SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

Name of submitter: Kristyn Moore
Name of other Group Members: Justin Korol
GRADE OF MINI UNIT: 5
TOPIC TITLE: Fur Trade

Mini Unit Plan

(ASSESSMENT)

Teacher

Kristyn Moore, Justin Korol

Subject

Social Studies

Topic/Focus
Overarching
Question

Fur Trade

How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Learner
Considerations

Prior to these lessons, students will have had a basic understanding

of who the First Nations, Metis and Inuit peoples were.

Performance Task
Overview

Students will create a fictional character from the fur trade and
construct an identity for them, answer questions regarding their role
in the fur trade, and record an interview of them, in character,
responding to the questions.

Learner Outcomes
General
Outcomes
Social Studies
5.2

Specific
Outcomes

Links to
Overarching
Question/sub-
questions

Assessment Criteria
Students provide evidence of
their learning as they

5.2.1

Outcome relates to the

essential question
because it identifies the
unique qualities and
traditions of the different
groups in the fur trade.

Discuss differences and

similarities between
groups, research
characters in the fur trade,
and take on the role of
characters within the fur
trade
-Research assignment,
Fur Trade Simulation,
Performance Task

5.2.2

Relates to our overarching

questions because
students needed to have
an understanding of
aboriginal identity to grasp
the change that took place
because of the fur trade

Students learned a variety

of traditions related to
Aboriginal storytelling and
how that contributed to
their collective identity.
-Exit Slip, Research
Assignment

5.2.4

Directly relates to the

overarching question
because students are
looking at the lives of fur
traders

Students learned about

the ways of life of Fur
Traders through
understanding the
identities of all people
involved, recreating a fur

trade, and taking on the

persona of a fur trader for
an interview.
-Research Project, Fur
Trade Simulation,
Performance Task
Social Studies 5.3

5.3.1

Linked to our overarching

question in that students
will see what life was like
before and after the fur
trade for the respective
groups and how their
identities and cultures
were changed.

Students learned the

impacts that the fur trade
had on the parties
involved through the
simulation and through
taking on a fur traders
persona and reflecting on
how they were affected by
the fur trade.
-Fur Trade Simulation,
Performance Task

E.L.A 5.1

5.1 Grade 5

Linked to our overarching

question because of the
diversity within the fur
trade and the effects the
fur trade had on the
storytelling and culture of
the First Nations

Students demonstrated
their learning through
discussing the different
types of storytelling,
researching the different
characters in the fur trade
and how they are
similar/dissimilar, and
watching each others
interviews on the class
blog
-Exit slips, Research
Project, Discussion,
Interview

Student Task Description

Performance Task: Fur Trade Interview
Goal:
In this activity, students will demonstrate an understanding of what life was like in the fur trade.
Students will create a fictional character from the fur trade, answer questions regarding their role in
it, and film a short interview in character.

Materials
Students will need:
Pencil
Paper
Computer (optional)
Props for interview (optional, teacher will provide some)
iPad (provided by teacher)

Fur Trade Character: Day 1

According to who you were in the Fur Trade Simulation activity, design a story around that character
regarding their life in the Fur Trade. i.e. if you were European in the simulation, you must create a
European identity in this activity.

Creating an Identity: Day 1

Create a historically accurate identity based on your character and either write or type up
answers to these questions individually.
o What was your life like prior to the fur trade?
o How did you feel when the Europeans came to Canada?
o What was your role in the fur trade?
o Were you able to profit from the fur trade?
o Did you feel like you lost part of your identity in the fur trade?

The Interview: Day 2

When you are done writing your answers, find a partner and see the teacher to get an iPad.
1. Find a quiet spot with your partner, and interview each other on the questions above using
iMovie, the interview can be any length, as long as the questions are adequately
answered.
2. Dramatization of your character is expected, engage your audience, be realistic, may use
props
3. When you are done recording each interview bring the iPad to the teacher so they can upload
your interview on to the class blog.

Due Date:
Students are expected to hand in their identity overview and written answers to the questions on day
1.

Students are expected to film and complete their iPad interview by the end of day 2.
Criteria

Level 4
Excellent

Level 3
Proficient

Level 2
Adequate

Level 1
Limited

Insufficient/Bla
nk

Historical
Accuracy
(5.S.2,
5.S.7, 5.S.1)
x3

Information
used is
accurate
and
precise for
the
character

Information
used is
logical and
relevant to
the
character

Information
used is
partially
accurate
and basic
for the
character

Information
used is
flawed and
irrelevant to
the character

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Shares
impression
of
Characters
Canadian
Identity
(5.2.1, 5.2.2,
5.2.4,
5.3.1, )
x2

Character
developme
nt is
insightful
and
perceptive

Character
developme
nt is
thoughtful
and logical

Character
developme
nt is
predictable
and
rudimentar
y

Character
development
is trivial and
unsubstantiat
ed

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Question
Response
(5.2.1, 5.2.4,

Answers to
interview
questions
are
compelling
and
insightful

Answers to
interview
questions
are
convincing
and
thoughtful

Answers to
interview
questions
are are
believable
and
simplistic

Answers to
interview
questions are
weak and
unconvincing

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Adjusts
volume
and tone to
captivate
audience

Adjusts
volume
and tone to
substantiall
y engage
the
audience

Adjusts
volume
and tone to
partially
engage the
audience

Little attention
to volume
and tone of
voice;
minimal
audience
engagement

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

5.3.1, 5.S.1,
5.S.2)
x3

Presentation
(General
Speaking
Skills,
Dramatizatio
n)
x1

C&I Mini Unit plans

Part A: Inquiry Question: How were the identities of the First Nations, Metis and Europeans affected by
the Fur Trade?
Part B: Focussing Questions:
1.

