First Nations People & European Explorers

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  Identify the results of contact for both the Europeans and the First Nations peoples.
  
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  Identify and explain differing opinions about the positive and negative effects of early contact between European and First Nations peoples.
  
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  Use appropriate vocabulary to describe their observations and inquiries.
  
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  Express their personal viewpoints based on historical evidence about the outcomes of early contact between First Nation peoples and European Explorers.
  
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  Explain how cooperation between First Nation groups and early European explorers benefited both groups
  
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  Explain how differences between First Nation peoples and early Explorers led to conflicts between the two groups
  

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  The teacher will observe the group discussions and track participation, collaboration, and progress in understanding.
  

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  As the activity is group based, pair up students with exceptionalities or special needs with a stronger students in the group to assist them.
  

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  Explain to students that today we are going to discuss the impact of the settlement of the Europeans had on all parties involved (First Nations people and European Explorers).
  
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  Start with a Web Map – ask students to brainstorm while you write down what types of things they think the Europeans and Aboriginals would’ve brought to the relationship (e.g., games, tools etc.)
  
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  Explain to students that there are both negative as well as positive contributions.
  
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  Continue this routine with prompting if necessary until list is substantial to continue on with group discussion.
  

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  From the list above, ask students to individually brainstorm the effects some of these contributions would’ve had on either parties. Give students approximately 5 minutes to continue on with their individual brainstorming
  
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  Take up answers with students to make sure they are on the right track, and to assure that students will be successful in the a group setting.
  
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  Encourage answers from students while adding insight to encourage further thinking.
  

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  Divide class into groups of four.
  
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  Tell students that they will be assessed on their participation in this activity, their ability to positively interact and generate good ideas within their groups, and their use of appropriate vocabulary to describe their opinions.
  
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  Provide each group with the handouts attached.
  
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  Each group with be either Positive impacts for Aboriginals, Negative impacts for Aboriginals, Positive Impacts for Europeans, Negative impacts for Europeans.
  
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  Ask students to go through the given handout in their groups using the questions provided as prompts for their discussion of the effects of the contributions of both parties on both the Europeans and the First Nations people.
  
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  Once students have discussed the issues in their groups have students come together as a class to provide feedback from their earlier discussion to facilitate a class discussion about these issues.
  

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  Ask students to contribute information that was learned today and that they may not have been aware of prior to the activity.
  
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  Allow this to generate a class discussion about the injustices and justices and their personal opinions about the situations that arose from settlement.
  
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  Tell students that the information exchanged in today’s activity will be important for activities later in the Unit.
  

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  The introduction of metal tools and some medicines was helpful to the Aboriginal peoples.
  
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  The introduction of guns enabled the Aboriginal peoples to hunt more successfully
  
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  New animals were introduced by Europeans. One of the most important was the horse, which allowed Aboriginal peoples to travel faster and greater distances. Later, other animals such as chickens, cows, sheep and pigs were introduced
  
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  Grains such as wheat and barley were brought over from Europe; some aboriginal peoples used these for crops
  
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  The Aboriginal peoples used their skills in hunting and trapping to acquire furs, which they traded for goods that made certain aspects of their lives easier
  

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  Aboriginal peoples were mistreated by some explorers. For example, Some were kidnapped and taken away from their people
  
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  The introduction of guns made conflicts must more deadly. Guns also resulted in over-hunting, which led to a decrease in the animal population
  
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  The Europeans introduce new diseases against which Aboriginal peoples had no natural defenses. Smallpox, diphtheria, typhus, measles, and whooping cough decimated Aboriginal populations
  
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  The introduction of the fur trade with Europe created new extinction of the beaver, and made Aboriginal peoples dependant on trade to get things
  
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  When missionaries introduce Christianity, they destroyed many traditional Aboriginal beliefs.
  
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  The expanded settlement of Canada inhibited the Aboriginal traditional way of life.
  
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  Aboriginal peoples lost their land and free movement on their land
  

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  Aboriginal peoples introduced Europeans to new ways of life, including methods of travel and survival
  
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  Aboriginal peoples introduced Europeans to medicinal plants and new foods
  
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  Aboriginal people introduce Europeans to new lands, which allowed them to search for more furs
  
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  Exploration led to the establishment of European settlements throughout Canada
  

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  Exploration was often dangerous. Many explorers lost their lives in shipwrecks and from starvation, exposure to the harsh elements, scurvy, and battle
  
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  European settlers suffered from starvation, harsh conditions, and disease.
  

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  How would you feel about these changes?
  
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  Discuss the conflict from the point of view of each the First Nations people and European explorers
  
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  Which group do you think was affected the most? Why?
  
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  How do you think these two parties can work together to resolve these problems?
  

Progression of

Knowledge and Ideas _____ ______ _____ _____

Group Communication ______ ______ _____ _____

and Cooperation

Use of Vocabulary ______ ______ _____ _____

Describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European Explorers; and the effects of contact on both the receiving and incoming groups

Observing bibliographic conventions use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between first nation and early European explorers.

-Students will watch the “History of the Fur Trade” video (20 minutes)

-Students will copy the note “Canadian Trading Posts and the Fur Trade” into their social studies duo tangs from an overhead note

-Students will then be asked to place push pins on the map in places that they think would make a good site for a fur trading post

8c. Application:………………………………………..........………………………………………………...

