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NEW BRUNSWICK – GRADES 9 – 12
Historical Fisheries off the Grand Banks
(Wet and Dry Fisheries)
Lesson Overview
The French conducted the earliest trans-Atlantic fishery with the Portuguese fishermen,
soon joined by Basques, who took cod in coastal waters and dried them ashore (the dry
fishery). They were followed by the English. Early in the 16th century fishermen appear to
have frequented primarily the south and east coasts of Newfoundland and the Strait of Belle
Isle. Later fishermen from northern France began to exploit the banks directly catching and
salting fish on board (the wet fishery) This lesson will examine the four maps of Migratory
Fisheries: Migratory Inshore Dry Fishery, Migratory Banks Fisheries, English Variant,
Introduced 17th Century and the Resident Banks Fishery, 18 th Century. The students will
investigate the differences between the wet and dry types of fishery. Students will also
study the spatial pattern and distribution of the inshore fishing stations of the 17 th century
as well as look at the settlement concepts of site and situation.
Grade Level
9-12 secondary school
Time Required
Two 60-minute classes.
Curriculum Connection (Province/Territory and Course)
Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of
Education and Training (CAMET): Senior: Nova Scotia (plus the other Atlantic provinces)
Geo 10 Students will be able to:
1. Identify, locate, and describe the distribution of Canada’s primary industries.
2. Describe and explain past and current trends in the development of the resource
industries
3. Explain the factors which influence the distribution of primary industries
Citizenship 10
1. Explain the significance of the global economy on economic renewal and the
development of society.
Link to the Canadian Atlas Online (CAOL)
http://www.canadiangeographic.ca/atlas/
Explore by Theme: Fishery
Additional Resources, Materials and Equipment Required
Student Activity Sheet: Textual and Graphic/Mapping Questions (attached)
Student Activity Sheet: Site and Situation (attached)
Copy of the Heritage Minute on John Cabot:
http://www.histori.ca/minutes/minute.do?id=10122 official John Cabot link and synopsis.
http://www.canadaka.net/video/556-a-part-of-our-heritage-john-cabot.html (second link)
LCD access for CBC Archives and websites
Computer lab for extension activity using PowerPoint.
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NEW BRUNSWICK – GRADES 9 – 12
Main Objective
The primary goal of the lesson is to examine the four maps of Migratory Fisheries:
Migratory Inshore Dry Fishery, Migratory Banks Fisheries, English Variant, Introduced 17 th
Century and the Residents Banks Fishery, 18th Century. Students will investigate the
differences between the wet and dry types of fishery, study the spatial pattern and
distribution of the inshore fishing stations of the 17th century, and explore the settlement
concepts of site and situation.
Learning Outcomes
By the end of the lesson, students will be able to:
Detail point-by-point the intended learning outcomes for the students in terms of the
content/concepts covered, the skills obtained and practiced, or the degree of mastery of the
tools used.



Identify, locate, and describe the distribution of Canada’s primary historical
fisheries of the 16th century.
Explain the factors which influence the distribution (special pattern, site and
situation) of the early fisheries.
Explain the significance of the global economy on economic development of jobs
in the early fisheries (wet and dry fisheries), and the possible development of
early settlement and society on the east coast of Canada.
The Lesson
The Lesson
Teacher Activity
Introduction
Lead with two activators
Two activators
1) Why would some of the
European countries travel to
the coasts of Canada for fish in
the 16th century?
2) Watch the Heritage Minute
on John Cabot.
Lesson
Development
(8 questions)
Conclusion
Site and Situation
Table
Student Activity
1) Brainstorm their
answers.
2) Discuss the Heritage
Minute on John Cabot.
3.) Assign Textual and
Graphic/Mapping Questions
for students to answer. (8
questions)
3) Complete Textual and
Graphic/Mapping
Questions for students to
answer.
4) Pass out the Site and
Situation activity sheet.
4) Complete the Site and
Situation activity sheet.
THE CANADIAN ATLAS ONLINE
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NEW BRUNSWICK – GRADES 9 – 12
Lesson Extension
Students could be tasked to complete research on the history of the cod fishery in Atlantic
Canada and to present their findings as an oral presentation or a PowerPoint / brochure.
Assessment of Student Learning
Student answers to Textual and Graphing/Mapping Questions. (See handout)
Student’s completion of the Site and Situation table. (See handout)
Further Reading
1) CBC Archives
Radio Clip which is a ‘Biography of the Fish That Changed the World’, a history of the Cod.
http://archives.cbc.ca/economy_business/natural_resources/clips/10938/
2) CBC Archives
TV Clip which discusses the crucial turning point in the history of Canada's cod fishing
industry.
http://archives.cbc.ca/economy_business/natural_resources/clips/10940/
3) Have students go to this Newfoundland website and read about the history of the Cod
fishery.
http://www.stemnet.nf.ca/cod/history5.htm
Link to Canadian National Geography Standards
Scope and Sequence in Geographic Education: Grades K-12
Essential Element#1: The World in Spatial Terms: (Grades 9-12) Canada- World
Geography studies the spatial relationships among people, places and environments. Maps
reveal the complex spatial interactions that touch the lives of all citizens.

Map and atlas use.

Spatial relationships.
Essential Element#4: Human Systems
Earth’s surface is shaped by human activities. The spatial organization of society is a
mosaic of population movements, settlement patterns, economic activity, transportation,
communication and political organizations.