Rationale for the unit.

What makes this relevant to students?

This unit is extremely relevant to students. It allows them the opportunity to see and discuss the fur trade
and the impact it had on all parties involved. Being the first time they encounter the fur trade in depth we
wanted to create a unit that really hit home the inequality to the First Nations and Metis. The fur trade
greatly impacted Canadian identity and culture and it is important for students to be able to see where
things began. We both find the social reconstructivist ideology to be very important within our teaching and
thought that this unit would be a great base for making the inequality in the past and the future present.
While our three lessons are focussed on the beginning of the fur trade, it is our hope that we would follow
along to the present and confront the inequality to FNMI in our current society.

What is the purpose of the unit within the course?

This unit covers a variety of outcomes in the Social Studies 5 curriculum. The units essential question
allows many topics and outcomes to be covered. It also serves as a good basis for the broad scope of
Grade 5 social studies that focuses on Canada.

How do you envision it addressing the key elements of your subject discipline?

Grade 5 social studies is heavily Canada oriented and the fur trade was one of the key factors in Canada
creation. This unit would serve at addressing what Canada looked like just as the Europeans and First
Nations met. It also addresses the treatment of the First Nations and Metis, a large part of the social
studies curriculum as a whole.

How does your unit engage students in deep questions about science (as opposed to simply delivering
predetermined knowledge)?

Our unit is organized in a way that lets students encounter and think about the content rather than a
teacher just delivering the information. Through the use of discussion and research we allow the students
to tackle the knowledge for themselves and make personal connections. In our third lesson we get the
students to role play a character in a simplified fur trade where they will get to encounter the inequality that
occurred. While it is not as serious as the actual consequences of the fur trade, we believe that it is a more
personal and permanent learning opportunity to have students encounter it then to be told about it.

2.

Key questions:

a.
These are more specific questions that are derived from the focusing question. Keeping in mind part
of the tension is keeping the unit open for student voice and interest, what are some key questions that
may be explored within this overarching question?

How was storytelling a symbol of Aboriginal identity and tradition?

What were the identities of First Nations, Metis and European people and what were their roles in the fur
trade?
How were the identities of the First Nations, Metis and Europeans affected by the Fur Trade?
b.

What knowledge/skills are you assuming are in place? (Look at Pof S from earlier years)

We are assuming that they have a basic knowledge of first nations from grade four 4.2.1.

3.

Connection to Program of Studies

The critical inquiry question; general learning outcomes; specific learning outcomes (remember to include
in your outcomes knowledge, skills and attitudes)

Inquiry Question: How were the identities of the First Nations, Metis and Europeans affected by the Fur
Trade?
Social Studies Learning Outcomes:
5.2: 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 Canadas heritage.
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting
upon the following questions and issues

5.2.4 Examine critically ways of life of the Fur Traders

5.3: Students will demonstrate an understanding of the events and factors that have changed
the ways of life in Canada over time and appreciate the impact of these changes on citizenship
and identity.
5.3.1 Appreciate how changes impact citizenship and identity
5.S.2 develop skills of historical thinking:
5.S.7 Apply the research process
5.S.1 Develop skills of critical thinking and creative thinking
5.S.2 Develop skills of historical thinking
5.S.4 Demonstrate skills of decision making and problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
English Language Arts Learning Outcomes:
1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
1.1 Express Ideas and Develop Understanding Experiment with Language and Forms
1.2 Combine Ideas
2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
2.1 Use Prior Knowledge
Using Comprehension Strategies
2.3 Understanding Forms and Genres
Understand Techniques and Elements
2.4 Structure Text
5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
5.1 Appreciate Diversity
Drama Learning Outcomes:
General Speaking Skills: Develop empathy through experiencing thoughts and feelings of other people and
other cultures, as

expressed through their stories

Dramatization: Develop role-playing skills

Dramatization: Be motivated to extend the dramatization experience into other subject areas

Draw attention to how you address diverse learning needs, indigenous knowing, multiple ways for
students to show what they know (formative and summative assessment)
We have addressed diverse learning needs by creating activities that allow multiple entry points and
interpretations. For example, lesson one teaches students various forms of Aboriginal storytelling, by providing
multiple representations (video, talking stick activity, written text, and oral information) students are able to connect
to the lesson in a variety of ways. Lesson two allows students to conduct their own research using whatever mode
they find most suitable. Students are also provided with a handout that can allow them to go as in depth into the
research as they wish. Lesson three is about experience. Students will all get a different experience out of the
activity. They can go as in depth as they wish into the activity to provide a rich learning opportunity for everyone,
regardless of their learning needs. Throughout the unit, we used multiple strategies to assess student learning,
including think pair share, exit slips, discussions, worksheets, and observation. The summative performance task
also allows for differentiation because it allows students to prepare for their interview in a variety of ways, as well
as use an oral interview to get their information across. This means that students of various abilities and learning
needs will be successful in the assignment.
Resources that can be used (teacher resources, student resources, possible literature). This should be
included with one or 2 sentences of what the resource is and how it could be used.
The Shadows that Rush Past by Rachel A. Qitsualik
A picture book based around inuit folktales. Can be used in a demonstration of storytelling of
Aboriginal peoples.
Talking Stick (made by teacher)
To show students how oral storytelling can be facilitated, as well as provide them with an
example of Aboriginal tradition.
Blackfoot dance video (https://www.youtube.com/watch?v=tutW4-RS0mM)
The Blackfoot Sun Dance is a representation of physical storytelling. Links well with a storytelling lesson
and allows students to see a dance they otherwise might not.
Laptops

To do research in lesson 2, as well as have the option to type out answers to character
related questions in Lesson 3.
Teacher made powerpoint
To show students at the beginning of Lesson 2, to give them a general idea of the fur trade and the
different groups of people involved in it.
Research Handout
For students to research people involved in the fur trade (Aboriginal, Metis and European)
Fur Trade Simulation character cards and trading items
For Fur Trade Simulation Activity: Provides students with an identity for the fur trade activity.
Fur Trade Conversion Chart
For Fur Trade Simulation Activity: Provides a tangible chart for the trading of goods so that
students can follow the rules easily.
Timer
To time students in Fur Trade Simulation activity. 5 minutes= one week.
iPad
To record Fur Trade interviews on in Performance Task.

