SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and
paste your project work into the appropriate sections.)

Name of submitter: Justin Korol

Name of other Group Members: Kristyn Moore
GRADE OF MINI UNIT: 5
TOPIC TITLE: Fur Trade

Mini Unit Plan

(ASSESSMENT)

Teacher

Kristyn Moore, Justin Korol

Subject

Social Studies

Topic/Focus

Fur Trade

How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Overarching
Question
Learner
Considerations

Prior to these lessons, students will have had a basic understanding

of who the First Nations, Metis and Inuit peoples were.

Performance Task
Overview

Students will create a fictional character from the fur trade and
construct an identity for them, answer questions regarding their role
in the fur trade, and record an interview of them, in character,
responding to the questions.

Learner Outcomes
General
Outcomes
Social Studies
5.2

Specific
Outcomes

Links to
Overarching
Question/sub-
questions

Assessment Criteria
Students provide evidence of
their learning as they

5.2.1

Outcome relates to the

essential question
because it identifies the
unique qualities and
traditions of the different
groups in the fur trade.

Discuss differences and

similarities between
groups, research
characters in the fur trade,
and take on the role of
characters within the fur
trade
-Research assignment,
Fur Trade Simulation,
Performance Task

5.2.2

Relates to our overarching

questions because
students needed to have
an understanding of
aboriginal identity to grasp
the change that took place
because of the fur trade

Students learned a variety

of traditions related to
Aboriginal storytelling and
how that contributed to
their collective identity.
-Exit Slip, Research
Assignment

5.2.4

Directly relates to the

overarching question
because students are
looking at the lives of fur
traders

Students learned about

the ways of life of Fur
Traders through
understanding the
identities of all people
involved, recreating a fur

trade, and taking on the

persona of a fur trader for
an interview.
-Research Project, Fur
Trade Simulation,
Performance Task
Social Studies 5.3

5.3.1

Linked to our overarching

question in that students
will see what life was like
before and after the fur
trade for the respective
groups and how their
identities and cultures
were changed.

Students learned the

impacts that the fur trade
had on the parties
involved through the
simulation and through
taking on a fur traders
persona and reflecting on
how they were affected by
the fur trade.
-Fur Trade Simulation,
Performance Task

E.L.A 5.1

5.1 Grade 5

Linked to our overarching

question because of the
diversity within the fur
trade and the effects the
fur trade had on the
storytelling and culture of
the First Nations

Students demonstrated
their learning through
discussing the different
types of storytelling,
researching the different
characters in the fur trade
and how they are
similar/dissimilar, and
watching each others
interviews on the class
blog
-Exit slips, Research
Project, Discussion,
Interview

Student Task Description

Performance Task: Fur Trade Interview
Goal:
In this activity, students will demonstrate an understanding of what life was like in the fur trade.
Students will create a fictional character from the fur trade, answer questions regarding their role in
it, and film a short interview in character.

Materials
Students will need:
Pencil
Paper
Computer (optional)
Props for interview (optional, teacher will provide some)
iPad (provided by teacher)

Fur Trade Character: Day 1

According to who you were in the Fur Trade Simulation activity, design a story around that character
regarding their life in the Fur Trade. i.e. if you were European in the simulation, you must create a
European identity in this activity.

Creating an Identity: Day 1

Create a historically accurate identity based on your character and either write or type up
answers to these questions individually.
o What was your life like prior to the fur trade?
o How did you feel when the Europeans came to Canada?
o What was your role in the fur trade?
o Were you able to profit from the fur trade?
o Did you feel like you lost part of your identity in the fur trade?

The Interview: Day 2

When you are done writing your answers, find a partner and see the teacher to get an iPad.
1. Find a quiet spot with your partner, and interview each other on the questions above using
iMovie, the interview can be any length, as long as the questions are adequately
answered.
2. Dramatization of your character is expected, engage your audience, be realistic, may use
props
3. When you are done recording each interview bring the iPad to the teacher so they can upload
your interview on to the class blog.

Due Date:
Students are expected to hand in their identity overview and written answers to the questions on day
1.
Students are expected to film and complete their iPad interview by the end of day 2.

Assessment Criteria
Criteria

Level 4
Excellent

Level 3
Proficient

Level 2
Adequate

Level 1
Limited

Insufficient/Bla
nk

Historical
Accuracy
(5.S.2,
5.S.7, 5.S.1)
x3

Information
used is
accurate
and
precise for
the
character

Information
used is
logical and
relevant to
the
character

Information
used is
partially
accurate
and basic
for the
character

Information
used is
flawed and
irrelevant to
the character

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Shares
impression
of
Characters
Canadian
Identity
(5.2.1, 5.2.2,
5.2.4,
5.3.1, )
x2

Character
developme
nt is
insightful
and
perceptive

Character
developme
nt is
thoughtful
and logical

Character
developme
nt is
predictable
and
rudimentar
y

Character
development
is trivial and
unsubstantiat
ed

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Question
Response
(5.2.1, 5.2.4,

Answers to
interview
questions
are
compelling
and
insightful

Answers to
interview
questions
are
convincing
and
thoughtful

Answers to
interview
questions
are
believable
and
simplistic

Answers to
interview
questions are
weak and
unconvincing

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

Adjusts
volume
and tone to
captivate
audience

Adjusts
volume
and tone to
substantiall
y engage
the
audience

Adjusts
volume
and tone to
partially
engage the
audience

Little attention
to volume
and tone of
voice;
minimal
audience
engagement

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on
requirements

5.3.1, 5.S.1,
5.S.2)
x3

Presentation
(General
Speaking
Skills,
Dramatizatio
n)
x1

*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help

the student improve.

