1

Grade 4 Social Studies Unit Plan: The Fur Trade To what extent did the fur trade involve British, Aboriginal, and Francophones in the development of Alberta? Carmen Giancarlo Galbraith Elementary School

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

Unit Introduction:
To what extent did the fur trade involve British, Aboriginal, and Francophones in the development of Alberta? Rationale For The Unit The fur trade unit is rich with Canadian history. It streams from learning about Aboriginals and flows into learning about the settlers. Learning about the fur trade involves understanding the different people who came together to participate in it. This means learning about the people and places of Canada as well as time, continuity, and change. A major focus of this unit is the varying perspectives between the English, Francophones, and Aboriginals. In Social Studies, students are to understand Aboriginal, Francophone, and other linguistic, cultural and ethnic groups and how together, they form who we are. This unit ads value and significance to the different roles that people played out. There were those who sought out peace, harmony, and protection of their land and others who wanted to explore new land and discover its treasures. Canadas multicultural and pluralistic mosaic is composed of a rich history of clashing between European settlers and the lands true natives as well as coming together to become our present nation. As students learn about this history, they are learning about themselves. Without our history, we would not be here today. The dynamic relationship between citizenship and identity is the overarching focus of Social Studies in Alberta, and what is important about the fur trade is how it has impacted who we are today as people and as a nation. Planning and Teaching the Unit I approached planning this unit first by way of the textbook and teaching resource because that is what was provided for me. When I began to find the curriculum outcomes, I pursued resources that I could incorporate within my lessons to engage students and make their learning experience more meaningful. A lot of the resources that I found first were geared more
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

3 towards educators and scholars, which got me knowledgeable and excited about the material. From here I began to design a performance task where students could have some fun with the material while creating a finished product representation of their learning. I chose a travelogue because I could create different entry tasks that focused on different learning styles and displays of understanding. Once I had a pretty good idea of what I wanted my students to create, I resumed looking for resources that were more student-centered. I also went through learning activities that we have used in ED3601 to find age-appropriate ones I could incorporate into my lessons. From there it was a matter of linking SLOs with my lessons and laying out what exactly would happen in each one. I have put a lot of thought and planning into how I will be assessing my students, both formatively and summatively, mostly due to this being the final assignment in ED3604, and have found this to help with my planning. What is difficult is finding the time to teach, do activities, and assess students when periods are only 30 minutes long and I only have 10 lessons within this unit. This had me heavily considering what the most important aspects of the unit were and what my students would find the most interesting. Powerful Teaching and Learning Challenging This unit is challenging because students are not solely required to retrieve facts, but to create their own interpretations of what they learn. They will analyze primary and secondary resources throughout this process, including those from linked to other disciplines, and make inquires and decisions about what they find. Meaningful This unit is meaningful because it includes the breadth and depth of the fur trade. Students are encouraged to think critically and to reflect on what they learn. It involves learning multiple perspectives for a full-minded understanding of big ideas and events. Value-Based This unit is integrative because it calls on students to learn and critically analyze

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

4 different perspectives. They develop fair-mindedness through the process of researching and discussing these perspectives and applying value-based reasoning. Students will think about how history has impacted who we are today. Integrative This unit is integrative because it combines elements from many disciplines. There are those that comprise Social Studies (including history, geography, and anthropology) as well as other, more distant subjects of Art, Language Arts, and French. The lesson material, activities, and tasks involve a wide range of skills from various subjects. Active This unit is active because students are constantly busying their minds and their hands. They are required to participate in activities and discussions. Each class has something that the students are required to do; they do not passively sit back during class.

Special Considerations My teacher focuses greatly on the textbook, or at least that is what I was encouraged to do for my unit. I did incorporate several activities and resources outside of the textbook, as well as the performance task, but my lessons do follow the structure laid out by the teaching resource and the outcomes it encompasses. Also, because I have not spoken with my teacher very much, or been around my school, I was not too sure about what materials would be available for student use. Therefore, I stayed relatively simplistic with materials, calling fore items such as pencil crayons and paper rather than bound individual notebooks and printed photos. Knowledge and Skills Assumptions In this unit, I am assuming that all students can read at least enough to follow instructions and find key concepts in texts. This could be problematic because I know there are some ELL students in the class as well as varying ability levels. When I was at the school for orientation,
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

5 however, all students were working on answering reading comprehension questions in their Language Arts period and it seemed as though, although ability levels varied, all students were capable of reading. I am also assuming that the students will have already learned about Aboriginal people of Alberta because I was told that they would be finishing this unit prior to mine beginning. I cannot, however, know which concepts the students know for sure, and may need to refine their knowledge for the purposes of activities within this unit. Family and Community Issues I do not see this unit as having any issues among families and communities because the subject matter is not controversial. This unit does not deal with war or religion, for example, which I could potentially see some parents get worked up about. I think that the major issue with my students is that they all come from different backgrounds and families, many of which are of low socioeconomic status. A lot of students show up late or are absent and this will definitely impact their ability to learn the unit and complete its tasks. I will have to do my best to catch students up wherever necessary and decide how I can simplify material and demands in order to do this. It might mean me altering the assessment standards for certain students, but I will have a better idea about this when I spend more time at the school, with my students, and with my teachers associate.

