Lesson Plan

Grade/Subject: Grade 5 Social Unit: Fur Trade Lesson Duration: 50 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Students will: 5.2.1 appreciate the complexity of identity in the Canadian context Specific Learning Outcomes: Students will: acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC) acknowledge British influence and presence in Canada (CC, I, TCC) LEARNING OBJECTIVES Students will: 1. Construct a timeline of the fur trade. 2. Describe important events during the fur trade. 3. Recall examples of how British and French interacted during the fur trade. ASSESSMENTS Observations: Key Questions: 1. What are four important events that I will observe during research and happened during the fur trade? (LO #2) construction of timeline to ensure that 2. What are examples of times when France children are on task, and are relating and Britain disagreed? (LO #3) historic events to how they shaped the fur trade, and shifted control over Canada. (LO #1,2,3) Written Performance Assessments: LEARNING RESOURCES CONSULTED Resource #1 : MATERIALS AND EQUIPMENT PROCEDURE

INTRODUCTION:
Since we lost all our grade 6 last class we are going to start class by having students list some important things that they picked up from the readings. I want them to point out some things including o Why did the Hudson Bay Company think they had a monopoly on the fur trade? What does monopoly mean? o How did the North West Company become? Why didnt they just set up shop by the Hudson Bay? How did this lead to the west becoming explored? o Trading was a big part in the fur trade. It could be difficult at times, because the people viewed things differently? Who was in the right for believing what trading meant? o What were some things they struggled with during trades? What types of languages came about because of trade. Transition to Body:

BODY: In pairs or threes the class will be constructing a timeline of important events that happened during the fur trade. To start things off we will brain storm some important

events that happened during the fur trade that they feel they need to remember. We will be looking for things like; o When did New France come about, and by who? o When the coureur des bois began trading furs. o When did the voyaguers come about? o Raddison and des Groseilliers o Hudson Bay established o France and Britain go to war o North West company formation o Hudson Bay and North West company join together After we establish some key events that the children have come up with we will go into groups and it is the childrens responsibility to search through their books and find dates with events to create a timeline. CLOSURE: The timelines will probably not be finished in class therefore we will continue with them for Wednesday and I will tell the class, they need to do a good job of this, because otherwise our acting activity will not be happening on Thursday.
Sponge Activity: Consolidation: RATIONALE I feel that for todays lesson the review went well. We were able to openly discuss the important facts that we covered in our take home assignments and as well we elaborated on some ideas. I feel that in terms of being able to relate things to real world facts or modern ideas I am improving. I allowed for more discussion, and students brought up their own ideas on things, or even experiences and this helped with relating things, and understanding. We did talk a lot about the assignment so that left little time for the timeline, but I did make it clear to the children that we need to start these so that we can understand the timeline of things, before we start our activity on Thursday.