Lesson 1: Kristyn Moore and Justin Korol

Grade 5
Activity: Exploring First Nations Symbols and Traditions through storytelling
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: How was storytelling a symbol of Aboriginal identity and tradition?
Goals: Students will learn how symbols, traditions and storytelling contributed to the identity of the First
Nations people.
Objective: Students will gain an understanding of the importance of traditional Aboriginal storytelling.
Students will understand how the Fur Trade impacted the tradition of oral storytelling.
Outcomes:
Social Studies Grade 5 PofS:
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by
exploring and reflecting upon the following questions and issues
English Language Arts Grade 5 PofS:
1.1 Express Ideas and Develop Understanding
Experiment with Language and Forms
1.2 Combine Ideas
2.1 Use Prior Knowledge
Using Comprehension Strategies
2.3 Understanding Forms and Genres
Understand Techniques and Elements
2.4 Structure Text
5.1 Appreciate Diversity

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Prelearning: Who are the First Nations, Metis and Inuit people (Grade 4)
Materials needed/preset up required/logistical considerations needed:
Students sitting in their desks (desks are in groups)
The Shadows that Rush Past book
Talking stick
Blackfoot dance Youtube video

Content:
What is the teacher doing?

Introduction

Time
estimation: 5

Ask students what they know about First Nations

symbols and traditions.
Every First Nations group has its own symbols and
traditions, ask students to give examples of any
symbols and traditions
o Everybody take the time to think about first
nations symbols and traditions. Raise your
hand if you wish to share your example
with the class.

What are the students

doing?

Students will raise

their hands and
offer information
about First nations
and Metis and what
they remember
from Grade Four
Get students
thinking about

(if not mentioned, use as prompts) What

about dance? What about storytelling?
What about oral traditions?

Transition
considerations

Ask one desk group at a time to make their way to

the circle carpet

Activity 1

Students sit in a circle.

Read aloud The Shadows That Rush Past by
Rachel Qitsualik
Introduce talking stick and the concept and values
behind it
Using the talking stick as an example of oral
storytelling.
o The indigenous talking stick is a tool that
was used by the First Nations. It is used to
show respect and to command attention for
the speaker. Only the individual who holds
the talking stick is permitted to talk. This
means that all other members of the circle
must listen attentively to the speaker. The
talking stick is also an important tool for
oral traditions and storytelling. By ensuring
that only the speaker is able to talk, they
are able to accurately present their story
with no interruptions.
Explain the significance of the Blackfoot dancing
and how it is an example of physical storytelling.
How does the dance connect the First Nations
people to the land, each other, and the spirits.
o The Black Foot nation has a variety of
dances that are used to convey meaning
and share stories. The dance moves
represent certain activities or characters
within the story. These dances are an
ancient way of aboriginal storytelling. Lets
watch and example.
Show students a video of the Sun Dance
Blackfoot Nation
https://www.youtube.com/watch?v=tutW4-RS0mM
Students go back to their own desk
Have students get into groups of 2 (the person
across from them) and think pair share the
importance of storytelling, and the symbols used to
create stories.
o Now that we have seen a few examples of
aboriginal storytelling, turn to your partner
and discuss the importance of storytelling
and the ways the aboriginal peoples have
shared stories over time. Can you think of

Time est: 30
minutes

traditions, origins,
symbols, myths,
and stories within
their own lives and
as well as the lives
of first nations.

Students will listen

carefully and watch
for any common
themes of symbols
they spot within the
book
Students will learn
more about the
types of stories the
first nations tell as
well as the way
they tell them
Students will learn
about the talking
stick and will begin
to use it in activities
throughout the
course
Students will then
be led through a
talking circle and
will share their own
stories and beliefs
via the talking circle

any strengths or weaknesses with different

types of storytelling?
Transition
considerations
Activity 2
Time Est: 10

Students who seem to be struggling with concepts will need additional

help at this time.

Discuss the importance of oral storytelling

o

o
o

Ask students how oral storytelling was a form of

Aboriginal identity
o Give students 1 minute to discuss and call
upon students to answer.

Conclusion

Time est: 10 min

Have students return to their desks 10 minutes

before the end of class.
Pass out exit slips. (find attached)
Exit slip: students share how First Nations symbols
and storytelling relates to their identity as a people.

After Class

Consider students answers when preparing lesson two.

If students seem unsure take time to solidify concepts
and answer questions in the intro of next class.

Gather exit slips, assess what students know, and

are still wondering about, add those aspects to
next classs lesson plan.
If students finished activity, assess formatively for
own use, then hand products back to students
next class to take home.
If students did not finish activity, plan time at the
beginning of next class.

Students will listen

to the importance of
oral storytelling to
Aboriginal culture

Students will begin

to get a solid hold
on the identity of
the first nations and
will have a good
basis for the next
lesson on how their
identity was
changed through
the fur trade.

