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Early Canada Unit Plan

Grade 5 Social Studies

Bella Sapsford

3601- Amy von Heyking

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Table of Contents

Unit Rationale- 3

Unit Organization Plan- 5

Lesson Scope and Sequence- 8

Assessment Blueprint- 10

Summative Task & Rubric- 12

Way of Life Lesson Plan-16

Explorers Lesson Plan- 18

Annotated Bibliography-20

Unit Critical Inquiry Question: “To what extent does way of life
impact one’s point of view and therefore actions?”
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Unit Rationale

This unit is based around the critical question, “To what extent does way of life impact

one’s point of view and therefore actions?”. To enable the students to answer this question I first

opened my unit by having a concept lesson on ‘Way of Life’, the essence of the unit. I wanted

students to have a solid example of this concept in a manner that they could relate to (Way of life

of a fifth grader) as we apply this concept to more abstract groups such as the habitants, metis

and British fur traders that they may not see as relevant. I will also be creating a ‘fur trading

passport’ where there will be sections for the students to reflect on these groups way of life as we

go through the unit. This passport will be collected every week, so I can give formative feedback

for the students to review and maybe think of way of life in a different or more deeper way. This

passport will be collected at the end of the unit for marks, but it will also significantly help the

students with the summative task which they are required to pick one of the groups to examine.

I tried to include a lot of movement in my unit and more individual learning instead of

me simply lecturing to the students to try and keep them engaged in the material but also

responsible for their own learning. We will be doing a canoe simulation where the students will

be physically rowing as we do a tour of different French forts, stories from habitants and

midwives of the villages and will learn how French voyageur songs that will help them keep

their rhythm rowing. There will be two quick activities throughout the simulation where the

students will break out to complete (changing things up to keep it engaging). After this lesson the

students will do a reflection and will hand it in and will receive a New France passport stamp.

This activity is my attempt to bring the history and stories of these individuals to life and make it

relevant for the students. My hope is that it will get students excited to learn about history and

that it does not have to be fill in the blanks so that they want to become active and responsible

citizens in the future. I also use scaffolding lessons leading up to the summative task, so students

have had practice and formative feedback on skills such as analyzing pictures, looking for
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perspective and describing artifacts so students can feel confident in the work they are

producing. The resources that I am using is a combination of fiction and nonfiction for students

to have exposure to both types of information and can learn the value of both in the learning

process. I wanted the lessons to be varied to keep it interesting but also to accommodate all

students’ strengths. Overall, I hope my unit reflects my own passion for social studies and

historical thinking.
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Unit Planning Organizer
Social Studies- Grade 5- GLO 5.2: Histories & Stories of Ways of Life in Canada- Students
will demonstrate an understanding of the people and the stories of Canada and their ways of
life over time, and appreciate the diversity of Canada's heritage.

Unit/Topic: Exploring early Canada

Unit Duration: 11-12 school days

1. Unit Overview – Critical Inquiry Question

To what extent does way of life impact one’s point of view and therefore actions?

2. Focusing Questions for Lessons (Related questions)

Why did explorers come to Canada?
What and where is New France? Why does is exist?
Who are the coureurs des bois? Who are the voyageurs?
Who are the habitats?
What was the French culture and presence like during this time?
What is the fur trade?
Who benefited from the fur trade?
How were the Metis impacted by the fur trade?
What role did the English play in the fur trade?
What role did the French play in the fur trade?
What were the main languages spoken at trading posts?

3. SEE-I of Key Concept for Unit

Way of life
State: the behaviour and habits that are typical of a particular person or group, or
that are chosen by them.
Elaborate: In other words it is an activity that is done frequently by a person or
group which distinguishes them from others. This can also be described as the
manner that this person or group of people conduct themselves
Example: The habitants in New France that have their language, particular ways
of cooking food, culture and traditions. First Nations groups, the Metis, and the
English also have very distinct way of life who will we will be exploring in this unit.
Each of these ways of life contribute to how they interact with each other and
participate in the fur trade.
Illustrate
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https://goo.gl/images/uRPB3A

Trade
State: the act of buying and selling good, or the exchange of goods, typically as a
commercial transaction.

Elaborate: In other words, trade is when a desire for an item leads to an exchange of
either different goods or some monetary value between two groups or individuals. The
continued exchange of goods (trade) may lead to an economic relationship being formed
between two parties.

