PRESCRIBED LEARNING OUTCOMES
It is expected that students will:
• explain the role of Aboriginal people in the fur trade and in the exploration of North America (lesson plan)
SUGGESTED INSTRUCTIONAL STRATEGIES
• Have students read first-hand accounts and examine
pictures of the fur trade. (primary sources)Then invite an Aboriginal
elder to talk about the fur trade from the perspective
of Aboriginal men and women. Alternatively, have
students research information from various
resources (e.g., band offices, Internet sites). Ask them
to write about the fur trade from the Aboriginal
perspective, commenting on European knowledge
and abilities and describing how Aboriginal people
contributed to and gained or suffered from the
experience.
SUGGESTED ASSESSMENT STRATEGIES
• Before students begin their accounts of the fur trade
from an Aboriginal perspective, work with them to
generate assessment criteria. For example:
- includes accurate and detailed information (e.g.,
geographical features and physical hardships,
equipment and supplies, changes in interaction
with the environment)
- accurately describes contributions (e.g., locating
new trade routes, supplying fur pelts, providing
food)(comprehensive notes)
- accurately outlines effects (e.g., alcohol
dependence, disease, technological and trade route
exchange)
- presents Aboriginal point of view
- uses credible historical evidence from primary
and secondary sources
RESOURCES
David Thompson and the Fur trade
down load Adventurers - Hudson's Bay Company - The Epic Story, by Christopher Moore
- Cover (pdf)
- The Adventurer 1660-1720 (pdf)
- The Long Struggle with Montreal 1713-1821 (pdf)
- Give Us Good Measure 1821-1870 (pdf)
- Becoming a Business 1870 and Beyond (pdf)
Selected Primary and Secondary Sources:
Exploration, the Fur Trade, and Hudson's Bay Company
(note: scan severals screens to reach Early Canadiana Online - click VIEW TITLE PAGE to see digitized document)