Oral-based knowledge systems are predominant

among First Nations. Stories are frequently told as
evening family entertainment to pass along local or
family knowledge. Stories are also told more
formally, in ceremonies such as potlatches, to
validate a persons or familys authority,
responsibilities, or prestige
Throughout history, Aboriginal societies in North
America have relied on the oral transmission of
stories, histories, lessons and other knowledge to
maintain a historical record and sustain their cultures
and identities.
Oral storytelling connects Aboriginal peoples to each
other and to the past.
Western people (like Europeans) believe that written
stories are the only legitimate form of storytelling.
(Hanson, 2009)

Assessment:
Pre-lesson assessment was having students share what they already know about First Nations
symbols and stories
Think pair share is used to assess their understanding about the importance of symbols and story
telling
Exit slip to identify what the students got out of the lesson including how symbols relate to First
Nations identity

Accommodations/Modifications:
If students dont finish activity by the end of class, make time in the next class for them to finish.
Resources:
https://www.youtube.com/watch?v=tutW4-RS0mM
References:
Hanson, E. (2009) Oral Traditions, Indigenous Foundations.arts.ubc.ca. Retrieved from
http://indigenousfoundations.arts.ubc.ca/home/culture/oral-traditions.html
Rachel A. Qitsualik (2011). The Shadows That Rush Past: A Collection of Frightening Inuit Folktales. Inhabit
Media. ISBN 978-1-926569-46-8.

Exit Slip
Name:____________________________

1. What are 3 examples of First Nations symbols?

__________________________________
__________________________________
__________________________________
2. How are these symbols important to the First Nations people and their identity?
______________________________________________________________
_______________
3. Predict what would happen if some of these symbols were taken away or altered?
______________________________________________________________
______________________________________________________________
__

Lesson 2: Kristyn Moore and Justin Korol

Grade: 5
Activity: Introduction to the fur trade and impacts on First Nations, Metis and European identity
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: What were the identities of First Nations, Metis and European people and what were
their roles in the fur trade?
Goals: Students will gain an understanding of the fur trade and the groups of people involved. Students will
also be able to identify how the fur trade impacted certain people.
Objective: Students will understand the identities and values of the people involved in the fur trade, as well
as their respective roles within it.
Outcome:
Social Studies Objective:
5.2.1 Appreciate the complexity of identity in the Canadian context
5.2.2 Examine critically the ways of life of Aboriginal peoples in Canada
5.2.4 Examine critically ways of life of the Fur Traders
5.S.2 Develop skills of historical thinking
5.S.7 Apply the research process
English Language Arts Objective:
2.1 Use comprehension strategies
Use prior knowledge

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Students will gain an understanding of the fur trade and how the different people interacted
Students will learn how the fur trade impacted major European, First Nations and Metis individuals.
Materials needed/preset up required/logistical considerations needed:
Students are sitting in their desks
Book laptop cart
Have powerpoint ready
Handout
Notify librarian what students may be looking for

Content:
What is the teacher doing?

Introduction

Time est: 20
minutes

Teacher welcomes the class (having them

sit in their desks)
Teacher presents powerpoint on the fur
trade
Go around the room table by table and get
the students to sit in a circle on the floor
Use the talking stick and ask students
What could have been the role of the
Metis people in the Fur Trade? Present

What are the students doing?

Students are watching the

powerpoint and taking
notes on key events of the
fur trade
Students make their way
over to the circle and
quietly wait for instructions
Students listen to the
question, collect their

Transition
considerations

Activity 1

Time est: 30
minutes

the question, and wait a moment for

students to collect their thoughts.
Pass talking stick around and each student
may answer or pass.
If students havent hit these points yet,
mention: the metis acted as
administrators, translators, guides and
voyageurs. Metis women removed fur from
the animals and made snowshoes and
moccasins. They also helped their
European husbands learn First Nations
languages.

thoughts and answer when

the talking stick reaches
them.

Show students next assignment and

explain instructions
Ask students to go back to their desks
Hand out research worksheet for them to
complete

Handout worksheet with 3 main characters

of the fur trade (European, Metis, First
Nations) . Have students research these
characters and discover their role in the fur
trade, how they were impacted by the fur
trade and the consequences for them.
Allow quietest table groups to go collect
their research materials. ie. computers,
books, textbooks
Students will use classroom computers, or
may use books from the library to research
the three characters of the fur trade on
their own.

Students look at
assignment presented
Students go back to their
desks
Students can ask
questions about the
assignment after theyve
gone over the handout.
When they are called
upon, students will grab a
laptop or go to the library
to find research material
and bring them back to the
classroom

Transition
considerations

Students may work at their desks or quietly

elsewhere within the room

Students will be in their

own desks working on the
assignment for 30
minutes.

Conclusion

Time est: 15
minutes

Ask students to put away research

materials and to return to their desks.
Get them to think pair share within their
table groups and to discuss the following
questions: What impacts did the fur trade
on the First Nations, Metis, and
Europeans? How did this alter their way of
life?

Students will put away the

materials and return to
their desks
Students will pair with the
student across from them
in their table groups and
discuss the questions and
then share when called
upon.

Assessment:
Formative:
Conversation, Observation and Discussion at the beginning of class and end of class (Think pair
share)
Summative:
Give students a mark based on their worksheet/research completion and general understanding
Accommodations/Modifications:

If students have not finished research activity by the end of class, make time in next class for students
to complete them.

Extension and extra time activity:

If students finish before the end of class, they can research other main characters in the fur trade.

