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Social Studies Grade Five

Unit 2: Heritage

Module Three - Explorers, Fur Traders and the Métis Peoples

Concepts Knowledge Objectives

Students will know that:


Skills/Abilities Objectives

Students will:

  • access information using a variety of resources.

  • organize and present information in a drama in context.

  • identify various changes that occurred during this time.

    Attitudes/Values Objectives

    Students will:

  • appreciate and value the cultures and traditions of various peoples.

    Citizen Action Objectives

    Students may:

    Suggested Approaches

    Module 3: Activity Guide

    Teacher background

    Some pertinent ideas and information that may be incorporated in this module include:

    Ideas and information about explorers include: Ideas and information about traders include: Ideas and information about the Métis peoples include: Explorers

    Use literature and other resources to develop understandings about the explorers. Identify reasons why explorers left their homeland and came to Canada. Push factors may include lack of fish and the long arduous trade route to Asia. Pull factors may include: fish, adventure, new opportunities, natural resources, Northwest passage, and trade. Learn that early explorers came from Britain, France, and Scandinavian countries.

    Learn about the contribution of women to exploration and fur trade. The teacher may choose to use the Student Information Page: Women Explorers.

    Fur trade

    Plot trading posts on a map of Canada. Trace transportation routes. Fur traders came mainly from Britain and France, but also from Netherlands, Russia, and Spain. Identify means of transport and goods transported and traded. Speculate on environmental challenges the Indian peoples, Métis peoples, and European traders may have encountered. Identify the role of Indian and Métis peoples in the fur trade as guides and trade facilitators. Explore the effects trade had on Indian families and their lifestyles.

    Set up a trading post in the classroom and role-play the trading process.

    Identify various cities that began as trading posts and make connections between past and present. Champlain Anniversary {6627:7685} Use maps to identify reasons why these trading posts became established.

    Helping each other List problems faced by newcomers to Canada. How did people obtain help? Use a web to organize information about the ways explorers, fur traders, and Indian peoples helped each other. The main idea could be The Helping Tradition in Canada. Some of the categories could include: plants for food, animals for food, hunting methods, cooking methods, clothing, shelter, transportation, and winter survival.

    Develop empathy and extend understandings by using guided imagery or role play. Develop understandings about the lack of services that we take for granted and why it was necessary for these people to help one another.

    Have student do reflective writing about helping others and getting help from others. Have students make an action plan for themselves in the event that they are asked for assistance at some time in the future.

    Suggested Resources
    (listed in other bibliographies and catalogues)

    Follow the Drinking Gourd (ELA)
    History Capsules (MHP, series, see p. 8)
    Love of Freedom (MHP, V6332)
    A Naval Dockyard (MHP, V3261)
    A Norse Discovery (MHP, V3262)
    Rebuilding History (MHP, V3264)
    Voyageurs (MHP, series, see p. 15)

    Student Information Page: Women Explorers

    Explorers: Gudrid, Sacajewea, Roberta Bondar

    Think about and discuss:

    Profile: Gudrid

    The Vikings were probably the first people to cross the Atlantic Ocean. For about 200 years, during the 800s and 900s, Vikings explored and lived along the ocean coast and major rivers of Europe.

    They were expert sailors. They travelled in sailing ships that were large enough to hold 20 or 30 people along with supplies. The 20 or 30 people usually included men, women and children. The supplies often included cattle and certainly food. They used sundials to keep track of direction. They were skilled in 'reading' the environment (water colour, animal life, temperature, currents, etc.) to know where they were.

    The Vikings were a nation of travellers, explorers, traders and warriors. They traded ivory walrus tusks and furs of arctic animals. They sometimes raided communities along the coasts for supplies or to establish their own communities. Sometimes they took people as hostages and sold them as slaves.

    Some of the groups of Vikings travelled to Iceland where they settled. Some time later, some groups travelled to Greenlands to live. Then, about the year 1 000, their stories tell of going to a place called Vinland. Historians do not agree. Some say it is Nova Scotia. Some say it is the northeast United States. Many say it is Newfoundland.

    Gudrid was a Viking. She was born in 980 in the west of Iceland. She and her husband Thorer were part of a group that travelled to Greenland to live. Her husband died during the first winter there. Gudrid stayed on in Greenland. Several years later she married Thornstein, a son of Erik the Red. She and Thornstein were part of group who left on a trip to Vinland but had to turn back because of stormy weather. Her husband, Thornstein, died.

    In 1006, she married Karlsefni, a successful Viking trader. She and others persuaded him to organize a group of people to move to Vinland. About 160 people, including five women, left Greenland for Vinland. That first autumn in 1007, Gudrid had her first child and became the first mother in the colony.

    During the third winter, the colony in Vinland had lots of problems. So in the spring, the people all left and returned to Greenland.

    Gudrid lived with her husband in Greenland until his death. When her children were grown, she travelled to Rome, and then returned to Iceland. The sagas (stories) tell us that Gudrid was a beautiful woman, distinguished in everything she did, and a bold explorer.

    Adapted with permission from the Saskatoon Women's Calendar Collective, Herstory, page 48, 1978.

    Profile: Sacajawea

    (NOTE: The following profile is of an Indian woman who lived in what is now the United States. However, there were both men and women who provided similar services for explorers and fur traders in what is now Canada.)

    Sacajawea was a Shoshone Indian, born in 1788 in the area that is now called Idaho. When she was 10 years old, she was kidnapped by a group of Hidatsa Indians when they raided the Shoshone village. For four years she lived with them in the area that is now the state of North Dakota. With them she had to learn a new language and new ways of doing things. She probably longed to be home with her own people.

