Grade 5 - Strand A:

Heritage and Identity: First Nations

and Europeans in New France and
Early Canada

Social Studies

By Kelly, Jessica, and Dana

Unit Overview - Scope of Strand A

1. First Nations Peoples in Eastern Canada BEFORE 1600.

1. Early Contact 1000 - early 1600’s.

1. The Canadian Fur Trade

1. Early Settlements in New France

BIG IDEAS

A1. Interactions between people have consequences that can be positive for
some people and negative for others.

A2. When studying Interrelationships between groups of people, it is important to

be aware that each group has its own perspective on those Interrelationships.

A3. Cooperation and Conflict are inherent aspects of human interactions /

relationships.
Lesson #1- Spotlight on the Wendat

Disciplinary Thinking: Significance and Interrelationships

Framing Questions: How was the environment important to First Nations

Peoples? What roles and responsibilities did community members have?
How did communities make decisions?

Prior Knowledge: Understanding before the arrival of the first Europeans,

only First Nations peoples and Inuit lived in Canada. Reading on
First Nations peoples in Eastern Canada before 1600.

Overall Expectation: A3. Understanding Context: describe significant features

of the interactions between some of the main communities in Canada prior to
1713, with a particular focus on First Nations and New France.

Specific Expectation: A3.1 Identify major First Nations in the Great Lakes–St. Lawrence region and Atlantic
Canada at the time of contact with Europeans.
Lesson # 1:
Spotlight on the Wendat

Minds On: Begin a KWL chart on First Nations peoples

before 1600. Add to the chart including new questions,
throughout the unit. Students will include the secondary
source where they found the Information in the “L” column.

Action: Field trip to the Huronia Museum / Wendat Village

https://huroniamuseum.com

Consolidation: Discuss the class findings from the field trip in KWL
chart format on the board. This will give the students ideas of what to
include in their chart. Throughout the chapter have students add to
their chart and share their chart-in-progress with a partner.
Lesson # 2- Historical Paintings of Early
Contact

Disciplinary Thinking: Perspective

Framing Questions: How do we form our own perspective? How do other people from theirs?

Prior Knowledge: Knowledge of European explorers, some of whom have become famous historical
figures who have been depicted in various paintings.

Overall Expectation: A2: use the social studies inquiry process to investigate aspects of the interactions
among and between First Nations and Europeans in Canada prior to 1713 from the perspectives of the
various groups involved.

Specific Expectation: A2.2 gather and organize information on interactions among and between First
Nations and Europeans during this period, using a variety of primary and secondary sources that present
various perspectives.
Lesson # 2- Historical Paintings of Early
Contact
Minds On: Teacher presents a powerpoint on historical paintings that depict early interactions between
explorers and indigenous people. Teacher models an analysis of the paintings and introduces the group
activity.

Action: In small groups, students will select a historical painting that depicts early contact and prepare a
powerpoint presentation for the class that discusses factual information about the painting, an analysis of
whose perspective the painting represents, and how the groups of people in the painting are depicted.

Consolidation: Class discussion about the overall findings of the class groups. Similarities and differences
of the findings on the various historical paintings.

Resources Needed: tech. for accessing internet, library books, projector.

Lesson #3: Fur Trade

Disciplinary Thinking: Significance and Interrelationships

Framing Questions: How was trade conducted? How did fur trade start?

Prior Knowledge: Readings on Fur Trade in Eastern Canada

Overall Expectation: A3. Understanding Context: describe significant features of and interactions
between some of the main communities in Canada prior to 1713, with a particular focus on First
Nations and New France

Specific Expectation: A3.2 Describe some significant aspects of the interactions between First
Nations and European Explorers and settlers during this period.
Lesson #3: Fur Trade
Minds On: Video on beaver pelt fur trade -
https://www.youtube.com/watch?v=JGoVlgcT6tM

Action: Fur Trade Game - Students can be split up into five groups
● Voyageurs 1 - HBC
● Voyageurs 2 - NWC
● Huron-Wendat
● Algonquin
● Innu
Each group will begin with a specific set of items and goals.