C&I Mini Unit plans

Part A: Inquiry Question: How were the identities of the First Nations, Metis and Europeans affected by
the Fur Trade?
Part B: Focussing Questions: (3 pg dbl spaced)
1.

Rationale for the unit.

What makes this relevant to students?

This unit is extremely relevant to students. It allows them the opportunity to see and discuss the fur trade
and the impact it had on all parties involved. Being the first time they encounter the fur trade in depth we
wanted to create a unit that really hit home the inequality to the First Nations and Metis. The fur trade
greatly impacted Canadian identity and culture and it is important for students to be able to see where
things began. We both find the social reconstructionist ideology to be very important within our teaching
and thought that this unit would be a great base for making the inequality in the past and the future
present. While our three lessons are focussed on the beginning of the fur trade, it is our hope that we
would follow along to the present and confront the inequality to FNMI in our current society.

What is the purpose of the unit within the course?

This unit covers a variety of outcomes in the Social Studies 5 curriculum. The units essential question
allows many topics and outcomes to be covered. It also serves as a good basis for the broad scope of
Grade 5 social studies that focuses on Canada.

How do you envision it addressing the key elements of your subject discipline?

Grade 5 social studies is heavily Canada oriented and the fur trade was one of the key factors in Canada
creation. This unit would serve at addressing what Canada looked like just as the Europeans and First
Nations met. It also addresses the treatment of the First Nations and Metis, a large part of the social
studies curriculum as a whole.

How does your unit engage students in deep questions about science (as opposed to simply
delivering predetermined knowledge)?

Our unit is organized in a way that lets students encounter and think about the content rather than a
teacher just delivering the information. Through the use of discussion and research we allow the students
to tackle the knowledge for themselves and make personal connections. In our third lesson we get the
students to role play a character in a simplified fur trade where they will get to encounter the inequality that
occurred. While it is not as serious as the actual consequences of the fur trade, we believe that it is a more
personal and permanent learning opportunity to have students encounter it then to be told about it.

2.

Key questions:

a.
These are more specific questions that are derived from the focusing question. Keeping in mind part
of the tension is keeping the unit open for student voice and interest, what are some key questions that
may be explored within this overarching question?

How was storytelling a symbol of Aboriginal identity and tradition?

What were the identities of First Nations, Metis and European people and what were their roles in the fur
trade?
How were the identities of the First Nations, Metis and Europeans affected by the Fur Trade?
b.

What knowledge/skills are you assuming are in place? (Look at Pof S from earlier years)

We are assuming that they have a basic knowledge of first nations from grade four 4.2.1.

3.

Connection to Program of Studies

The critical inquiry question; general learning outcomes; specific learning outcomes (remember to include
in your outcomes knowledge, skills and attitudes)

Inquiry Question: How were the identities of the First Nations, Metis and Europeans affected by the Fur
Trade?
Social Studies Learning Outcomes:
5.2: Students will demonstrate an understanding of the people and the stories of Canada and their ways of
life over time, and appreciate the diversity of Canadas heritage.
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting
upon the following questions and issues

5.2.4 Examine critically ways of life of the Fur Traders

5.3: Students will demonstrate an understanding of the events and factors that have changed
the ways of life in Canada over time and appreciate the impact of these changes on citizenship
and identity.
5.3.1 Appreciate how changes impact citizenship and identity
5.S.2 develop skills of historical thinking:
5.S.7 Apply the research process
5.S.1 Develop skills of critical thinking and creative thinking
5.S.2 Develop skills of historical thinking
5.S.4 Demonstrate skills of decision making and problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
English Language Arts Learning Outcomes:
1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
1.1 Express Ideas and Develop Understanding Experiment with Language and Forms
1.2 Combine Ideas
2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
2.1 Use Prior Knowledge
Using Comprehension Strategies
2.3 Understanding Forms and Genres
Understand Techniques and Elements
2.4 Structure Text
5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
5.1 Appreciate Diversity
Drama Learning Outcomes:

General Speaking Skills: Develop empathy through experiencing thoughts and feelings of other people and
other cultures, as expressed through their stories
Dramatization: Develop role-playing skills
Dramatization: Be motivated to extend the dramatization experience into other subject areas

Draw attention to how you address diverse learning needs, indigenous knowing, multiple ways for
students to show what they know (formative and summative assessment)
We have addressed diverse learning needs by creating activities that allow multiple entry points and
interpretations. For example, lesson one teaches students various forms of Aboriginal storytelling, by providing
multiple representations (video, talking stick activity, written text, and oral information) students are able to connect
to the lesson in a variety of ways. Lesson two allows students to conduct their own research using whatever mode
they find most suitable. Students are also provided with a handout that can allow them to go as in depth into the
research as they wish. Lesson three is about experience. Students will all get a different experience out of the
activity. They can go as in depth as they wish into the activity to provide a rich learning opportunity for everyone,
regardless of their learning needs. Throughout the unit, we used multiple strategies to assess student learning,
including think pair share, exit slips, discussions, worksheets, and observation. The summative performance task
also allows for differentiation because it allows students to prepare for their interview in a variety of ways, as well
as use an oral interview to get their information across. This means that students of various abilities and learning
needs will be successful in the assignment.
Resources that can be used (teacher resources, student resources, possible literature). This should be
included with one or 2 sentences of what the resource is and how it could be used.
The Shadows that Rush Past by Rachel A. Qitsualik
A picture book based around Inuit folktales. Can be used in a demonstration of storytelling of
Aboriginal peoples.
Talking Stick (made by teacher)
To show students how oral storytelling can be facilitated, as well as provide them with an
example of Aboriginal tradition.

