill…
5-KH-034 - Describe the historical significance
of Canadian place names.
5-KH-035 - Describe events related to the
origins and rise of the Métis Nation.
5-KH-036 - Give examples of the impact of
interactions between First Peoples and European
traders and settlers. Examples: shared
technologies, cultural change, spread of
disease…
4.
GLOBAL INTERDEPENDENCE (KG)
5-KG-044 - Identify global factors that
influenced the fur trade in Canada.
Examples: European fashion, wars in Europe,
etc.
5.
POWER AND AUTHORITY (KP)
5-KP-049 - Give examples of conflicting
priorities between the demands of the fur
trade and agricultural settlement
Include: Selkirk and Métis settlements
of the Red River…
6.
ECONOMICS AND RESOURCES (KE)
5-KE-052 - Describe how the fur trade was
dependent on the men and women of the First
Nations and Métis Nation
5-KE-053 - Compare and contrast the operations
of the Hudson's Bay and the Northwest Companies
and describe the competition between them
Lesson
Plans
|
| Ontario |
GRADE 6 - KNOWLEDGE AND
UNDERSTANDING
- Identify French and English Explorers
who first came to and explored Canada,
and explain the reasons for their journeys
(e.g., the early-fifteenth-century blockade
of overland trade routes and the resulting
search for new routes to the Far East;
the fishing industry; the fur trade;
the search for gold; population growth
in Europe leading to the search for
new areas of settlement).
- Identify technological developments
and cultural factors that assisted and
promoted the exploration of North America
(e.g., caravel ships, improved navigational
instruments, the quest for new lands).
" Describe the expansion of European
influence through the founding of the
first trading posts (e.g., Ile Ste Croix,
Port Royal, Quebec, Mont Royal, Fort
William) and explain how the fur trade
served the interests of both the Europeans
and the First Nation peoples.
- Identify the results of contact for
both the Europeans and the First Nations
peoples (e.g., sharing of beliefs, knowledge,
and skills,; intermarriage; trading
alliances and conflicts; impact of European
diseases on First Nation peoples; impact
of fur trade on natural resources such
as beaver populations.
GRADE 7 - NEW FRANCE KNOWLEDGE AND UNDERSTANDING
- Explain why people came to live in
New France (e.g., for land, for military
reasons, for the fur trade, for religious
reasons) and describe the impact of
European immigration on First Nations
settlements.
- Identify key characteristics of economic,
political, and social life in New France
(e.g., the seigneurial system; the roles
of governor, bishop, and intendant).
- Identify and explain the examples
of conflict and cooperation between
the French and First Nation peoples
(e.g., with respect to fur trade, religion
and culture, military alliances/conflicts),
and between the French and English fur
traders (e.g., competition between the
North West Company and the Hudson's
Bay Company).
|
| Quebec |
| Newfoundland |
| New
Brunswick |
| Nova
Scotia |
| Prince
Edward Island |
|