Consolidation: Class will come to together and discuss findings/end results of their
trading experience - Did you and your group get the items you needed? Did you think any
of the trades you made were unfair? Why? Were any item values surprising to you?
Which ones do you think would be worth more or less? By the 1800s the beaver was
nearly endangered, how do you think this affect the First Nation tribes?
Lesson #3: Fur Trade
Lesson #4: Spotlight on The Beaver

● Students will learn about the effects/consequences of the fur trade (specifically on beaver
populations)
● They will learn about the steps taken in Canada to protect the population
● Raises issues of respecting/protecting the environment
● Connections to past and today

Overall Expectation: A1. analyse some key short-and-long term consequences of interactions among
and between First Nations and European explorers and settlers in New France prior to 1713

Specific Expectation: A1.1 describe some of the positive and negative consequences of contact
between First Nations and Europeans in New France
 Lesson #4: Spotlight on The Beaver

Minds On: KLW chart on the beaver - asking students what they know about the beaver already

Action: Read and discuss the text (Nelson Social Studies 5: First Nations and European Explorers)
● Discussion questions: Why was the beaver chosen?, What were some of the consequences of
this change in fashion?, Looking at the map what can you tell me about the development of fur
trading posts in Canada after 1700? Etc.
● Research an endangered Canadian animal, find out what is being done to protect it

Consolidation: Share with class the findings regarding endangered animal

 Lesson #5: Why Did Missionaries Come to
New France?

Disciplinary Thinking: Significance and Interrelationships

Framing Questions: Why did missionaries come to

New France? What where missionaries role in the colony?
What were their relationships with the First Nations and the
consequences?
(Students are reminded of different perspectives when
studying history and that this lesson is a sensitive topic)

Prior Knowledge: Reading on the First Nations in Eastern

Canada 1600, early contact with the French settlers, understanding of the Canadian Fur Trade.

Overall Expectation: Understanding Context: describe significant features of interactions between some
of the main communities in Canada prior to 1713, with a particular focus on First Nations and New
France.
Specific Expectation: A3.4 Identify significant offices and institutions in
 Lesson #5: Why Did Missionaries Come to
New France?

Minds On: Encourage all students to bring an orange shirt

for orange shirt day and discuss the significance of orange shirt day representing the
history of residential schools

Action: Documentary/ or presentation on Introduction to Residential Schools.

From the documentary write a journal of suggestions that you would give the
missionaries if you could, knowing that some First Nations lost their beliefs, culture,
and language?
Consolidation: Class discussion about the documentary/ or presentation and their
Culminating Activity: Drama Skit and Reflection

● Students will be separated into groups of 4-5

● Students will have to present three scenes that show the lives of people before, during and after
Europeans came to Canada - interacting with each other
● After the presentations - students will be required to write a reflection on the things they have
learned by answering two questions
○ Were all interactions of people in early Canada positive?
○ Are any of the interactions between First Nations peoples and Europeans connected to
issues in present-day Canada?

Assessment OF learning: this final task will be reflected on report card

Unit Assessment Tools

● Observation sheets

● Class discussions

● The teacher will be taking constant anecdotal notes

● Exit ticket and student reflections

● Peer/ self assessment forms

● Rubrics
Resources

Cairo, M., Cairo, M., & Soncin, L. (2015). Nelson Social Studies 5a: First nations and european
explorers. Toronto: Nelson Education.

Curriculum Services Canada. (2013, October 17). Beaver pelt trade [Video file]. Retrieved
from https://www.youtube.com/watch?v=JGoVlgcT6tM

The Fur Trade Game. (n.d.). Retrieved November 05, 2017, from
https://www.teacherspayteachers.com/Product/The-Fur-Trade-Game-1181608

The Ontario curriculum: social studies, grades 1 to 6, history and geography, grades 7 and 8.
(2013). Toronto: Ontario, Ministry of Education.

Tom, /. (n.d.). Huronia Museum. Retrieved November 05, 2017, from

https://huroniamuseum.com/
WORDLE !

https://myessaysforfawessay.wordpress.com/2012/03/30/the-huron-wendat-
feast-of-the-dead-indian-european-encounters-in-early-north-america/