Exemplify: In North America, there was a trade partnership between Europeans and First
Nations people. The Europeans wanted furs for clothing in exchange for metal goods
such as axes, guns, pots, and other items. This trade led to a competition between the
English and the French who both sought to gain control of trading routes.

Illustrate:

http://www.hbcheritage.ca/classroom/galleries/galleries/artifact-gallery

4. Specific Learning Outcomes for Unit

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Knowledge:
5.2.3 - examine, critically, ways of life in New France by exploring and
reflecting upon the following questions and issues:

 How do stories and legends of the coureurs des bois and voyageurs inform us
about Francophone history, culture and presence throughout Canada?

 What do stories about the habitants tell us about Francophone history, culture
and presence in Canada?

5.2.4 - examine, critically, 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?
 How do stories about ways of life in fur trade forts reflect the British influence
in Canada?

 What were the main languages spoken by fur traders and their families in the
fur trade forts?

Attitude:
5.2.1 - appreciate the complexity of identity in the Canadian context:
 recognize how an understanding of Canadian history and the stories of its
peoples contributes to their sense of identity

 acknowledge the roots of Francophone identity and presence in Canada

 acknowledge British influence and presence in Canada

 recognize how changes in society can affect identity

Skill:
5.S.1 - develop skills of critical thinking and creative thinking:
 evaluate ideas, information and positions from multiple perspectives
 re-evaluate personal opinions to broaden understanding of a topic or an issue
5.S.2 - develop skills of historical thinking:
 use photographs and interviews to make meaning of historical information
 use historical and community resources to understand and organize the
sequence of national historical events
5.S.7 - apply the research process:
 draw and support conclusions, based on information gathered, to answer a
research question
 access and retrieve appropriate information from the Internet by using a
specific search path or from given uniform resource locators (URLs)
 reflect on and describe the processes involved in completing a project
5.S.8 - demonstrate skills of oral, written and visual literacy:
 respond appropriately to comments and questions, using language respectful
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of human diversity

Lesson Scope and Sequence

March 5 Concept lesson plan around what ‘way of life’ means. Powerpoint of what
Way of Life aspects contribute to a way of life. Treasure box of items that we will
categorize as a class of the way of life of an elementary student. After we
will look at a couple historical examples
Lesson Question: What does ‘Way of Life’ mean?
March 6 Three different stations with an explorer in each with different activities at
Explorers with each for students to explore about them
focus on (jacques cartier; why the NW Passage/ way of life on the boat, maybe
Champlain current event. Through observation will make quick for understanding and
relating previous knowledge
Will come together as a group and introduce Champlain and New France
Lesson question: Why did explorers come to Canada?
March 8 Review the stations and what we learned about Champlain and setting up of
Intro to New new france
France Activity: Examine the life of a typically habitants and talk about the filles
des rois. Reflect in our Fur Trading Passports what way of like was like in
New France
Lesson Question: What and where is New France? Why does is exist?
March 12 Canoe tour simulation- go over legends, songs, forts, seigneur systems etc.
New France as the class sits in a “canoe”. Talk about their role in the fur trade. Little
culture activities and excpets will be read throughout this activity. AT the end
students will write a reflection in their passports about what they learned
and one question they still have. Students will get a passport stamp and
hand those in fr formative feedback.
Lesson Question: Who are the coureurs des bois? Who are the
voyageurs?
Who are the habitats?
What was the French culture and presence like during this time?
March 13 Go over as a class what we learned yesterday on our tour. What is it life like
Canoe Follow for voyagers, coureur des bois and habitants. Specifically go over what was
up noted in the passports yesterday.
Start on Metis Activity: Worksheet on whether what role you would have liked to play in
new france soceity during this time.
Lesson Questions: What was the French culture and presence like
during this time?
How were the Metis impacted by the fur trade?
March 15 Read the Red Sash
Metis- Fur Analyse an historical artifact (practise for the summative task)
Trade Fill in passport about the way of life of metis durign this time
Lesson Questions: Who benefited from the fur trade?
What were the main languages spoken at trading posts?
How were the Metis impacted by the fur trade?
March 19 Examine picture of fort in “The Fur Trade” brainstorm the different roles
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English- Fur there.
Trade Looking at different trading items were at the fur trade
Activity: What would you trade your beaver fur for? How would it help
you? (TR p. 158 &439)
Reflection in passport-hand in for feedback
Lesson Questions: What is the fur trade?
Who benefited from the fur trade?
What role did the English play in the fur trade?

