Lesson Title: Fur Trade: First Contact Lesson #: 1

Date: 6 - xi - 2017 Subject: Social Studies Grade: 9

Rational:
Students understand why Europeans would have come to Canada.
Students understand how communication without a common language or culture is possible.

Curricular Connections:

Big Ideas:
The physical environment influences the nature of political, social, and economic
change.
Curricular Competencies:
Explain and infer different perspectives on past or present people, places, issues, or
events by considering prevailing norms, values, worldviews, and beliefs (Perspective)
Assess how prevailing conditions and the actions of individuals or groups affect events,
decisions, or developments (cause and consequence)
Assess the significance of people, places, events, or developments, and compare
varying perspectives on their historical significance at particular times and places, and
from group to group (significance)
Compare and contrast continuities and changes for different groups at the same time
period (continuity and change)

Content:
The continuing effects of imperialism and colonialism on indigenous peoples in Canada
and around the world
physiographic features of Canada and geological processes

Learning Intentions Activity Assessment

I am able to understand how 1. First Contact Activity 1. Class discussion and

communication and trade is questions (formative)
possible without a common
language.
I am able to understand why
Europeans and Indigenous
peoples would want to trade.

Prerequisites:
Students should have some prior knowledge of exploration and First Contact.
 Materials:

Teacher Student

Scarves Scarves
Spoons Spoons
Value Cards Value Cards
Fur Trade Notes

Differentiated learning:
I will meet with each group and be sure that they understand what is said on their Value
Cards

Organization and Management Strategies:

Students will sit in their original seating plan.
Everything will be prepared beforehand
Set up the board early

Action plan Timing

Introduction:
Introduce self and subject that will be studied.
Ask students:
If they ever had to trade or buy something from someone who
doesnt speak the same language as them?

Ask students who have experienced this to share.

Ask the students if they think such a thing happened when explorers first
came to Canada.
Let the students brainstorm and discuss 5 min

Body:
Hand out the Fur Trade Notes
Begin the Prezi and give the students some background information on
each trading party.
Go over the notes and vocabulary as a class.
Ask them to consider what communication problems they think could occur. 20 min
Begin the First Contact Activity with the students:
Set the Guidelines:
Respect each others personal space
Remember people are simply playing a role
You can only be in the trading area during trading times
TIME: means you freeze. Stop acting and wait for instructions .
Set the Stage:
 This is an exercise in trading and culture. For the purposes of this
role play you cannot speak except during private times with your
own group. You can use expressions, gestures and sounds during
common trading time.
Divide the class into two groups Alcans and Bumbas (A and B)
Each group has something of value.
The Alcans have the exquisite multipurpose spoons that are
extremely round and durable. The Bumbas have these
gorgeous hand-woven scarves and the cloth is much sought
after.
The classroom has a cleared trading area and each group has its
private areas.: Part of classroom is the Bumbas village and Outside
our door in the hallway is the Alcans ship

Assign the groups to meet in their area (village and ship)

Get them to:
Review their value cards
Decide on a strategy regarding trading
Decided on communication if you chose
Decide on roles

1st Trade meeting

2nd Group meeting:
Get the students to discuss what they learned and what they need
to do next.

2nd Trade meeting

3rd Group meeting:
This is the last trade meeting

3rd Trade meeting

Discuss with the class what has happened:
What did you think the values of group A/B were? What did you
think of them?
What worked and what didnt?
What learning can happen here? 25 min

Finish explaining the rest of Cartiers trips leading into the discussion of the
Fur Trade.
Introduce their Picture of what you want
Let them work on this assignment for the rest of class. 20 min