Fur Trade Canada: Complete Inquiry Based History Unit
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SOCIAL STUDIES BUNDLE! With this purchase you will get all of my Grade 4 Social Studies resources in one easy to download bundle.These resources fully align with the British Columbia (BC) Grade 4 curriculum, but will work great anywhere.Included:- Canada's Numbered Treaties: Lesson Plan and InformaPrice $84.99Original Price $106.45Save $21.46
CORE CONTENT BUNDLE! With this purchase you will get all of my English Language Arts, Math, Science, and Social Studies resources in one easy to download bundle.These resources fully align with the British Columbia (BC) Grade 4 curriculum, but will work great anywhere.Please click on each for detaiPrice $231.99Original Price $294.18Save $62.19
Description
A complete unit for teaching about Canada's fur trading history. Nearly 100 pages of detailed lesson plans, informational articles, interactive notebook templates, recording sheets and more! Sample inquiry questions are provided to help guide the learning.
What's Included?
♥ Guiding Inquiry Questions
- 8 samples are included
♥ Lesson 1: Bartering vs. Money
- 1 page article
- PowerPoint lesson
- Pros and Cons response
♥ Lesson 2: Fashionable Furs
- Image for discussion
- 2 page article
- Comprehension response
♥ Lesson 3: Animals of the Fur Trade
- Beaver 2 page article
- Marten 1 page article
- Mink 1 page article
- Red Fox 1 page article
- River Otter 1 page article
- Interactive notebook recording task
- Hudson's Bay Company 2 page article
- North West Company 2 page article
- Response task
- Venn diagram task
♥ Lesson 5: Beaver Wars
- 2 page article
- Primary source document for discussion
♥ Lesson 6: Establishment of Trading Posts
- 5 images for discussion
- 3 page article
- Fur trade fort graphic
- Response task
♥ Lesson 7: Indigenous Contributions
- 2 page article
- Web activity
♥ Lesson 8: Multiple Perspectives
- Role/group assignment teacher planning page
- 5 role cards (Hudson's Bay Company, North West Company, Indigenous Peoples, Europeans (still in Europe), Colonists)
- Perspective taking assessment rubric (2 versions)
- Drama assessment rubric (2 versions)
- Drama student self-assessment
♥ Lesson 9: Fur Trade Simulation
- Suggested trade values
- Printables
- Group planning page
♥ Assessment
- Study sheet, test, answer key
♥ Word Wall Cards
Note: This downloads as a .zip file!
For a more detailed preview, or to purchase individual pieces of this unit, click on any text above written in green.
This unit perfectly aligns with the *new* Grade 4 Curriculum in British Columbia (BC), but will work great across Canada:
Alberta: Grade 5 Social Studies
-5.2.4 examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
-How are the stories of the Métis people, their culture and heritage rooted in the fur trade?
-How do stories about ways of life in fur trade forts reflect the British influence in Canada?
-What were the main languages spoken by fur traders and their families in the fur trade forts?
Manitoba: Grade 5 Social Studies
-5-KH-030 Describe the influence of the fur trade on the historical development of Canada
-5-KH-031 Describe factors that led to the development and expansion of the fur trade into the west and north of Canada
-5-KG-044 Identify global factors that influenced the fur trade in Canada.
-5-KL-021 Give examples of ways in which the fur trade operations were influenced by the land.
-5-KI-009 Describe daily life and challenges for various groups involved in the fur trade.
-5-KE-053 Compare and contract the operations of the Hudson’s Bay and the North West Companies and describe the competition between them.
-5-VI-003 Appreciate the contributions of various groups involved in the fur trade to the historical development of Canada.
-5-KE-052 Describe how the fur trade was dependent on the men and women of the First Nations and Métis Nation.
Ontario: Grade 5 Social Studies
-A 1.1 describe some of the positive and negative consequences of contact between Indigenous peoples and European explorers and settlers in what would eventually become Canada
-A 1.2 analyse aspects of contact between Indigenous peoples and European settlers in what would eventually become Canada to determine ways in which different parties benefited from each other
-A 1.3 explain some of the ways in which interactions among Indigenous peoples, among European explorers and settlers, and between Indigenous people and European people I what would eventually become Canada are connected to issues in present-day Canada
-A 3.5 describe significant events or developments in the history of two or more First Nations, Métis, and/or Inuit communities in Canada
-A 3.7 describe interactions between communities in Canada, including between newcomers and groups that were already in the country
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For a more detailed preview, or if you want a little less? These lessons can be purchased separately:
Canadian Animals of the Fur Trade
Fur Trading Companies (HBC and NWC)
Multiple Perspectives of the Fur Trade Role Play
You may also be interested in other Social Studies resources:
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- Angela