March 20 Activity: Gallary walk of photos with pictures, asking questions with sticky
HBC Trading notes.
Forts Activity: Looking at different perspectives of the same event (textbook p.
119)
Journal activity looking at different perspectives in one picture-summative
assignment, will be collected for marks
Lesson Questions: What is the fur trade?
Who benefited from the fur trade?
What role did the English play in the fur trade?
March 22 Go over the assignment, go over exemplars and expectations- start the first
Introduce stage of planning
project Lesson Questions: To what extent does way of life impact one’s point of
view and therefore actions?
March 26 &27 Museum exhibit activity exploring the idea of to what extent does way of
(maybe 28th if life impact one’s point of view and therefore actions in regards to the fur
needed) trade.
Final Project Lesson Questions: To what extent does way of life impact one’s point of
view and therefore actions?
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Assessments
Canoe Analyse
Fur Trade NewFrance Journal Museum
Title Simulation Historical Reflection
Passport Role Entry Exhibit
Reflection Artifact
Learning Outcomes
Type Formative& Formative Formative Formative Summative Summative Summative
(Formative/ Summative)
Summative
Weighting 0 0 0 15 25 10
50
5.2.3 How do stories and legends
of the coureurs des bois and
voyageurs inform us about Ö Ö Ö Ö Ö
Francophone history, culture and
presence throughout Canada?
5.2.3 What do stories about the
habitants tell us about
Francophone history, culture and
presence in Canada? Ö Ö Ö Ö Ö

5.2.4 How are the stories of the

Métis people, their culture and Ö Ö Ö Ö Ö
heritage rooted in the fur trade?

5.2.4 How do stories about ways

of life in fur trade forts reflect Ö Ö Ö Ö
the British influence in Canada?
5.2.4 What were the main
languages spoken by fur
traders and their families
in the fur trade forts? Ö Ö Ö Ö Ö
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5.2.1 recognize how an

understanding of Canadian
history and the stories of its Ö Ö Ö Ö Ö
peoples contributes to their
sense of identity
5.2.1 acknowledge the roots of
Francophone identity and presence Ö Ö Ö Ö Ö Ö
in Canada

5.2.1 acknowledge British

influence and presence in Canada Ö Ö Ö Ö

5.2.1 recognize how changes in

society can affect identity
Ö Ö Ö
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MUSEUM PROJECT CHECKLIST

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1. PLANNING

☐ My culture group is:

☐ I will do my project this way:
☐ I have quickly done a brainstorm on whether I believe the group I have chosen way
of life was improved by the fur trade
☐
I have told Miss. Sapsford what group I am doing and how I am doing it
☐

2. PICTURES

☐ I have found a picture! Can I:

☐ Describe what is happening in the picture
☐ Decide if it is a picture of a person, event or artifact?
☐ Decide if the picture id before or after the fur trade?
☐ I have found 5, 6 or 7 pictures
☐ I have pictures that are (must check off at least two)
☐ People
☐ Event/scene
☐ Artifact

3. DESCRIBING PICTURES

☐ I have a description next to each picture

☐ I describe how the picture shows the groups way of life
☐ I have labelled if the picture is before or during the fur trade
☐ I did not only talk about what I can see in the picture
☐ I have described some differences between the photos

4. REFLECTION

☐ I have answered ‘What was way of life like for this group before the fur
trade?’
☐ I have answered ‘How did it change when the fur trade started?’
☐ I have answered ‘Was this change positive or negative or both?’ and Why.
☐ I have answered ‘Did you have a different opinion at the start of this
assignment?’
☐ My reflection is easy to read and makes sense.
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Black Diamond Museum Exhibit

Levels
Score

Descriptions Pictures Reflection Presentation

4 • Description goes beyond what is • Graphics link perfectly with the text • Is well thought out • Format enhances the content
Mastery physically in the picture.
• Excellent variety of picture types • Logic and thoughtful answer to all • Presentation captures audience
- • Superior analysis of way of life and content. questions attention
Exempl depicted in the picture
ary/In- • The pictures are labelled either • Reflects application of critical thinking • Presentation is organized and well laid
depth • Makes excellent distinctions before or after the fur trade and out
• Is accurate and well defended
between the pictures. they are all correct.

3 • Description goes beyond what is • Graphics go well with the text • Is well thought out • Format is appropriate for the content
Proficie physically in the picture.
• Variety of pictures and content is • Reasonable answer to most questions • Presentation captures audience
nt • Accurately analysis of way of life adequate. attention
• Has application of critical thinking that
Strong depicted in the picture
• The pictures are labelled either is apparent • Presentation is well organized
and
• Makes distinctions between the before or after the fur trade and
Solid • Is accurate
pictures. they are mostly correct.