Powerpoint:
Slide 1:
1535, Jacque Cartier arrived in the Atlantic Region and met Mikmaq who traded furs for knives and
other European objects
By the 1600s, other European countries were setting up colonies to take advantage of the plentiful
beaver furs
Slide 2:
European settlers, interested in fur began to move west towards the Canadian Shield.
They were not prepared for the harsh environment, so the First Nations helped the French and English
survive their journeys.
Slide 3:
The fur trade was very successful on the Shield because it was home to many fur bearing animals,
beavers built dams and lived in one place so they were easy to catch and waterways made it easy to
travel.
Slide 4:
Coureurs des Bois were French explorers who would load up their canoes with goods from France,
and travel up the waterways to trade for furs, which they sold back to France
Slide 5:
Voyageurs were either Canadien or Metis and they worked for the North West Company. They traded
goods for fur, and the First Nations liked working with them because they were willing to learn First
Nations languages.
Slide 6:
Relationships between European men and First Nations women resulted in children called Metis.

Jacque Cartier

Garakonthie

Jerry Potts

Who is he?
_________________________
_________________________
_________________________
_________________________
______________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__

Who is he?
_________________________
_________________________
_________________________
_________________________
______________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__

Who is he?
_________________________
_________________________
_________________________
_________________________
_________________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______

Lesson 3: Kristyn Moore and Justin Korol

Grade 5
Activity: Fur Trade Simulation
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: What was it like to be a part of the fur trade?
Goals: This lesson will help students get an in depth understanding of what it was like to be an individual in
the fur trade and how various groups of people were impacted.
Objective: Students will gain a first hand understanding of what it was like to be in the fur trade, and the
struggles that the different players went through to reach their goals.
Outcomes:
Social Studies Grade 5 PofS:
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in
Canada by exploring and reflecting upon the following questions
and issues
5.2.4 Examine critically ways of life of the Fur Traders
5.3.1 Appreciate how changes impact citizenship and identity
5.S.1 Develop skills of critical thinking and creative thinking
5.S.2 Develop skills of historical thinking
5.S.4 Demonstrate skills of decision making and problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and
consensus building
Drama Grade 5 PofS:
General Speaking Skills: Develop empathy through experiencing
thoughts and feelings of other people and other cultures, as
expressed through their stories
Dramatization: Develop role-playing skills
Dramatization: Be motivated to extend the dramatization
experience into other subject areas

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Students will be fully knowledgeable about the fur trade and all aspects related to it prior to this
lesson, including: what groups of people were involved, what was traded, the process of trading, the
exchange rates of different items.
This will be the final lesson of the Fur Trade unit.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Need at least 3 adults in the room (teacher, TA, or volunteer) One at Trading post, one in forest, one
generally assisting.
Set up the room as a fur trade: Include trading post, forest, Metis colony, First Nations settlement and
European colony. (see map)
Character cards (one for each student): European characters, Metis characters and First Nations
characters

Paper items for trading, including fur, tobacco, weapons (each student gets a different amount of items
to start with)
Character cards and initial items for trading should be put in small individual envelopes, to make
handing out easier. (Dont label them, so that it is random)
A conversion chart for trading items posted on the wall by trading post
A timer (Every 5 minutes is a week)

Content:
What is the teacher doing?

Introduction
Time estimation:
5 minutes

Invite students into the classroom, have them sit at

the carpet.
Explain todays lesson to the students:
o Todays lesson, we will be simulating the fur
trade.
o Each student will be given a role and a
certain amount of goods to start with (In
envelopes). (Will be handed out after
introduction)
Roles:
o First Nations: Hunt beaver pelts and trade
for European items at the trading post.
Receive three beaver pelts every five
minutes with traditional hunting means.
Efficiency can be increased with
purchases.
o Europeans: Bring various goods over on
boats, trade these items for beaver pelts at
trading post. Europeans are fully stocked
with goods.
o Metis: Interpreters between FN and
Europeans, get a commission every 3
weeks (3 x 5 minutes) Commission = 1
item from Europeans.Can hunt one beaver
pelt every 10 minutes by traditional means,
efficiency can be increased with purchase
of a rifle, where they can hunt one ever 5
minutes.

Transition
considerations

Have students move to their respective stations

(as shown in map)

Activity 1

First half of fur trade activity:

o Students goal is to acquire as much wealth
as possible, given the goals of their
respective roles.
o 5 minutes represents a week in the fur
trade and the restocking phase for all roles,
students move back to their stations at this
time

Time est:
30 minutes

What are the students

doing?

Students enter
class and sit on the
carpet
Students listen to
activity instructions.
Students open
envelopes and
discover their
characters and
learn about their
roles.

Students will move to

their designated areas
and wait for the activity to
begin

Students are in
their roles and work
to complete their
goals.
Based on their
individual
character, students
will know what their

In order to initiate a trade deal, a Metis

translator must be present.

roles are within the

fur trade.

Transition
considerations

Explain to students that winter is coming, and their

goal is now to acquire the items they need to
survive the winter.

Activity 2
Time Est: 30
minutes

Second half of fur trade activity:

o *Winter is coming, start gathering the items
you will need to survive the harsh cold.
o Beavers have been hunted and there is a
limited supply left.
o Europeans still engage in trade for the
most items they can.
o Metis and First Nations must gather
supplies for winter, ie. Beaver pelts,
blankets, lamps, hatchets
o All parties must be cautious about what
and how often they trade.

At the end of the activity, gather students back at

the carpet, explain how much the Europeans
profited (in beaver pelts) from the Fur Trade and
how much that would be worth for trade back in
Europe.
o In the New World, Europeans received
beaver pelts for a relatively low cost to
them. They could return with their beaver
pelts and receive a considerable payment
in pounds that would easily cover the cost
of all goods traded. Therefore Europeans
profited off of the fur trade immensely by
selling back the beaver pelts they bought to
hat makers back in Europe.
Ask students to spend the night considering how
their fur trade impacted the identity they were
assigned and what struggles they faced while
trying to meet their individual goals.