Blackfoot dance video (https://www.youtube.com/watch?v=tutW4-RS0mM)

Demonstration of the Blackfoot Sun Dance and a nice representation of physical storytelling. Links well
with a storytelling lesson and allows students to see a dance they otherwise might not.
Laptops
To do research in lesson 2, as well as have the option to type out answers to character
related questions in Lesson 3.
Teacher made powerpoint
To show students at the beginning of Lesson 2, to give them a general idea of the fur trade and the
different groups of people involved in it.
Research Handout
For students to research people involved in the fur trade (Aboriginal, Metis and European)
Fur Trade Simulation character cards and trading items
For Fur Trade Simulation Activity: Provides students with an identity for the fur trade activity.
Fur Trade Conversion Chart
For Fur Trade Simulation Activity: Provides a tangible chart for the trading of goods so that
students can follow the rules easily.
Timer
To time students in Fur Trade Simulation activity. 5 minutes= one week.
iPad
To record Fur Trade interviews on in Performance Task.

Lesson 1: Kristyn Moore and Justin Korol

Grade 5
Activity: Exploring First Nations Symbols and Traditions through storytelling
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: How was storytelling a symbol of Aboriginal identity and tradition?
Goals: Students will learn how symbols, traditions and storytelling contributed to the identity of the First
Nations people.
Objective: Students will gain an understanding of the importance of traditional Aboriginal storytelling.
Students will understand how the Fur Trade impacted the tradition of oral storytelling.
Outcomes:
Social Studies Grade 5 PofS:
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by
exploring and reflecting upon the following questions and issues
English Language Arts Grade 5 PofS:
1.1 Express Ideas and Develop Understanding
Experiment with Language and Forms
1.2 Combine Ideas
2.1 Use Prior Knowledge
Using Comprehension Strategies
2.3 Understanding Forms and Genres
Understand Techniques and Elements
2.4 Structure Text
5.1 Appreciate Diversity

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Prelearning: Who are the First Nations, Metis and Inuit people (Grade 4)
Materials needed/preset up required/logistical considerations needed:
Students sitting in their desks (desks are in groups)
The Shadows that Rush Past book
Talking stick
Blackfoot dance Youtube video

Content:
What is the teacher doing?

Introduction
Time

Ask students what they know about First Nations

symbols and traditions.

What are the students

doing?

Students will raise

their hands and

estimation: 5

Every First Nations group has its own symbols and

traditions, ask students to give examples of any
symbols and traditions
o Everybody take the time to think about first
nations symbols and traditions. Raise your
hand if you wish to share your example
with the class.
o (if not mentioned, use as prompts) What
about dance? What about storytelling?
What about oral traditions?

Transition
considerations

Ask one desk group at a time to make their way to

the circle carpet

Activity 1

Students sit in a circle.

Read aloud The Shadows That Rush Past by
Rachel Qitsualik
Introduce talking stick and the concept and values
behind it
Using the talking stick as an example of oral
storytelling.
o The indigenous talking stick is a tool that
was used by the First Nations. It is used to
show respect and to command attention for
the speaker. Only the individual who holds
the talking stick is permitted to talk. This
means that all other members of the circle
must listen attentively to the speaker. The
talking stick is also an important tool for
oral traditions and storytelling. By ensuring
that only the speaker is able to talk, they
are able to accurately present their story
with no interruptions.
Explain the significance of the Blackfoot dancing
and how it is an example of physical storytelling.
How does the dance connect the First Nations
people to the land, each other, and the spirits.
o The Black Foot nation has a variety of
dances that are used to convey meaning
and share stories. The dance moves
represent certain activities or characters
within the story. These dances are an
ancient way of aboriginal storytelling. Lets
watch and example.
Show students a video of the Sun Dance
Blackfoot Nation
https://www.youtube.com/watch?v=tutW4-RS0mM
Students go back to their own desk
Have students get into groups of 2 (the person
across from them) and think pair share the

Time est: 30
minutes

offer information
about First nations
and Metis and what
they remember
from Grade Four
Get students
thinking about
traditions, origins,
symbols, myths,
and stories within
their own lives and
as well as the lives
of first nations.

Students will listen

carefully and watch
for any common
themes of symbols
they spot within the
book
Students will learn
more about the
types of stories the
first nations tell as
well as the way
they tell them
Students will learn
about the talking
stick and will begin
to use it in activities
throughout the
course
Students will then
be led through a
talking circle and
will share their own
stories and beliefs
via the talking circle

importance of storytelling, and the symbols used to

create stories.
o Now that we have seen a few examples of
aboriginal storytelling, turn to your partner
and discuss the importance of storytelling
and the ways the aboriginal peoples have
shared stories over time. Can you think of
any strengths or weaknesses with different
types of storytelling?
Transition
considerations
Activity 2
Time Est: 10

Students who seem to be struggling with concepts will need additional

help at this time.

Discuss the importance of oral storytelling

o

o
o

Ask students how oral storytelling was a form of

Aboriginal identity
o Give students 1 minute to discuss and call
upon students to answer.

Conclusion

Time est: 10 min

Have students return to their desks 10 minutes

before the end of class.
Pass out exit slips. (find attached)
Exit slip: students share how First Nations symbols
and storytelling relates to their identity as a people.

After Class

Consider students answers when preparing lesson two. If

students seem unsure take time to solidify concepts and
answer questions in the intro of next class.

Gather exit slips, assess what students know, and

are still wondering about, add those aspects to
next classs lesson plan.
If students finished activity, assess formatively for
own use, then hand products back to students
next class to take home.
If students did not finish activity, plan time at the
beginning of next class.

Assessment: ALL FORMATIVE

Students will listen

to the importance of
oral storytelling to
Aboriginal culture

Students will begin

to get a solid hold
on the identity of
the first nations and
will have a good
basis for the next
lesson on how their
identity was
changed through
the fur trade.