2 • There is a description for each • Graphics go well with the text • Attempts to answer the • Format does not suit the content
Adequa picture questions/missing some of the
• there is the required number of • Presentation does not capture audience
te and questions
• Attempts to identify the way of life pictures and types of pictures. attention
basic in the picture • Some elements of critical thinking
• The pictures are labelled either • Presentation is loosely organized
• Focused only on the one picture before or after the fur trade and • Has some factual errors or
they are occasionally correct. inconsistencies

1 • Missing some descriptions or they • Graphics do not go with the • Provides unreasonable answers to the • Multimedia is overused or underused
Beginni do not make sense accompanying text or appear to be questions
• Format does not enhance content
ng randomly chosen.
• No description of way of life • Has no apparent application of critical
Limited • Presentation has no clear organization
• There are no labels thinking
and
incompl • Has significant factual errors,
ete misconceptions, or misinterpretations
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Way of Life Concept Lesson
Grade/Subject: Grade 5 Social Unit: Early Canada Lesson Duration:60 minutes
SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative
ALBERTA PROGRAM OF
Students will: ASSESSMENTS
STUDIES
Formative
- Understand what
-Pre-assessment-ask
5.2 Students will characteristics contribute students what they think
demonstrate an to a way of life way of life means
understanding of the -group discussion- are
people and the stories of - Be able to categorize students able to
characteristics of the way categorize the bjects
Canada and their ways of into the different
life over time, and of life of a student
sections that make up
appreciate the diversity of way of life
- Apply a contempory -observation: can
Canada's heritage.
understanding of a way of students take our
life to a historical nature relavent example and
use the concept with a
historical example.

LEARNING RESOURCES CONSULTED

Resource #1:Myers, J. & Case, R. Promoting conceptual understanding in elementary classrooms.
In The anthology of social studies (pp. 77-86).
Resource #2: http://www.hbcheritage.ca/classroom/galleries Will use the gallery for historical pictures to
examine way of life
MATERIALS/ EQUIPMENT/ SET UP
* Mystery box items (both for elementary way of life and me as a teacher (self introduction)
* Way of life worksheet
*Powerpoint presentation

PROCEDURE
Introduction (5 min.):
Attention Grabber:Bring out the mystery box to incite curiosity and excitement around the lesson
Assessment of Prior Knowledge:Bring up the term ‘Way of Life’- ask students what they think of when we say this.
Think about the last unit on FNMI groups-what was therir way of life?
Connection to Curriculum: GLO 5.2 is all about ‘way of life’ of groups in early Canada and is therefore essential for
students to have a concrete understanding of what this concepts entails
Transition to Body: First we are going to learn a little about me and my Way of Life. Hand out the worksheet
Body (45 min.):
What are the students doing? What is the teacher doing?

Learning Activity #1: Mystery Box Introduction- Go over quickly a cuple I want to make sure students
objects that contribute to my way of life. I will pull out an object and have the are starting to get to know me
students categorize it in either history, behaviour, habitates or langauage. at the same time trying to
Students do not need to fill in the worksheet for this part
introduce the concept
Formative Assessments- ensure students are paying attention and thinking about each
object and which category they would put it in.

Transition to Activity #2:Explain to students we are now going to look at the way of life of
a fifth grader.

Learning Activity #2: Mystery Box- Way of life of a fifth grader Make sure all students are
I will pull names from popsicle sticks (to make it as fair as possible), when a
writing down on the items-
student gets called they can come up to the box and grab an object and show it to
the class. That student will need to tell me/the class which factorof way of life it
pace the lesson accordingly to
fals under. Every student in the class will need to write that item under the give students time but also not
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category on their individual worksheets. Explain that the language section is not to let it drag on. Need to keep
a big aspect of way of life for us, but it is more significant from the groups we will the momentum exciting.
be studying. Check for individual
Formative: Are students paying attention and writing down the items- depend speed on
understanding of the item they
students energy and make sure everyone has enough time to write down the items would add

Specific Learner Considerations- do a walk around when studnets are writing to

make sure those who struggle with writing are keeping up.