Conclusion

Time Est: 15
minutes

Students will be at their

stations once more

Students
understand that
winter is coming
and their goals
have now changed.
Once students
understand their
new goals, they
begin the fur trade
again, keeping their
new goals in mind.
Students return to
the carpet
Students listen to
teacher explain the
inequality of the
value of beaver
pelts in Europe vs
present-day
Canada.

Assessment: Triangulation. Making sure students are conducting activity appropriately and historically
accurately. Summative assessment will occur in performance task next class.
Accommodations/Modifications: If students are struggling with concepts related to activity, can get teacher
assistance or work with another member of their identity group ie. Metis, FN, European
Extension and extra time activity: Wont be needed, it is all timed.
Reflection on how the lesson went.
*PLACE THIS ON THE BOARD AT THE START OF WINTER
To survive the winter comfortably you would need a Oil lamp, a blanket, a hatchet, a pair of shoes, and fish
hooks

Chart 1:
First Nations/Metis

Europeans

3 Beaver Pelts

1 Oil Lamp (+1 Pelt per week)

12 Beaver Pelts

1 Rifle (+2 Pelts per week)

5 Beaver Pelts

1 Blanket

5 Beaver Pelts

1 Hatchet (Introduced later)

1 Beaver Pelt

1 Pair of Shoes

1 Beaver Pelt

20 Fish Hooks

Identities: (On Cards)

FIRST NATIONS
Start out with 3 beaver pelts
Can hunt 3 beaver pelts every week (5 minutes) by traditional means
Can hunt 5 beaver pelts every week with the use of a gun
Can hunt 6 beaver pelts every week with the use of an oil lamp and gun
Must negotiate at trading post for European items
METIS

Start out with 1 blanket and 2 beaver pelts

Can hunt 1 beaver pelt every 10 minutes by traditional means
Can hunt 1 beaver pelt every 5 minutes with the use of a gun
Act as a mediator between FN and European trades (Must be present at every trade deal) (Card will
show who their European partner is)
Ensures fair trade based upon chart
Every 3 trades they mediate, they receive one item from the Europeans
Will be matched with a specific European for the duration of the activity to ensure commision is paid
correctly

EUROPEANS
Start out with unlimited supply of oil lamps, rifles, blankets, hatchets, shoes, fish hooks.
Goal is to collect as many beaver pelts as possible throughout the activity
Is assigned a Metis mediator. (Card will show who Metis Mediator is)
Must pay mediator a commission of one item/3 trades (every 15 minutes).

Trading Post/European Area

Two Desks

Sample Arrangement of Classroom

(Europeans and Metis must meet up before trading with the First Nations. After the week is done (five minutes) all students m

Forest/Fir

Metis Community and Area Two Desks

C&I RATIONALE/REFLECTION
Kristyn Moore
Group Members: Kristyn Moore & Justin Korol
moorekristyn.weebly.com

Weebly Address:

The intention of our mini unit was to create lessons that engaged students, allowed
them to create knowledge for themselves, and have them involved in meaningful activities
where they could apply their knowledge and use deeper thinking. Our essential question was
how were the identities of the First Nations, Metis and Europeans affected by the Fur Trade?
We used scaffolding within our lessons to answer that question. For example, our first lesson
explored the identity of the First Nations people through storytelling. Knowing the unique
identity of all three peoples involved it critical to knowing how the fur trade changed it.
Hypothetically one would have two more lessons that explored the identity of the Metis and
Europeans. In our second lesson, students learned about the fur trade and the different
peoples roles within it. Finally, our final lesson brought it all together as students were asked
to create their own fur trade within the classroom and remain as historically accurate as
possible. In this activity students can really show their comprehensive knowledge of the fur
trade and the people within it, and they will remain engaged because it is a meaningful
experience.
This mini unit is designed to enhance student engagement because there are very few
times within the lessons where students are asked to sit and listen, or sit quietly to fill out a
worksheet. They are engaging in videos, stories, examples, research and a hands- on activity.
This type of learning creates a positive classroom environment because every student would
be interested and engaged. Prior to the third activity, it would be critical that every student
feels safe within the class so that they can engage fully in the activity. This activity requires
students to step out of their comfort zone and apply their knowledge in a deep way. Students
may feel intimidated by the thought of role-playing within the classroom; the teacher needs to
make students feel comfortable and respected by the teacher and each other. Therefore, it
may be wise to do this unit later in the school year so that the students and teacher have a
rapport.
This mini unit was created to be learner centered. Many of the activities within this unit
were created so that students take as much out of it as they put in to it. This unit also gives
students options for their learning. For example, in the second lesson, students can do their
research in a variety of ways. The way they learn the information is up to them, the teacher
does not dictate their learning. This unit also gives students the opportunity to experience
learning instead of sitting in their desks. Every lesson has an opportunity for students to
experience the learning for themselves. Whether it is the talking stick, researching, being a

part of the fur trade, or creating character to be interviewed in the performance task. In this
unit, the teacher would have to spend a lot of time planning, but during class time, they would
be essentially facilitators of student learning.

ASSESSMENT RATIONALE

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Instructi
onal
Processe
s

How does your lesson

scaffold to your
performance task?

This lesson scaffolds to the

performance task because it
asks students to consider
the various forms that
traditions and identities
take. The understanding of
Descriptio
Aboriginal identity is key to
our essential question and
n:
performance task. Students
Students will
understand the must understand the
importance of identities of the various
groups within the Fur Trade
Aboriginal
in order to see how it
storytelling
impacted their identity and
and tradition.
have comprehensive

Lesson
Outcome:
S.S. 5.2.1, 5.2.2
ELA 1.1, 1.2,
2.1,
2.3, 2.4,
Lesson

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

What core assessment

concepts inform your
design choice?
The design of our lesson was
based on beginning with the
end in mind. (Davies, 2011)
We knew that our end
intention was a simulation
and an interview
performance task, so we
started our first lesson with
the plan to scaffold to a
greater understanding of
identity, the fur trade and
eventually identities within
the fur trade.