Oral-based knowledge systems are predominant

among First Nations. Stories are frequently told as
evening family entertainment to pass along local or
family knowledge. Stories are also told more
formally, in ceremonies such as potlatches, to
validate a persons or familys authority,
responsibilities, or prestige
Throughout history, Aboriginal societies in North
America have relied on the oral transmission of
stories, histories, lessons and other knowledge to
maintain a historical record and sustain their cultures
and identities.
Oral storytelling connects Aboriginal peoples to each
other and to the past.
Western people (like Europeans) believe that written
stories are the only legitimate form of storytelling.
(Hanson, 2009)

Pre-lesson assessment was having students share what they already know about First Nations
symbols and stories
Think pair share is used to assess their understanding about the importance of symbols and story
telling
Can students create their own story through one of the various mediums, and how are they reaching
the end goal. Observe work and process to get a better understanding of where they are at
Exit slip to identify what the students got out of the lesson including how symbols relate to First
Nations identity

Accommodations/Modifications:
If students dont finish activity by the end of class, make time in the next class for them to finish.
Resources:
https://www.youtube.com/watch?v=tutW4-RS0mM
References:
Hanson, E. (2009) Oral Traditions, Indigenous Foundations.arts.ubc.ca. Retrieved from
http://indigenousfoundations.arts.ubc.ca/home/culture/oral-traditions.html
Rachel A. Qitsualik (2011). The Shadows That Rush Past: A Collection of Frightening Inuit Folktales. Inhabit
Media. ISBN 978-1-926569-46-8.

Exit Slip
Name:____________________________

1. What are 3 examples of First Nations symbols?

__________________________________
__________________________________
__________________________________
2. How are these symbols important to the First Nations people and their identity?
______________________________________________________________
_______________
3. Predict what would happen if some of these symbols were taken away or altered?
______________________________________________________________
_______________

Lesson 2: Kristyn Moore and Justin Korol

Grade: 5
Activity: Introduction to the fur trade and impacts on First Nations, Metis and European identity
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: What were the identities of First Nations, Metis and European people and what were
their roles in the fur trade?
Goals: Students will gain an understanding of the fur trade and the groups of people involved. Students will
also be able to identify how certain people were impacted by the fur trade.
Objective: Students will understand the identities and values of the people involved in the fur trade, as well
as their respective roles within it.
Outcome:
Social Studies Objective:
5.2.1 Appreciate the complexity of identity in the Canadian context
5.2.2 Examine critically the ways of life of Aboriginal peoples in Canada
5.2.4 Examine critically ways of life of the Fur Traders
5.S.2 Develop skills of historical thinking
5.S.7 Apply the research process
English Language Arts Objective:
2.1 Use comprehension strategies
Use prior knowledge

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Students will gain an understanding of the fur trade and how the different people interacted
Students will learn how the fur trade impacted major European, First Nations and Metis individuals.
Materials needed/preset up required/logistical considerations needed:
Students are sitting in their desks
Book laptop cart
Have powerpoint ready
Handout
Notify librarian what students may be looking for

Content:
What is the teacher doing?

Introduction

Time est: 20
minutes

Teacher welcomes the class (having them

sit in their desks)
Teacher presents powerpoint on the fur
trade
Go around the room table by table and get
the students to sit in a circle on the floor

What are the students doing?

Students are watching the

powerpoint and taking
notes on key events of the
fur trade
Students make their way
over to the circle and

Transition
considerations

Activity 1

Time est: 30
minutes

Use the talking stick and ask students

What could have been the role of the
Metis people in the Fur Trade? Present
the question, and wait a moment for
students to collect their thoughts.
Pass talking stick around and each student
may answer or pass.
If students havent hit these points yet,
mention: the metis acted as
administrators, translators, guides and
voyageurs. Metis women removed fur from
the animals and made snowshoes and
moccasins. They also helped their
European husbands learn First Nations
languages.

Show students next assignment and

explain instructions
Ask students to go back to their desks
Hand out research worksheet for them to
complete

Handout worksheet with 3 main characters

of the fur trade (European, Metis, First
Nations) . Have students research these
characters and discover their role in the fur
trade, how they were impacted by the fur
trade and the consequences for them.
Allow quietest table groups to go collect
their research materials. ie. computers,
books, textbooks
Students will use classroom computers, or
may use books from the library to research
the three characters of the fur trade on
their own.

quietly wait for instructions

Students listen to the
question, collect their
thoughts and answer when
the talking stick reaches
them.

Students look at
assignment presented
Students go back to their
desks
Students can ask
questions about the
assignment after theyve
gone over the handout.
When they are called
upon, students will grab a
laptop or go to the library
to find research material
and bring them back to the
classroom

Transition
considerations

Students may work at their desks or quietly

elsewhere within the room

Students will be in their

own desks working on the
assignment for 30
minutes.

Conclusion

Time est: 15
minutes

Ask students to put away research

materials and to return to their desks.
Get them to think pair share within their
table groups and to discuss the following
questions: What impacts did the fur trade
on the First Nations, Metis, and
Europeans? How did this alter their way of
life?

Students will put away the

materials and return to
their desks
Students will pair with the
student across from them
in their table groups and
discuss the questions and
then share when called
upon.