Transition to Activity 3- Have students write down at least one item they might
have added in the box- check for understanding if they do understand what way
of life incorporates- clarify if needed 

Learning Activity #3:Mystery Box with historical pictures

Go through the slides with a couple examples of historical pictures. Will have 5 Walk around as students take a
to go through but depending on time we may only go through a couple. Have couple seconds to look at the
students to first look at the picture for a little bit. Ask students if they can see how picure and think. Observe to
the pictures shows their way of life see if students are disengaged
or look lost
Formative- can students transfer their understanding of way of life in a more historical
manner, Are students disengaing at this point?

Transition to Closure- Have students put their worksheet in theeir duotand. Explain that
throughout this unit we will first be looking at the way of life of people in new france, the
metis and the british. After easter we will look at more ways of life that contribute to the
identity of Canada
Closure ( 5 min.):
Consolidation/Assessment of Learning:Ask students to recall what the 4 aspects of way of life are.
Transition To Next Lesson:Next class we will be moving on to explorers by going through stations
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

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Explorer Lesson Plan
Grade/Subject: Grade 5 Social Unit: Early Canada Lesson Duration:50 minutes
SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative
ALBERTA PROGRAM OF
Lesson Question: Why did explorers ASSESSMENTS
STUDIES
come to Canada?
All formative assessment
5.2.1: Students will:
through observation and
acknowledge the roots of - Review information on explorers discussion with the students
Francophone identity and - Understand what life was like on as they navigate through the
presence in Canada
the journey stations.
- Describe why the explorers found
acknowledge British Canada in the first place
influence and presence in
Canada

LEARNING RESOURCES CONSULTED

Resource #1: Teachers Pay Teachers-Early Explorers in Canada (Henry Hudson worksheet)
Resource #2: Early Canada, Odynak, E., Bakken, E., Bingaman, S., & Maliepaard, D. (1989)
MATERIALS/ EQUIPMENT/ SET UP
* Three worksheets for each station
*Information sheets
*Explorer Flashcards

PROCEDURE
Introduction (5 min.):
Attention Grabber:
Assessment of Prior Knowledge: What have we learned about explorers so far- see where they are at and gage
expectations from there-will this lesson be a review or a learning activity. Ask students if they know why so many
explorers where trying to find the NW Passage
Expectations for Learning and Behaviour: Work well together and have a good working environment
Advance Organizer/Agenda: Will put a timer on the board so that students know how long they have; will also go over
each station and have those expectation on each of the tables
Transition to Body: Go over each station- have students start working on the station they are at- move the middle
group over to the two big round tables to work.
Body (35 min.):
What are the students doing? What is the teacher doing?

Learning Activity #1: Station 1- Explorers Matching Ensure students are not taking
Working in two groups student will try and match the facts with the explorer. It is too long in the sorting section
okay if they are not all right! After they think they have matched the explorer of this activity to make sur
have the students check their work by flipping over the card to see what it says
everyone will have time to
and make any adjustments they need.
Have the students pick one of the facts they have now associated with each
write down a fact on the
explorer and write it down on the worksheet. If students finish early they can re- worksheet. Monitor for
scramble the words and see if they can do it a second time and get more (or participation and working well
hopefully) all of the cards right. as a group.

Formative Assessments- Can students work together; is everyone participating or is

someone waiting for the others to do the work for them; is a student taking control and not
letting anyone else contribute. Monitor and intervene as necessary.

Specific Learner Considerations: Can make sure students know it is okay to be wrong.
This is an activity to explore our previous knowledge and review some explorers. Make
sure that everyone has time to right down facts
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Transition to Activity #2: Mix up the cards so it is ready for the next group

Learning Activity #2: Station 2: Life on the Ships Are there words the students
Have students individually read the short excerpt on what life on the boat coming
do not understand in the text?
to Canada may have been like. Afterwards ask the students to complete the
worksheet that follows. If students finish early they can share what they answered Are they able to answer the
for the short answer with a peer who is also done. question, are some struggling
to generate ideas for the short
Formative Assessments- Can students read for information and apply their understanding answer question? Observe to
see how students are working
Specific Learner Considerations- If students are struggling to answer the questions with each other.
we can help prompt them or eliminate questions so there is less for them to do.
Some students may need help generating initial ideas for the short answer
question.

Transition to Activity 3: Make sure to leave the information sheet on the table for
the next group.
Circling to make sure students
Learning Activity #3: Station 3- Henry Hudson understand what their task is.
Have the students read the passage about Henry Hudson. Using that information,
they can do the scramble the words activity afterwards. If they finish early I will
give them the activity where they must be like Jacques Cartier and create a map
of their way to school.