How does your use of

formative assessment
reflect key assessment
concepts?

Description of
what teacher is
doing: The
teacher is
teaching
students about
the various
forms of
Aboriginal

Used think-pair-share to
assess students
understandings of symbols.
Exit slip to assess students
ability to relate story telling
to the Aboriginal identity.
The exit slip allows the
teacher to modify their next
class and revisit the topic if
many students did poorly on

While creating our lessons

and assessments, we kept
alignment in mind. (Gareis &
Grant, 2015) We knew what
we wanted to assess at the
end (curriculum), we knew
what the students needed to
be taught in this particular
lesson (instruction) and we
figured the best way to

Description of
what students
are doing:
Students are
experiencing
and learning
about
Aboriginal
Sequence of
key
questions:
How did
storytelling
impact
Aboriginal
Evidence of

Students participate in think towards the essential

pair share with a partner to question and performance
brainstorm ideas on identity task was through an exit slip.
and symbols.
This way, the teacher can
Students will complete exit alter their upcoming lessons
slip to demonstrate
based on the results from the
knowledge of Aboriginal
exit slip. Since this was one
storytelling and identity.
of the very first lessons of the
unit, we just needed a little
test of whether or not they
were retaining the most
important information and
whether they could relate it
to the ideas that were critical
to the essential question, and
therefore the curriculum.

Lesson
Components:
Brainstorm,
Present
Information,
Exit Slips

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 2:
Description

Lesson
Overvi
ew:

Instructi
onal
Processe
s

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

This lesson scaffolds to the Triangulation guides the first

performance task because formative assessment tool of
students need to understand this lesson. Another design
the three groups of people choice was to give students
involved in the fur trade,
the ability to do their own
and their roles within it
research using any resources
Description:
before they can take on one to come to their own
of these roles in an
conclusions about identity
Students will
understand the interview. It is crucial that and roles in the fur trade. By
they know each groups goal leaving the handout wide
identities and
roles of 3 groups in the fur trade, as well as open, students could explore
of people in the the realities they faced as a their own inquiries about the
result.
characters of the fur trade.
fur trade.
This is setting students up for
the final task of creating a

Lesson
Outcome:
S.S. 5.2.1,
5.2.2, 5.2.4,
5.S.2,
Lesson5.S.7

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

How does your use of

formative assessment
reflect key assessment
concepts?

The teacher will use

The teacher will use
Description
triangulation
during
the
triangulation throughout the
of what
research
process
to
ensure
research process to make
teacher is
that
students
are
on
task
sure students are on task and
doing:
and understanding the
understanding the concepts
Teaches
assignment. They will then and purpose of the research
students
collect the students
assignment. (Davies, 2011)
about Fur
research notes at the end of Observation and conversation
Trade,
the class and formatively
will be enough in the duration
assigns
assess
if students
of the class for the teacher to
students
work on the
Description of The
make a judgment on whether
research
project
will
be
a
what students
good indication of how much or not the students
are doing:
understand important
Learning about they know about the Fur
concepts.
Trade and the people
Fur Trade and
The teacher will also take in
involved in it. The teacher
completing
can take this information to every students research
research
notes at the end of the day to
guide the next lesson.
project.
guide instruction for the next
Sequence of key
class. (Davies, 2011)
These two forms of formative
assessment will give the
teacher a good
understanding of where the
students are at and what she
needs to do to get students
prepared for the end task.

questions: What
impact did the
fur trade have
on the 3 groups
of people?
Evidence of
Lesson
Components:
Powerpoint
lesson, research
project, think
pair share

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

Lesson
Overvi
ew:

Lesson
Outcome: S.S.
5.2.1, 5.2.2,
5.2.4, 5.3.1,
5.S.1 5.S.2,

How does your lesson

scaffold to your
performance task?
Students will gain first hand
knowledge of what it was
like to be in the fur trade,
this is important for them
to relate to characters for

What core assessment

concepts inform your
design choice?
The goal of the design of this
lesson was that students
were able to be independent
in their learning and get as
much out of it as they could

Instructi
onal
Processe
s

Students need to have a

and ability.
Lesson
clear
understanding
of
what
Description:
went on in the fur trade if
Students will
recreate a Fur they are going to answer
how the fur trade affected
Trade in the
certain groups of people and
classroom to
their identity.
understand the
various
individuals roles
What formative
How does your use of
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
you usewill
that
formatively
The teacher will use
Description of Teacher
triangulation to ensure
what teacher is assess students using
observation
and
students have the knowledge
doing: Explains
conversation.
The
teacher
they need to complete the
activity to
will be able to see if students activity. The teacher can use
students and
grasp the concepts and
triangulation to provide
then facilitates activity based on how they students with crucial
fur trade.
interact within the fur trade. information they may be
The teacher can also ask
missing to achieve their goals
students
questions
based
on
in the assessment.
Description of This will give the teacher
what students important information about The fur trade simulation is an
their understanding, this way example of a demonstration
are doing:
they can make the decision of learning. (Davies, 2011)
Students use
Instead of simply completing
their assigned to push the performance
task back a day to cover any a worksheet to show how the
identity to
critical information needed fur trade works, students are
move
becoming essential players
for it.
throughout
the
within the fur trade itself.
Sequence of
Teachers can take pictures
key questions:
during this event to share
What was it like
with parents as well, in order
to be a part of
to combine school and home.
the fur trade?
Providing students with
engaging and purposeful
activities will keep them on
Evidence of
task and stimulate more
Lesson
learning than the completion
Components:
of a simple handout.
Introduce
This type of activity is also
activity,
crucial to assessment
Students
because students are
complete
required to have a great
activity, closing
enough understanding of the
at circle.
fur trade to participate fully