Assessment:

Formative:
Conversation, Observation and Discussion at the beginning of class and end of class (Think pair
share)
Summative:
Give students a mark based on their worksheet/research completion and general understanding
Accommodations/Modifications:
If students have not finished research activity by the end of class, make time in next class for students
to complete them.
Extension and extra time activity:
If students finish before the end of class, they can research other main characters in the fur trade.
Powerpoint:
Slide 1:
1535, Jacque Cartier arrived in the Atlantic Region and met Mikmaq who traded furs for knives and
other European objects
By the 1600s, other European countries were setting up colonies to take advantage of the plentiful
beaver furs
Slide 2:
European settlers, interested in fur began to move west towards the Canadian Shield.
They were not prepared for the harsh environment, so the First Nations helped the French and English
survive their journeys.
Slide 3:
The fur trade was very successful on the Shield because it was home to many fur bearing animals,
beavers built dams and lived in one place so they were easy to catch and waterways made it easy to
travel.
Slide 4:
Coureurs des Bois were French explorers who would load up their canoes with goods from France,
and travel up the waterways to trade for furs, which they sold back to France
Slide 5:
Voyageurs were either Canadien or Metis and they worked for the North West Company. They traded
goods for fur, and the First Nations liked working with them because they were willing to learn First
Nations languages.
Slide 6:
Relationships between European men and First Nations women resulted in children called Metis.

Jacque Cartier

Garakonthie

Jerry Potts

Who is he?
_________________________
_________________________
_________________________
_________________________
______________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__

Who is he?
_________________________
_________________________
_________________________
_________________________
______________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__

Who is he?
_________________________
_________________________
_________________________
_________________________
_________________
What was his role in the fur
trade?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______
How did the fur trade impact
him?
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______

Lesson 3: Kristyn Moore and Justin Korol

Grade 5
Activity: Fur Trade Simulation
Essential Mini Unit Question: How were the identities of the First Nations, Metis and Europeans
affected by the Fur Trade?

Goals/Key questions
Key Question: What was it like to be a part of the fur trade?
Goals: This lesson will help students get an in depth understanding of what it was like to be an individual in
the fur trade and how various groups of people were impacted.
Objective: Students will gain a first hand understanding of what it was like to be in the fur trade, and the
struggles that the different players went through to reach their goals.
Outcomes:
Social Studies Grade 5 PofS:
5.2.1 appreciate the complexity of identity in the Canadian context
5.2.2 examine, critically, the ways of life of Aboriginal peoples in
Canada by exploring and reflecting upon the following questions
and issues
5.2.4 Examine critically ways of life of the Fur Traders
5.3.1 Appreciate how changes impact citizenship and identity
5.S.1 Develop skills of critical thinking and creative thinking
5.S.2 Develop skills of historical thinking
5.S.4 Demonstrate skills of decision making and problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and
consensus building
Drama Grade 5 PofS:
General Speaking Skills: Develop empathy through experiencing
thoughts and feelings of other people and other cultures, as
expressed through their stories
Dramatization: Develop role-playing skills
Dramatization: Be motivated to extend the dramatization
experience into other subject areas

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Students will be fully knowledgeable about the fur trade and all aspects related to it prior to this
lesson, including: what groups of people were involved, what was traded, the process of trading, the
exchange rates of different items.
This will be the final lesson of the Fur Trade unit.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Need at least 3 adults in the room (teacher, TA, or volunteer) One at Trading post, one in forest, one
generally assisting.
Set up the room as a fur trade: Include trading post, forest, Metis colony, First Nations settlement and
European colony. (see map)
Character cards (one for each student): European characters, Metis characters and First Nations
characters
Paper items for trading, including fur, tobacco, weapons (each student gets a different amount of items
to start with)

Character cards and initial items for trading should be put in small individual envelopes, to make
handing out easier. (Dont label them, so that it is random)
A conversion chart for trading items posted on the wall by trading post
A timer (Every 5 minutes is a week)

Content:
What is the teacher doing?

Introduction
Time estimation:
5 minutes

Invite students into the classroom, have them sit at

the carpet.
Explain todays lesson to the students:
o Todays lesson, we will be simulating the fur
trade.
o Each student will be given a role and a
certain amount of goods to start with (In
envelopes). (Will be handed out after
introduction)
Roles:
o First Nations: Hunt beaver pelts and trade
for European items at the trading post.
Receive three beaver pelts every five
minutes with traditional hunting means.
Efficiency can be increased with
purchases.
o Europeans: Bring various goods over on
boats, trade these items for beaver pelts at
trading post. Europeans are fully stocked
with goods.
o Metis: Interpreters between FN and
Europeans, get a commission every 3
weeks (3 x 5 minutes) Commission = 1
item from Europeans.Can hunt one beaver
pelt every 10 minutes by traditional means,
efficiency can be increased with purchase
of a rifle, where they can hunt one ever 5
minutes.

Transition
considerations

Have students move to their respective stations

(as shown in map)

Activity 1

First half of fur trade activity:

o Students goal is to acquire as much wealth
as possible, given the goals of their
respective roles.
o 5 minutes represents a week in the fur
trade and the restocking phase for all roles,
students move back to their stations at this
time
o In order to initiate a trade deal, a Metis
translator must be present.

Time est:
30 minutes

What are the students

doing?

Students enter
class and sit on the
carpet
Students listen to
activity instructions.
Students open
envelopes and
discover their
characters and
learn about their
roles.

Students will move to

their designated areas
and wait for the activity to
begin

Students are in
their roles and work
to complete their
goals.
Based on their
individual
character, students
will know what their
roles are within the
fur trade.

Transition
considerations

Explain to students that winter is coming, and their

goal is now to acquire the items they need to
survive the winter.

Activity 2
Time Est: 30
minutes

Second half of fur trade activity:

o *Winter is coming, start gathering the items
you will need to survive the harsh cold.
o Beavers have been hunted and there is a
limited supply left.
o Europeans still engage in trade for the
most items they can.
o Metis and First Nations must gather
supplies for winter, ie. Beaver pelts,
blankets, lamps, hatchets
o All parties must be cautious about what
and how often they trade.