-Discuss with the students the types of locations that they chose. Compare and contrast the different sites. Look at the differences and similarities between the sites. Some key questions:

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  Where do they think furs from Canada were obtained?
  
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  What would be the easiest way to transport those furs for different regions (especially the interior) to Europe?
  
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  Using a standard map of the world, discuss what the easiest routes would be for the transportation of furs.
  

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  Weather
  
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  Materials available
  
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  Defense
  
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  Storage space for goods
  
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  Living areas
  

-Students will be divided into groups of 3 and will be invited to brainstorm criteria that should be considering in choosing a site. Criteria might include weather, transportation, competition, neighbours and access to supplies.

-Using these criteria and a map of Canada with rivers and lakes (see handout #1) students will decide, as if they were an Hudson’s Bay Co. official in the 18^th or 19^th century, where would they build 5 trading posts.

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  For each of these, they should make a list of reasons they chose that location.
  
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  They must also make a list of reasons that that location might not be perfect.
  

-As a class, discuss different locations that were chosen.

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  What were the major criteria in making the decisions?
  

Visit the maps on the Exploration, the Fur Trade and Hudson’s Bay Company Web site.

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  Where were HBC posts located?
  
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  Were their choices the same or different?
  

Using the criteria discussed as a class, and the map of Canada below, decide where you would build 5 trading posts. Make a list of pros and cons for each site.

URL: http://www.atlas.gc.ca/

Describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European Explorers; and the effects of contact on both the receiving and incoming groups

Observing bibliographic conventions use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between first nation and early European explorers.

-Students will be asked to recall previous lesson on trading posts.

-Attention will be directed to the brainstorming activity from the previous lesson and will review criteria for choice of trading post location

8b .A Sequence of Teaching and Learning:…………………………………………………………………

-Attention will be directed to the brainstorming activity from the previous lesson and will review criteria for choice of trading post location.

-They will also review their choices of trading post from the previous assignment.

8c. Application:………………………………………..........………………………………………………...

-Students will be invited to create an artistic representation of what their trading post would look like (two- or three- dimensional). The creation should reflect the geography and climate of the location, and other factors previously discussed in large group work. The post should be presented to the class with:

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  A name for the post
  
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  A list of the advantages and disadvantages of the location
  
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  A list of stores, equipment and trading supplies that would be in the post. (They will be able to obtain this information from the Exploration, the Fur Trade and Hudson’s Bay Company site, and may choose extra supplies).
  
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  They are encouraged to present the information in a manner that evokes the spirit of the period (i.e. weather paper using tea bags, weather edges, use calligraphy, etc.)
  

Source: A list of trading goods in Albany Fort America, 1706

URL: http://www.canadiana.org/eco/english/hbc/_popups/albany_e.htm

8d. Closure and Assessment:………………………………..………..…...................………………………

-Students will present their trading post to the class as a group.

Using the criteria discussed as a class, and the map of Canada below, decide where you would build 5 trading posts. Make a list of pros and cons for each site.

URL: http://www.atlas.gc.ca/

-Select relevant resources and identify their point of view.

-Explain how cooperation between First Nations groups and early European explorers benefited both groups.

-Explain how differences between First Nations people and early European explorers led to conflicts between the two groups.

- Identify the results of contact for both First Nations Peoples and European Explorers.

-Formulate questions with a statement of purpose to develop research plans.

- As a class, brainstorm/recall the initial impacts of the Europeans on the Native people that have been learned about throughout the unit. i.e. What are they issues that effected the Natives upon the Europeans arrival? Have we learned that these issues addressed or solved?

- As a class, deconstruct the information present in the article, identifying the main points, inferring information that can be used to find other articles and modern Native issues. ie. What can you identify as the major problems that the Native people are facing? List some key words that tell you this? Do there appear to be any solutions to the issues in this article?

- Have students brainstorm ways to acquire articles such as this, and identify ways that they have learned to research materials. ie. Google News or other internet sites, Library periodicals, etc.

- Tell students that they will use the aforementioned resources to research a modern issue with which the Native population is struggling.

- Distribute checklist and peer assessment- remind students that they will be graded on the criteria and their ability to work well and productively in their groups.

- Distribute debate process guide and remind students of the mock academic debate that was held on the topic of allergy exclusion in the first health unit of the year.

- Describe the difference between this kind of debate and a cross-examination debate and discuss the debate rules on overhead.

- Distribute and go over the Debate Rubric.

- Give students free time to research and collaborate with their groups.

- Circulate, observe, and side-coach the groups’ progress.

- Choose two topics that are researched the most thoroughly, assign groups the Native or opposing side to the issue.

- Allow students time to collaborate with their group on the significant points for their argument.

- Again, circulate, observe, and side-coach the groups’ progress.
8.c. Application:………………………………………..........……………………………………….S&W, 28 Minutes

Include facilitating guided and/or independent practice.

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  Set -up classroom in debate style. ie. One desk per side adjacent to each other with the judge and audience in front.
  
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  Allow groups 10 minutes to go over their research and points for the debate.
  
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  Review the rules for debate on the overhead.
  
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  Stage the debates with each running for 10-12 minutes.
  

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  As a class, debrief on the strengths and weaknesses in the different groups debating skills, the content of the evidence/arguments, and the project as a whole.
  
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  Tell students that the closure to the unit will be the guest speaker who will be coming in to talk to the situation of the Native population today and his personal experiences.
  

Appendix A