ED TECH RATIONALE
Rationale: Ed Technology

Scaffolding Lesson
Plans
Lesson #2:
Description

Lesson
Overvie
w:

Lesson Outcomes:
5.2.1 Appreciate the
complexity of identity in the
Canadian context
5.2.2 Examine critically the
ways of life of Aboriginal
peoples in Canada
5.2.4 Examine critically ways
of life of the Fur Traders
5.S.2 Develop skills of
historical thinking
5.S.7 Apply the research
process

Lesson Description:
Students will understand
the identities and values of
the people involved in the
fur trade, as well as their

Describe how
communication technology
used in the lesson/s, will
promote student
engagement toward the
identified learner
outcome(s). This should
provide a strong rationale
for using technology.
These outcomes will be aided through
the use of laptops and the internet. By
allowing the students to research the
three main characters we have
identified, they will begin to develop
knowledge about the roles and
attitudes of those involved in the fur
trade. This will then help the students
in their performance task that will
occur later. The use of technology
also gives students choice and the
ability to decide if they want to use the
laptops or use texts. This allows
students who excel in tech to show
their abilities and skills.

It is through the use of the laptops or

texts that the students will acquire the
knowledge for their project. It will also
help them in building their skills in
relation to acquired and differentiating

respective roles within it.

This will be achieved
through a research project.

Instructi
onal
Processe
s

information and sources.

Describe any potential
downsides to using this
technology.

Description of what
teacher is doing:
Handout worksheet with 3
main characters of the fur
trade (European, Metis, First
Nations) . Have students
research these characters
and discover their role in the
fur trade, how they were
impacted by the fur trade and
the consequences for them.

A possible downside could be the

unexpected failure of the technology.
This is accounted for since their will
also be texts, however the technology
offers more choice for the students.

Students will use classroom

computers, or may use books
from the library to research
the three characters of the fur
trade on their own.

Description of what
students are doing:
Students are using
computers and books
to research
information on the
three characters from
the fur trade and their
roles within it.
Students are also
researching these
peoples individual
and collective
identities, and how
they were impacted
by the fur trade.

Another issue could be the use of the

technology for inappropriate material
that is unrelated to the activity. This
would be something that would have
to be monitored and that hopefully
would be restricted on the school's
server.

EDUCATIONAL PSYCHOLOGY
Rationale: Ed Psychology Defense
Scaffolding Lesson Plans
Lesson 1 title:
Description

Lesson
Overview
:

Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate

Lesson Outcome:

When we designed this lesson

5.2.1 appreciate the complexity of
we had social learning theory in
identity in the Canadian context.
mind. By creating a lesson that
is based around the interaction
5.2.2 examine, critically, the ways
of role playing individuals the
of life of Aboriginal peoples in
students get to learn from each
Canada by exploring and reflecting
other. The setup of the activity
upon the following questions and
allows each student to assume
issues
an identity. This identity will
5.2.4 Examine critically ways of life almost always be different than
of the Fur Traders
their own and they will be
treated as that individual
5.3.1 Appreciate how changes
throughout the activity. The
impact citizenship and identity
interactions between the
5.S.1 Develop skills of critical
students is where the learning
thinking and creative thinking
occurs.
5.S.2 Develop skills of historical
thinking
5.S.4 Demonstrate skills of
decision making and problem
solving
5.S.5 demonstrate skills of
cooperation, conflict resolution and
consensus building

Lesson Description:
Students will gain a first
hand understanding of what

This sort of activity is one that

would need to be done in a
secure class climate that would
allow the students to feel
comfortable. This would be an
activity that would occur later on

it was like to be in the fur

trade, and the struggles that
the different players went
through to reach their goals.
Students will recreate a Fur
Trade in the classroom and take on
a fictional persona of someone
who could theoretically be in the
Fur Trade. Students will work by
in a year when all the students
themselves as their character to
meet their goals and gain a better know each other and are
understanding of what life was like comfortable in taking small risks.
in the Fur Trade.

Self-regulated learning is also a

large part of this unit and this
lesson. By allowing the students
to participate they will take out
what they put in. If some students
Instructio Description of what teacher The teacher creates a safe
nal
is doing:
environment that will hopefully
Processe Teacher explains the
allow the students to feel
s
mechanics of the Fur Trade
comfortable in the activity and
Simulation to the students
allow them to take the most out
and facilitates the activity.
of it.
Description of what
students are doing:

As students navigate through

the activity they will get a sense
of the inequality and injustice
Students need to gain an
that occurred throughout the fur
understanding of their
trade. Through this social
character, their identity and learning they will remember the
their role in the fur trade.
information better. It also opens
Students must also
the activity to be more
understand the goal that
welcoming. If a student is
they must meet in each half putting their all into the activity
of the activity.
it will motivate other students to
It is the students
as well.
responsibility to take
initiative to accomplish
their individual goals.
Students will move
throughout the room
independently and as they
wish to facilitate trade
deals or acquire new
objects to trade.

Sequence of key questions:

What was life like in the fur
trade? How was the fur
trade unfair? Who profited
on the fur trade?
Introduction: Invite students
onto the carpet, and explain
the Fur Trade Simulation to
them. Hand out character
envelopes to the students
and see if they have any
questions regarding the
activity.
Activity: Students navigate
the Fur Trade based on their
own character.
Closing: with discussion.
Ask students to ponder
about how the fur trade
impacted their character.
Activity is well timed and
organized

Students will experience the

answers to these questions
through the activity and the
interactions with the other
students.