At the end of the activity, gather students back at

the carpet, explain how much the Europeans
profited (in beaver pelts) from the Fur Trade and
how much that would be worth for trade back in
Europe.
o In the New World, Europeans received
beaver pelts for a relatively low cost to
them. They could return with their beaver
pelts and receive a considerable payment
in pounds that would easily cover the cost
of all goods traded. Therefore Europeans
profited off of the fur trade immensely by
selling back the beaver pelts they bought to
hat makers back in Europe.
Ask students to spend the night considering how
their fur trade impacted the identity they were
assigned and what struggles they faced while
trying to meet their individual goals.

Conclusion

Time Est: 15
minutes

Students will be at their

stations once more

Students
understand that
winter is coming
and their goals
have now changed.
Once students
understand their
new goals, they
begin the fur trade
again, keeping their
new goals in mind.
Students return to
the carpet
Students listen to
teacher explain the
inequality of the
value of beaver
pelts in Europe vs
present-day
Canada.

Assessment: Triangulation. Making sure students are conducting activity appropriately and historically
accurately. Summative assessment will occur in performance task next class.
Accommodations/Modifications: If students are struggling with concepts related to activity, can get teacher
assistance or work with another member of their identity group ie. Metis, FN, European
Extension and extra time activity: Wont be needed, it is all timed.
Reflection on how the lesson went.
*PLACE THIS ON THE BOARD AT THE START OF WINTER
To survive the winter comfortably you would need a Oil lamp, a blanket, a hatchet, a pair of shoes, and fish
hooks
Chart 1:
First Nations/Metis

Europeans

3 Beaver Pelts

1 Oil Lamp (+1 Pelt per week)

12 Beaver Pelts

1 Rifle (+2 Pelts per week)

5 Beaver Pelts

1 Blanket

5 Beaver Pelts

1 Hatchet (Introduced later)

1 Beaver Pelt

1 Pair of Shoes

1 Beaver Pelt

20 Fish Hooks

Identities: (On Cards)

FIRST NATIONS
Start out with 3 beaver pelts
Can hunt 3 beaver pelts every week (5 minutes) by traditional means
Can hunt 5 beaver pelts every week with the use of a gun
Can hunt 6 beaver pelts every week with the use of an oil lamp and gun
Must negotiate at trading post for European items
METIS

Start out with 1 blanket and 2 beaver pelts

Can hunt 1 beaver pelt every 10 minutes by traditional means
Can hunt 1 beaver pelt every 5 minutes with the use of a gun
Act as a mediator between FN and European trades (Must be present at every trade deal) (Card will
show who their European partner is)
Ensures fair trade based upon chart
Every 3 trades they mediate, they receive one item from the Europeans
Will be matched with a specific European for the duration of the activity to ensure commision is paid
correctly

EUROPEANS
Start out with unlimited supply of oil lamps, rifles, blankets, hatchets, shoes, fish hooks.
Goal is to collect as many beaver pelts as possible throughout the activity
Is assigned a Metis mediator. (Card will show who Metis Mediator is)
Must pay mediator a commission of one item/3 trades (every 15 minutes).

Trading Post/European Area

Two Desks

Sample Arrangement of Classroom

(Europeans and Metis must meet up before trading with the First Nations. After the week is done (five minutes) all students m

Forest/Fir

Metis Community and Area Two Desks

REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use
your mini unit plan to demonstrate how your learning in each of the areas have informed your
planning to engage students in meaningful learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in
your project. Use the information below, but if your instructor has modified the information,
please use that as your primary source. Add/change as needed.

C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
When designing our mini unit we wanted to take a subject that we learned about in
our education and make it more personal, impacting, and serious then how we felt it
was taught. Our mini units key question was how were the identities of the First
Nations, Metis and Europeans affected by the Fur Trade? We tackled this subject
because we felt that it is extremely important for students to learn because it explains
Canadas identity and links to our present day. In terms of ideology we had a blended
approach. We focused heavily on learner centered, allowing the students to create
their knowledge at their own pace (lessons two and three) but I would like to take this
unit further into a social reconstructionist focus. With only three lessons we had to
make decisions on what we wanted within our unit and had to make cuts to present
day Canada and the effects the fur trade has had on our lives today. I would like to
take this into a deeper look on inequality that has lingered and festered from the fur
trade.
We designed our unit to engage students in deep learning. Our lessons share a
theme of individuality. How does the content relate to the student is something that
we wanted to stress because we felt that this was the way that we learned best as
students. We wanted to give students a chance to connect personally and develop
skills along the way. In lesson two we wanted the students to develop good research
habits and get a start on learning to navigate the Internet for information. In lesson
three we set up a mock, simplified fur trade that the students would role-play within,
learning to socialize and empathize with a role while understanding the context and
consequences of the fur trade. Ideally the unit would continue on in a fashion similar
to this with students changing roles as the fur trade progresses. A set up similar to this

could be well implemented when discussing treaties, residential schools, and the Truth
and Reconciliation Act.
Our lessons all tackle different sections of our main question and culminate in the
final lesson with the students actually becoming an individual within the fur trade. Our
first lesson was created around the First Nations lives before the fur trade. A look at
their culture and story telling that is intended to show how life was before the
Europeans arrived. We felt that this would give a good basis for knowledge and refresh
the information the students learned in Grade 4. Our second lesson is based around
the research of three main characters from the fur trade, one First Nations, one Metis,
and one European. This lesson was designed to show the contrasting roles and lives
that each had within the fur trade. The assignment makes the students take a close
look at the characters identities before and after the fur trade. The prior lessons then
connect with the third lesson where they will be expected to draw upon that
knowledge and use it to enhance their experience within the simulated fur trade.
Finally they will take all the knowledge they have learned and apply it to creating their
fur trade character and creating their interview for their final summative assessment.

ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Instructi
onal
Processe
s

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

This lesson is a solid basis

We really thought the idea of
for the performance task. It discussion would tie in nicely
takes a look at the First
with the lesson so we
Nations before the fur trade introduced the talking stick.
began, giving the students a This allows the students to
reference point for the
engage with more content
changes that would arise
but at the same time allows
from the fur trade. This
for formative assessment. On
allows the students to clearly the same note we also
see the impact the fur trade included a lot of sharing and
on the First Nations and will speaking for more
guide their responses in the observation. We finish with
Students will gain an interview.
an exit slip so that if some
understanding of the
students are not comfortable
importance of
sharing allowed we could still
traditional Aboriginal
assess them and see what
storytelling
they took out of the lesson.

Lesson
Outcome:
SOCIAL
STUDIES
5.2.1, 5.2.2
LANGUAGE
ARTS
1.1, 1.2, 2.1,
2.3, 2.4, 5.1
Lesson
Description:

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

How does your use of

formative assessment
reflect key assessment
concepts?

Description
of what
teacher is
doing:
Teaching
the students
the various
forms of
aboriginal
story telling
and getting
the students
to discuss
them.
Handing out
Description of
what students
are doing:
Students are
engaging with
the material
and discussing
the types of
story telling

We decided to use
observation and discussion
(as a class and in small
groups) as the backbone for
our formative assessment.
We want to collect their
ideas and thoughts on the
types of story telling. We
would collect this through
observation and an exit slip.
We would use this
information to guide us in
our next lesson and to see if
we would need to spend
extra time on anything.

We decided to use
observation and discussion
(as a class and in small
groups) as the backbone for
our formative assessment.
We want to collect their
ideas and thoughts on the
types of story telling. We
would collect this through
observation and an exit slip.
We would use this
information to guide us in
our next lesson and to see if
we would need to spend

Sequence of key questions: How did story

telling impact aboriginal identity? What are
the various types of storytelling? What
would happen if those were taken away or
changed?

Evidence of Lesson Components

Brainstorm, present information, exit slips

It allows us to modify our

class if we see the need. If
students are all struggling on
one or more idea or area we
can go back and help them
bridge that gap so that the
next lesson flows more
smoothly. Also ensures that
all the information we meant
to convey is received.

It allows us to modify our

class if we see the need. If
students are all struggling on
one or more idea or area we
can go back and help them
bridge that gap so that the
next lesson flows more
smoothly. Also ensures that
all the information we meant
to convey is received.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 2:
Description

Lesson
Overvi
ew:

Lesson
Outcome:
SOCIAL
STUDIES
5.2.1, 5.2.2,
5.2.4, 5.S.2,
5.S.7
Lesson
Description:
Students will
understand the
identities and values
of the people
involved in the fur
trade, as well as
their respective roles
within it through a
research assignment

Instructi
onal
Processe
s

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Students will analyze and

For this lesson we wanted to
research three major
assess a product as well as
characters within the fur
the conversation and
trade from differing
observations we assessed in
backgrounds. Through the
the last lesson. This gives us
retrieval of information and a well rounded assessment as
research the students will
we head into the third lesson
see the difference in
attitudes, behaviour, and
success in the fur trade, as
well as all of the interactions
between the different groups

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

How does your use of

formative assessment
reflect key assessment
concepts?

Description
of what
teacher is
doing:
Going
through the
power point
and getting
the students
started
Description of
what students
are doing:
Students will
be working on
their research
project

In addition to the final

By assessing using the
product of the class the
triangulation method we are
teacher will also be walking getting a very good look at if
around observing the class the students understand the
and talking to students. The information. The three
information collected will
corners allow the students to
range from how well they
demonstrate their learning in
work alone, how well they
many ways making sure that
navigate technology and
we know if they understand
research, and if they have a or not.
grasp on the identities of the
In addition to the final
product of the class the
teacher will also be walking
around observing the class
and talking to students. The
information collected will
range from how well they
work alone, how well they
navigate technology and
research, and if they have a
grasp on the identities of the

Sequence of key questions: What are the

identities of the individuals? What was their
role in the fur trade? How did their
identities change?

Evidence of Lesson Components Power

point intro, introduction of characters,
research, think pair share.

Lesson
Descriptio
n: Mock
role-play
of the fur
trade
Instructi
onal
Processe
s
Description
of what
teacher is
doing:
Setting up
the class
and
answering
questions
Description of
what students
are doing:
Engaging in
the activity

What formative
How does your use of
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
youlesson
use that
This
is almost strictly This is an interesting lesson
observation but it does allow in that it is mostly
for the teacher to observe
observational. It does
conversation between
however leave room for the
students. This allows the
students to assess each
teacher to see the students other. Students will deem
share their knowledge with interactions with others as
each other.
appropriate or not due to the
rules and the information
This lesson is almost strictly they have gained in the last
observation but it does allow lessons. This will help the
students understand what it
for the teacher to observe
was like to be the character
conversation between
and if they misunderstood
students. This allows the
teacher to see the students before it will become clear
share their knowledge with during the activity.
each other.