Economic development by world regions, country and regions within countries.
Geographic Skills#2: Acquiring Geographic Information:


Systematically locate and gather geographic information from a variety of
primary and secondary sources.
Systematically assess the value and use of geographic information.
Geographic Skills#4: Analyzing Geographic Information:

Make inferences and draw conclusions from maps and other geographic
representations.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEW BRUNSWICK – GRADES 9 – 12
STUDENT ACTIVITY SHEET
Textual and Graphic/Mapping Questions
Historical Fisheries off of the Grand Banks (Wet and Dry Fisheries)
Text Questions
1. From the animation of the ‘dry fishery’ list and describe the various steps (jobs) involved
in the ‘dry fishery’.
2. From the animation of the ‘wet fishery’ list and describe the various steps (jobs) involved
in the ‘wet fishery’.
3. What were some of the advantages and disadvantages of both types of ‘fishery’ as they
attempted to supply fish to the European market?
Graphic/Mapping Questions
4. Using the Migratory Fisheries series of four maps, answer the following:
a) What do the dotted areas in the ocean represent?
b) How does fishing in the Migratory Inshore Dry Fishery differ from the
Resident Banks Fishery, 18th Century?
Using the European Inshore Fisheries in the North-western Atlantic Map, answer
the following questions:
5. What is the scale of the map?
6. Using the bar scale what is the approximate distance between St. Anne’s Bay and
Burgeo? Between St. Paul Island and Belle Isle?
7. Describe the spatial distributions of the fishing post controlled by the following nations
Portuguese, Basque, French, and the English
Critical Thinking Question
8. In your opinion was the development of the early fisheries off the east coast of Canada
by European nations significant to the settlement of Canada?
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEW BRUNSWICK – GRADES 9 – 12
STUDENT ACTIVITY SHEET
Site and Situation
Historical Fisheries off the Grand Banks (Wet and Dry Fisheries)
Introduction:
Settlements can range in size from a small village with a few hundred residents to a
metropolitan city of over one million people. In the historical study of the fishery of the
banks you will be looking at the locations of the early fishing posts. Geographers often study
the reasons behind why such locations were chosen and what factors lead to their
development in becoming a large city over time or remaining as a small village or perhaps
disappearing over time. When geographers look at the spatial patterns of settlements they
consider two key concepts the area’s site and its situation.
“The site is the actual location of a settlement on the earth and is composed of the physical
characteristics of the landscape specific to the area. Site factors include things like
landforms (i.e. is the area protected by mountains or is there a natural harbour present?),
climate, vegetation types, and availability of water, soil quality, minerals, and even wildlife.
Situation is defined as the location of a place relative to its surroundings and other places.
Factors included in an area's situation include the accessibility of the location, the extent of
a place's connections with another, and how close an area may be to raw materials if they
are not located specifically on the site.”1
Tasks:
Fill out the following table by generating a list of geographic features that would be
necessary for the establishment of a fishing post on the coast of Newfoundland. List at least
seven features and thEn choose your top two features and explain the significance of these
features to the long-term success to the establishment of the fishing post.
List of physical characteristics of the landscape specific to the area
Ranking of importance
1 being highest, etc.
http://geography.about.com/od/urbaneconomicgeography/a/sitesituation.htm
THE CANADIAN ATLAS ONLINE
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NEW BRUNSWICK – GRADES 9 – 12
PowerPoint/Brochure Rubric
ACTIVITY
Introduction
Content
Exemplary
Proficient
* The introduction
presents the overall
topic and draws the
audience into the
presentation with
compelling questions or
by relating to the
audience's interests or
goals.
* The introduction is
clear and coherent and
relates to the topic.
* The content is written
clearly and concisely
with a logical
progression of ideas and
supporting information.
* The content is written
with a logical
progression of ideas and
supporting information.
* Information is
accurate, current and
persuasive.
* Includes persuasive
information.
Partially Proficient
Incomplete
* The introduction shows
some structure but does
not create a strong
sense of what is to
follow. May be overly
detailed or incomplete
and is somewhat
appealing to the
audience.
* The introduction does
not orient the audience
to what will follow.
* The content is vague
in conveying a point of
view and does not create
a strong sense of
purpose.
* The content lacks a
clear point of view and
logical sequence of
information.
* The sequencing is
unclear and does not
appear interesting or
relevant to the audience.
* Includes some
persuasive information
with few facts.
* Includes little
persuasive information
and only one or two
facts about the topic.
*Some of the
information may not
seem to fit.
* Information is
incomplete, out of date
and/or incorrect.
* Sequencing of ideas is
unclear.
Text Elements
* The fonts are easy-toread and point size
varies appropriately for
headings and text.
* Use of italics, bold,
and indentations
enhances readability.
* Sometimes the fonts
are easy-to-read, but in
a few places the use of
fonts, italics, bold, long
paragraphs, colour or
busy background
detracts and does not
enhance readability.
* Overall readability is
difficult with lengthy
paragraphs, too many
different fonts, dark or
busy background,
overuse of bold or lack
of appropriate
indentations of text.
* The text is extremely
difficult to read with long
blocks of text and small
point size of fonts,
inappropriate contrasting
colours, poor use of
headings, subheadings,
indentations, or bold
formatting.
* The graphics are clear
and support the
information.
* The graphics are
vague in conveying a
point of view and do not
create a strong sense of
purpose.
* The graphics lacks a
clear point of view and
logical sequence of
information.
* Text is appropriate in
length for the target
audience and to the
point.
* The background and
colours enhance the
readability of text.
Graphic Elements
* The graphics are clear
and fit with a logical
progression of ideas and
supporting information.
* Includes persuasive
information.
*Some of the
information may not
seem to fit.
* Includes little
persuasive information.
and only one or two
facts about the topic.
* Information is
incomplete, out of date
and/or incorrect.