Submitted by Maureen Curran-Dorsano
Objectives:
Content:
Students will:
· identify the Northwest Company
· identify the major players of the fur trade - bourgeois, voyageurs, Indians - and the role of each
· identify the animals hunted for their skins and furs
· determine the value of various animals in relation to the beaver
· formulate an opinion as to the pros and cons of the fur tradeCultural:
Students will:
· compare and contrast French interaction with the Indians and what they know of American-Indian relationsLanguage: Content Obligatory
Students will:
· correctly use new vocabulary:
une compagnie de traite
le commerce
le poste de traite
la traitele troc
le bourgeois
l'Amérindien
les marchandisesune fourrure
une peau
le castor
troquer
échanger· use these communicative functions:
- talking or reporting about things, actions, events, or people in the environment
- describing someone or something
- understanding messages or descriptions· use these grammatical structures:
- valoir - les articles valent un certain nombre de peaux
- troquer, échanger une chose contre quelque chose d'autre
- conjugations of verbs used frequently on the web page
Language: Content Compatible
Students will:
· use these grammatical structures:- falloir / il faut, il me faut
- question: Combien de ____ me faut-il, me faudrait-il· use these communicative functions:
- comparing or contrasting things
- formulating and supporting opinionsLearning Strategies / Social and Skills Development:
Students will:
· read off of a computer screen
· navigate a web site (follow links, use pop-up screens, use Back button)
· use picture clues and context to determine meaning
· demonstrate math skills
· take turns using mouse and navigating web site
· take turns reading aloud
· ask questions of and clarify for partner, as needed
· work with a partner to gather information
· participate in large group discussions
Time Frame:
Reading the information on the web page and completing the accompanying exercises can be completed in two 45-60 minutes periods. However, the real value of this lesson lies in the conversation before and after students go to the web page. I would suggest a minimum of three 45-60 minute periods.
Materials Needed:
· maps (world, North America, New France), globes, atlases
· pictures, posters, books about the fur trade and fur-bearing animals
· animal pelts, if possible
·"word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 3 handouts: La traite des fourrures, Au poste de traite (equations, equivalences)
Description of Assessment (Performance Project):
Introduction:
This lesson describes how the Europeans and Native Americans traded goods for animal furs. It offers a glimpse of the dramatic change in native peoples' lifestyle due to their participation in the fur trade. It introduces many new animals to students as well.Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, review information from lessons 1 and 2. Write on board, large paper or computer these questions and elicit predictions from students:Why did the fur trade merchants need the Indians?
Why did the Indians agree to work for the fur traders?
What kinds of articles were the two sides interested in?
Who else did the fur trade merchants need?
Which animals would you expect to find in the Grande Forêt?
Which would you expect to be most valuable to fur traders?Step 2: Introduction to fur-bearing animals
Small groups: Have students look at pictures of animals and, if possible, real animal pelts. Have them make a list of all the animals they can name that might be part of the fur trade.Step 3: Gathering information - Web page, part 3: La traite des fourrures
Pairs: Working in pairs, students proceed to their third mission, then read the questions about the fur trade, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of la traite des fourrures, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.Step 4: "Au poste de traite" worksheets Make sure students understand the concept of an "exchange standard." Pairs: Have students work out the mathematical equations for exchanging articles and furs. Then model a dialog between two partners where Partner A has to ask "Combien de peaux de castor valent 3 fusils?" and Partner B responds, "3 fusils valent 30 peaux de castor." Have students work with a different partner for this activity so as to compare their answers with those of another group. (You can also rephrase the question using falloir and avoir besoin).
Continue in the same manner with the next worksheet. Students work with their new partner on these equations, then change back to original partners for the dialog/corrections. If students have not done the on-line activity "Remontons l'Outaouais," they should do that now.
Assessment:
There are several assessments for this lesson:
1. The question and answer sheet about the fur trade
2. The two trading post worksheets
3. In the middle of the traite section, there is a "Hidden Animals" activity. Students find the animals by dragging the cursor over the forest picture until the arrow becomes a hand, indicating a hotlink. (You may have to demonstrate this). When you click on the screen, a window pops up with the picture and name of the hidden animal. Students should make a list of the animals they find and compare this list to the one they made in Step 2. If the animal is new to them (did not appear in the predictions), students should star the name of the animal. Have partners report the new animals they found and compare them with other groups. You will probably find that most of the mustelids (weasel family) are new to students. They will learn about this family of animals in the Qui suis-je? game.
4. The Qui suis-je? is an interactive self-check quiz and is not meant to carry a grade.
5. Reflection #3. Whole class discussion (at least for younger students):
What are the pros and cons of the fur trade? Most children will say that too many animals were killed.
What about the effect on native peoples?
Ask what would have happened if there had been no fur trade. Would Indian life have changed anyway? Would the French have sent anyone here to settle the New World? What if they hadn't?
References and Resources:
Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htmReference sites:
La traite des fourrures (bilingual site)
http://www.lafete.org/new/v_ger/fur/f_mainF.htmLa salle du Canada: La traite des fourrures (bilingual site)
http://www.civilisations.ca/cmc/cmcfra/ca12fra.htmlLe musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/Print resources:
Arpin, Roland. Rencontre de Deux Mondes. Québec: Musée de la Civilisation. 7-29. Neering, Rosemary. La traite des fourrures. Québec: Lidec Inc.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)La traite des fourrures
Au poste de traite #1
Au poste de traite #2