Sequence of key questions: What was it like

to live in the fur trade?
Evidence of Lesson Components

Intro, activity, get the students to ponder what

their role was and how it might have been
impacted by the fur trade in preparation for the
assessment piece.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

Lesson
Overvi
ew:

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Directly linked to our

Allows our students to
Lesson
performance
task.
Allows
the
interact and engage with the
Outcome:
students
to
enter
the
role
of
material. The observation
SS: 5.2.1, 5.2.2,
the character they will make from this lesson would help
5.2.4, 5.3.1,
that will guide their
us visualize which students
5.2.4, 5.S.1,
interview. Allows them a
grasp the concepts and which
5.S.2, 5.S.4,
walk in their shoes
might need more help
5.S5

ED TECH RATIONALE
Rationale: Ed Technology

Scaffolding Lesson
Plans
Lesson #2:
Description

Lesson
Overvie
w:

Lesson Outcomes:
5.2.1 Appreciate the
complexity of identity in the
Canadian context
5.2.2 Examine critically the
ways of life of Aboriginal
peoples in Canada
5.2.4 Examine critically ways
of life of the Fur Traders
5.S.2 Develop skills of
historical thinking
5.S.7 Apply the research

Describe how
communication technology
used in the lesson/s, will
promote student
engagement toward the
identified learner
outcome(s). This should
provide a strong rationale
for using technology.
These outcomes will be aided through
the use of laptops and the internet. By
allowing the students to research the
three main characters we have
identified, they will begin to develop
knowledge about the roles and
attitudes of those involved in the fur
trade. This will then help the students
in their performance task that will
occur later. The use of technology
also gives students choice and the

process

ability to decide if they want to use the

laptops or use texts. This allows
students who excel in tech to show
their abilities and skills.

Lesson Description:
Students will understand
the identities and values of
the people involved in the
fur trade, as well as their
respective roles within it.
This will be achieved
through a research project.

Instructi
onal
Processe
s

It is through the use of the laptops or

texts that the students will acquire the
knowledge for their project. It will also
help them in building their skills in
relation to acquired and differentiating
information and sources.
Describe any potential
downsides to using this
technology.

Description of what
teacher is doing:
Handout worksheet with 3
main characters of the fur
trade (European, Metis, First
Nations) . Have students
research these characters
and discover their role in the
fur trade, how they were
impacted by the fur trade and
the consequences for them.

A possible downside could be the

unexpected failure of the technology.
This is accounted for since their will
also be texts, however the technology
offers more choice for the students.

Students will use classroom

computers, or may use books
from the library to research
the three characters of the fur
trade on their own.

Description of what
students are doing:
Students are using
computers and books
to research
information on the
three characters from
the fur trade and their
roles within it.
Students are also

Another issue could be the use of the

technology for inappropriate material
that is unrelated to the activity. This
would be something that would have
to be monitored and that hopefully
would be restricted on the school's
server.

researching these
peoples individual
and collective
identities, and how
they were impacted
by the fur trade.

EDUCATIONAL PSYCHOLOGY
Rationale: Ed Psychology Defense
Scaffolding Lesson Plans
Lesson 1 title:
Description

Lesson
Overview
:

Lesson Outcome:

Connections to Learning
Theories & Demonstration of
Attention to a Classroom
Structure and Climate

When we designed this lesson

we had social learning theory in
mind. By creating a lesson that
is based around the interaction
5.2.2 examine, critically, the ways
of role playing individuals the
of life of Aboriginal peoples in
students get to learn from each
Canada by exploring and reflecting
other. The setup of the activity
upon the following questions and
allows each student to assume
issues
an identity. This identity will
5.2.4 Examine critically ways of life almost always be different than
of the Fur Traders
their own and they will be
5.2.1 appreciate the complexity of
identity in the Canadian context.

5.3.1 Appreciate how changes

impact citizenship and identity
5.S.1 Develop skills of critical
thinking and creative thinking
5.S.2 Develop skills of historical
thinking

treated as that individual

throughout the activity. The
interactions between the
students is where the learning
occurs.

5.S.4 Demonstrate skills of

decision making and problem
solving
5.S.5 demonstrate skills of
cooperation, conflict resolution and
consensus building

Lesson Description:
Students will gain a first
hand understanding of what
it was like to be in the fur
trade, and the struggles that
the different players went
through to reach their goals.
Students will recreate a Fur
Trade in the classroom and take on
a fictional persona of someone
who could theoretically be in the
Fur Trade. Students will work by
themselves as their character to
meet their goals and gain a better
understanding of what life was like
in the Fur Trade.

Instructio
nal
Processe
s

This sort of activity is one that

would need to be done in a
secure class climate that would
allow the students to feel
comfortable. This would be an
activity that would occur later on
in a year when all the students
know each other and are
comfortable in taking small risks.
Self regulated learning is also a
large part of this unit and this
lesson. By allowing the students
to participate they will take out
what they put in. If some
students really want to put their
all into this activity it will be
something that will stick with
them for a long time. If a student
is more hesitant they might not
take away as much but we have
other activities and discussions
planned that could appeal to
them more.

Description of what teacher

is doing:
Teacher explains the
mechanics of the Fur Trade
Simulation to the students
and facilitates the activity.

The teacher creates a safe

environment that will hopefully
allow the students to feel
comfortable in the activity and
allow them to take the most out
of it.

Description of what
students are doing:

As students navigate through

the activity they will get a sense

Students need to gain an

understanding of their
character, their identity and
their role in the fur trade.
Students must also
understand the goal that
they must meet in each half
of the activity.
It is the students
responsibility to take
initiative to accomplish
their individual goals.
Students will move
throughout the room
independently and as they
wish to facilitate trade
deals or acquire new
objects to trade.

of the inequality and injustice

that occurred throughout the fur
trade. Through this social
learning they will remember the
information better. It also opens
the activity to be more
welcoming. If a student is
putting their all into the activity
it will motivate other students to
as well.

Sequence of key questions:

What was life like in the fur
trade? How was the fur
trade unfair? Who profited
on the fur trade?

Students will experience the

answers to these questions
through the activity and the
interactions with the other
students.

Introduction: Invite students

onto the carpet, and explain
the Fur Trade Simulation to
them. Hand out character
envelopes to the students
and see if they have any
questions regarding the
activity.
Activity: Students navigate
the Fur Trade based on their
own character.
Closing: with discussion.
Ask students to ponder
about how the fur trade
impacted their character.
Activity is well timed and
organized