Formative Assessments: Can students work independently; are they able to read for
information?

Specific Learner Considerations-Provide students with strategies if they are struggling.

Look for letters that are not used as much (ex: y, x, v) to try and understand what the word
may be.

Transition to Closure: Make sure students leave the information sheets on the table for the
next group.
Closure (10 min.):
Consolidation/Assessment of Learning: Come back as a large group and discuss the stations. With the life on the boat
station how many students would have signed up knowing life could be hard living on sea. Ask students why so many
people came to Canada (depending on if they knew at the beginning of the lesson).
Transition To Next Lesson: Next class we are going to start talking about New France. Ask the sudents which
explorers were in New France (Cartier & Champlain). Have students put away their work in the social duotang.
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

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Annotated Bibliography

Books

Durbin, W. (1997). The broken blade. New York: Dell.

-Will be reading an excerpt from this fictional book that talks about the hardships of
being a voyageur. Recounts long hours, rough waters and bleeding hands. This is will be one part
of the story leading up to the activity where students will write about what role in New France
they would have wanted. The book will hopefully provide the students with a more accurate
understanding of the high as well as lows of life as a voyageur and what was expected of these
young men. It should provide them with an idea of how lonely this way of life could be for these
men.

Livesey, R., & Smith, A. G. (1989). The fur traders. Toronto, ON: Stoddart.
-Will be using the trading forts illustration in this book with the whole class, making a list
of all the jobs that were required of there. Will maybe use the voyageurs board game that is in
this book as a resource that students can play when they have finished their work. Would also be
a good resource for students to look at for their summative task. The book and wording in the
book can be a little old fashion, especially with the terms they use when talking about First
Nations the fur traders encountered. However, the illustrate of the fort is really well done and
demonstrates the breadth of roles involved to keep the fort functioning.

Pendziwol, J., & Debon, N. (2005). The red sash. Toronto: Groundwood Books.
-This will be read out loud with the class when looking at the Metis. Will have a
discussion and worksheet that corresponds with this story analysing the metis way of life during
the fur trade. This book provides students with an understanding of how closely the metis and
Northwest Company worked together. It is also from the point of view of a little boy which will
hopefully allow the students to identify with the story.

Snider, J., & Sherwood, B. (2005). La salle and the rise of new France. Toronto: Canchron
Books.
-Will use some of the information in this book for out canoe simulation day and follow
up class. It will mostly be a resource that students can use when completing the summative task,
using the information and primary photos that are frequent in this book. The book does a great
job of providing a good mix of text with pictures, critical thinking questions and primary sources
such as journal excerpts. The layout is really well down as well and will be easy for the students
to follow.

Trottier, M. (2003). Alone in an untamed land: The "filles du roi" diary of Hélène st. onge.
Markham, Ont: Scholastic Canada.
-I will read a little excerpt from this book that will highlight why these young women
decided to leave their homes and families and come to Canada. Hope to provide another
perspective of New France. Again, this is done from the perspective of a young female which
will hopefully allow the students to identify and understand the stories message about early
Canada,

Websites
http://www.hbcheritage.ca/classroom
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-Provide students with this resource directing them to the online gallery and the virtual
museum to look for pictures for their summative assignment. This will be especially helpful for
students who have chosen to do the assignment on the British perspective but also includes some
pictures for the metis as well. I may also be using some of these historical pictures in our trading
forts gallery walk when we are trying to understand what the way of life was like at the trading
forts.

http://www.metismuseum.ca/
-I will direct students to the virtual exhibits and gallery for pictures for their summative
project. I might also use the michif section to talk about language when talking about metis
culture. This is a really great resource for students to explore different aspects of the metis
culture through pictures and artifacts.

Videos

Elder Elize Hartley

https://www.youtube.com/watch?v=z2hj8YA03T4
-Elder Elize Hartley explaining the history of the red sash during the fur trade. Will
emphasise to the students that this video highlights the importance of oral traditions in Metis
culture. This may be tied in as another cultural tradition (along with the Assumption sash) that is
important to Metis culture.

National Film Board of Canada, Voyageurs (1964)

http://www.nfb.ca/film/voyageurs/
-Will be playing the beginning of this video during our canoe simulation class. Gives a
brief history of the voyageurs but more importantly has video footage of the canoe actually on
the water and how loud the waves and wind can be as well as traditional voyageurs songs.