    White men, trappers and fur traders sometimes traded with the Hidatsa people. On one such visit, the men gambled. Sacajawea became the prize. Toussaint Charbonneau, a French Canadian trader, won her. She became his wife. Sacajawea learned to speak French. She found some of Charbonneau's ideas very strange. He and other white men spoke of buying and owning land. How could anyone own the land? When Sacajawea was 16, she had a baby boy who she named Baptiste.

    In 1805, Charbonneau met with two men, Meriwether Lewis and William Clark. Charbonneau agreed to be their guide on a long, dangerous expedition across the Northwest United States to the Pacific Ocean. They agreed to take Sacajawea and her son with them as well. They believed it would be safer to travel with a woman and child. Anyone they met would know they were travelling in peace because women and children never went with war parties.

    The Lewis and Clark expedition lasted for more than a year. The men made careful notes and drew many pictures of animals, plants and the landscape as they travelled west.

    Sacajawea was a big help to the expedition. When they ran short of food supplies, she found wild vegetables and berries. When people were sick, she found the right plants to make medicines. She made buckskins and moccasins for the men. Once when they were caught in a storm their canoes overturned, dumping their supplies. Sacajawea rescued the records of the trip which were so important to Lewis and Clark.

    What she was really happy about, was that they were going to pass through Shoshoni territory. She could hardly wait to see her family again. When they arrived, she met some of her old friends. They were very happy to see each other. But of her own family, only her brother who was now the chief, and her sister's son were alive. She adopted her sister's son.

    The expedition needed horses to travel to the other side of the high mountains. The Shoshoni had the horses needed, but they didn't want to sell them. For days, Sacajawea tried to persuade her brother and the other men to provide them with the needed horses. Finally, they agreed and the expedition continued west.

    In the late fall, they reached the beginning of the Columbia River. Here they left their horses with the Nez Percee and built dugout canoes. They reached the Pacific Ocean in November, 1805. They stayed for the winter months. In early spring, they headed back.

    Charbonneau and Sacajawea did not complete the whole trip with Lewis and Clark. Sacajawea stayed with the Wood River Shoshoni in what is now the state of Wyoming. It is believed she lived until 1884.

    Sacajawea was a brave explorer and is an American hero. In the United States, there are more monuments to her than to any other American woman. The best known monument is a statue in Washington Park in Portland, Oregon.

    Profile: Dr. Roberta Bondar

    The year was 1983. Roberta heard an advertisement on her car radio. The ad said that the Canadian Astronaut Program was looking for people to fly on a NASA space shuttle. Roberta applied. She was one of 4 300 people who applied. Six people were selected. Roberta was one of them.

    Why was she one of the top candidates? There are many reasons.

    When she was in elementary and high school, she and her sister were active in church groups, Brownies, Girl Guides, and other community groups every night of the week. In school, they participated in every house league, sports event, club and activity they could. Her father taught them how to hunt and fish. He believed that you can learn as much outside of school as in school. Her mother insisted that you should always be the best that you can be, no matter what you are involved in.

    When she went to university, she worked hard and received high marks. She earned several degrees, mainly in sciences and medicine. After she graduated, she became a teacher of medicine at a university. She continued to hike, fish and play tennis. She got her pilot's license.

    She also has the right kind of personal characteristics. She is very confident. She never panics, is never flustered. If she is ever afraid, she doesn't show it and she certainly doesn't let it interfere with whatever she does. She could work long hours, day after day, and never seem to get tired.

    When the six people were selected, they all went into training. Marc Garneau was the first Canadian astronaut to fly on a space mission. That was October 5 - 13, 1984.

    In 1986, the Challenger spacecraft exploed shortly after takeoff. All seven astronauts were killed. Future space missions were delayed.

    Finally, on January 22, 1992, the space shuttle that carried Roberta Bondar and other crew members. The mission lasted 9 days. During the mission she worked 14 hour days as a payload specialist. She completed 55 scientific experiments. She didn't let space sickness interfere with her work. She didn't have much time for sightseeing, but she talks about how very beautiful the earth is when viewed from space.

    After the flight, she travelled across Canada several times speaking to school and church groups, Girl Guides, and others. She encourages girls and boys to study science and maths and think about careers in those areas. She recalls how she was teased and often rejected by her classmates because she was interested in different things than they were. Her advice, especially to girls, is to think for yourself and not to do things or be someone just to fit in with the crowd.

    On that space mission, Roberta Bondar was a smart and bold explorer. Canadians everywhere were proud of their hero.

    Questions for discussion:

    Student Information Page:
    Making comparisons using a Venn diagram

    Student Information Page: Sample research organizer

    Researching an Explorer

    Your Name_______________
    
      
    Resources Used:
    Author, pages
    e.g
    Marsh, p.22-25
    Name of explorer:_______________________
    Use jot notes:
    • key words & phrases
    • no sentences
                   
    Years of exploration:
    
    
                   
    Country the explorer worked for:
    
    
                   
    Places explored:
    
    
                   
    Importance of the exploration:
    
    
                   
    Interesting details:
    
    

    My "thank you" list of resources:

    1. Author/editor (Last name, first name)_______________________
      Title_________________________Type of resource__________
      Publisher______________Date___________Pages Used_______
    2. Author/editor (Last name, first name)_______________________
      Title_________________________Type of resource__________
      Publisher______________Date___________Pages Used_______
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