STRAND: New France TOPIC: Fur Trade GRADE: 7
OVERALL EXPECTATIONS: Outline the reasons why settlers came to New France, identify the
economic factors that shaped the colony; and describe how settlers and fur traders interacted with the
First Nation peoples.
• Use a variety of resources and tools to gather, process, and communicate information about how
settlers in New France met the physical, social, and economic challenges of the new land.
• Identify and explain similarities and differences in the goals and interests of various groups in New
France, including French settlers, First Nation peoples, and French fur traders.
HOOK (INTRODUCTORY ACTIVITY)
See specific expectation #1
SPECIFIC
EXPECTATIONS
SUGGESTED
ACTIVITIES
SKILLS
USED
- Explain why people came to
live in New France and
describe the impact of
European immigration on
First Nation settlements
-Role play: Give students outlines or bios of
people from New France (both famous and
common).
-Take students to Fort William and have them
role play their character.
-Students go through what life would have
been like at that time
- Use role play to act out Jean Talon and the
King of France (to get king to invest in New
France)
- Use the census info from New France (19651966) to aid in your "presentation" to the king
- Interpretive
- Role play
- Reading
- Social interaction
- Empathy
-Students learn what
kind of people lived in
New France and what
their life-styles were
like
- Drama
- Oral
communication
- Analyzing data
- Interpreting
- Data interpretation
- Math skills
Identify key characteristics of
economic life in New France
APPLICATIO
N
REAL WORLD
- Shop at a trading post! Use your knowledge
to purchase the items you'll need to do your
job in the fur trade (interactive online game)
Analyze, synthesize and
- How did daily Native life change after
evaluate historical
contact?
information from different
- Create a "pamphlet" that compares daily
points of view, specifically the Native life before contact and after contact fur trade from the Native
what's different, what's the same?
point of view
charts/informatio
n
- Math
- Art
- Literacy
- Knowledge of how
events in history
actually shape our
world today
- Identify and explain
examples of conflict and
cooperation between the
French and First Nation
peoples (with respect to the
fur trade), and between the
French and English fur
traders
- Students work in pairs or small groups.
- Communication
-Students develop a better appreciation
-Teacher gives students a hand out regarding
- Organizational
native people in the fur
native contributions to the fur-trade Each
- Writing
trade.
student will get a different sheet with
- Reading
- Students learn
information that the rest of their group will not - Teamwork
cooperative learning.
have.
- Students learn to pool
- Students discuss what they had read and
resources.
organise ideas.
- Students write an interview with a native
from the fur trade (things to consider is: the fur trade before Europeans, native nations
involved in trade with the French and their
contributions to the trade, alliances, and
cultural influences)
Construct and interpret a
wide variety of graphs,
charts, diagrams, but
specifically, maps and models
to organize and interpret
information
Analyse and describe
conflicting points of view
about a historical event
- Using the languages map (shows the original
language families of the Native peoples) to
map out an appropriate trade route
- What languages will you need to know/learn
as you go?
- Literacy
- Mapping
- Geography
- The importance of
understanding how
language can help you
or actually make things
more difficult
- Teacher explains the class is going to have
mini-debates and the rules to how a proper
debate works
- Teacher gives students a hand-out regarding
Les Filles du Roi to be read at home.
- Next lesson, teacher goes over the main
- Critical thinking
- Empathy
- Argument
- Verbal
- Listening
- Reading
-Students learn to
effectively construct an
academic argument.
- Students can identify
how a relative small
number of people could
points of the reading with the class, eliciting
- Organizational
the pros and the cons of the practice of the
king of France sending women over to Canada.
-Teacher puts kids into small, pre-arranged
groups (or teams),
-Teacher explains again that the students are
going to be having a mini-debate about the
pros and cons of Les Filles du Roi
- Teams then discuss BOTH the pros and the
cons because it is the teacher who will assign
the position each team will take.
-Teacher randomly assigns the positions
(pro or con) each group and pairs them with
an ‘opposite’ group (one team will be ‘pro’, one
will be ‘con’).
Communicate the results of
inquires for specific purposes
and audiences, using media
works, oral presentations,
written notes and reports,
drawings, tables, charts and
graphs
Outline the background and
causes of key events of the
period (the Battle of the
Plains of Abraham) and
describe their effects.
Formulate questions to aid in
gather and clarifying
*Teacher option: halfway through the debate,
the teacher can stop the debates and tell the
groups to switch positions (if team A was
arguing ‘pro’, they would then argue ‘con’ and
vice versa with team B)
- Write a voyageurs diary, outlining daily life
(what you eat, what activities you do, what you
wear etc)
- Use the voyageur language glossary for
proper names/terms/objects etc
- In groups, share and compare your diary to
other students work
- Students gather information online about the
causes and events that led to the Battle of the
Plains of Abraham.
-Students draw a tableau highlighting the
causes and events that led to the Battle of the
Plains of Abraham.
- Create “New France Jeopardy” game (Create
game online)
drastically affect the
population of a nation.
- Language arts
- Literacy
- Oral skills
- Writing
- Improved written/oral
skills
- Research
- Drawing
- Organizational
- Problem solving
- Computer
- Learn there are many
different points of views,
even from one event.
- Technology
- Oral
- Proficiency in
technology
information
Concluding Activity
- Students play the game, answering a variety
of questions based on different topics/themes
from New France and the fur trade
- New France Jeopardy created online, then
played on a smartboard
- French Carnaval, where students bring in
food, do activities, bring in recipes for maple
syrup
- Traditional fur trade activities, i.e., portaging,
singing/dances, sewing birchbark
communication
- Teamwork
- Drama
- Fine motor skills
- Gross motor
skills
- Culinary skills
- Dance
- Experience a part of
Canadian culture and
history
List all of the RESOURCES used for this unit.
(books, text, video, web-sites, etc)
What use of TECHNOLOGY was made in this unit?
- Shop at the trade post:
http://www.tfo.org/emissions/rendezvousvoyageur/en/yout
hactivity.html)
- Language Map
- Voyageur language glossary:
http://www.tfo.org/emissions/rendezvousvoyageur/en/wor
ld/languages/glossary.html
- Census information for Jean Talon skit:
http://www.statcan.gc.ca/kits-trousses/5200679-eng.htm
- New France Map - http://www.statcan.gc.ca/pub/98-187x/4227844-eng.pdf
- New France Jeopardy game http://www.superteachertools.com/jeopardy/editgame.php
http://www.tfo.org/emissions/rendezvousvoyageur/en/wor
ld/context/index.html
- For interview with Native fur trader
- http://1759.ccbn-nbc.gc.ca/index.html/x.html
http://www.delmars.com/family/filleroi.htm
- Interactive, online games
- Census information (online)
- PDF map of New France
- Smartboard/internet (New France Jeopardy)
- Computers