ICT Outcomes Technology is quite present in todays classrooms and can be beneficial to student learning when used appropriately. This unit is very hands-on, so I do not want to incorporate too much technology when it will draw away from the process and meaning behind tasks. I do see a place for word-processing, however. Students, especially at this age, can really benefit from typing up their responses rather than writing them by hand. When I was at my school for orientation, I observed a few students who had great difficulty writing neatly, small enough, and
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

6 with the proper spelling and grammar. Using computers when possible to write their longer ideas and answers out avoids these problems and even allows students to go back and edit what they have typed. Students have a class called Computers three times a week, plus I know they use an assortment of online programs in Language Arts; so, I am sure that they are more than capable of using computers effectively. Subject Integration This unit involves many different subject areas. There are those subjects that comprise Social Studies, in which students learn of history, geography, anthropology, and the like. They will do this through the information they learn of the fur trade history and its impact on different people. This unit will also incorporate other disciplines in the activities that it calls upon. Because students will be reading and writing and analyzing and creating visuals, Language Arts and Art will be consistent aspects of this unit. Their performance task, for example, requires students to, not only reflect on what they have learned, but also to synthesize ideas and write them out, to draw what they know, to think critically about different perspectives, and to present to their classmates. Students will also even pick up some French words as they learn about that culture.

Addressing Individual Differences As aforementioned, I have a split class with students who all have varying ability levels; there are a few ELL students, students who come from poverty and/or unstable homes, and students on IPPS. It is a very inclusive school and the students seem to work fairly well together in my class. To address individual differences, I have planned my unit to incorporate different learning styles and lots of differentiation. There is very little direct instruction; instead, students will actively be discussing material and doing activities to learn about the fur trade. It helps that

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

7 the periods are only 30 minutes long, so that students are not stuck doing one subject for a long time.

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

Unit Planning Organizer

Subject: Social Studies Unit/Topic: Alberta History: The Fur Trade Grade: 4 (of 4/5 class)

Date and Unit Duration: March 11, 2013; two week unit (~5 hours) 1. Unit Overview Critical Inquiry Question To what extent did the fur trade involve British, Aboriginal, and Francophones in the development of Alberta? 2. General Learning Outcomes for Unit 4.1: Alberta: A Sense of the Land Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. 4.2: The Stories, Histories & Peoples of Alberta Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging. 4.3: Alberta: Celebrations & Challenges Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905. 3. Focusing Questions for Unit (Related Questions) How does the physical geography and natural resources of a region influence community development? What were different backgrounds and perspectives of people who participated in the fur trade (British, French, Aboriginal)? Are maps the same as they were when they were first drawn? Who came to Canada to participate in the fur trade? How does the physical geography and natural resources of a region influence community development? How were the Mtis people involved in the fur trade? How did many Aboriginal people exchange goods with Europeans? Why? What was the climate of trading posts? 4. Key Concepts for Unit
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

9 Aboriginal peoples, First Nations, Mtis, cultural heritage, Francophone, natural resources, protected areas, voyageurs, trading post, fort 5. Specific Learning Outcomes for Unit

Knowledge:
4.1.4 - Analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.2.2 - Assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues: In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? 4.3.3 - Examine, critically, Alberta's changing cultural and social dynamics by exploring and reflecting upon the following questions and issues: In what ways have Aboriginal peoples and communities changed over time? How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta

Attitude:
4.2.1 - Appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity: Recognize how stories of people and events provide multiple perspectives on past and present events Recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history Recognize the presence and influence of diverse Aboriginal peoples as inherent to Albertas culture and identity Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage Recognize British institutions and peoples as integral parts of Alberta's heritage Demonstrate respect for places and objects of historical significance 4.3.1 - Appreciate the factors contributing to quality of life in Alberta: Value and respect their own and other cultural identities Demonstrate respect for the cultural and linguistic diversity in Alberta Appreciate the influence of the natural environment and resources on the growth and development of Alberta
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

10

Skill:
4.S.1 - Develop skills of critical thinking and creative thinking: Evaluate, critically, ideas, information and positions from multiple perspectives 4.S.2 - Develop skills of historical thinking: Use photographs and interviews to make meaning of historical information 4.S.3 - Develop skills of geographic thinking: Use historical maps to make meaning of historical events 4.S.8 - Demonstrate skills of oral, written and visual literacy: Organize and present information, taking particular audiences and purposes into consideration Respond appropriately to comments and questions, using language respectful of human diversity Listen to others in order to understand their perspectives Create visual images for particular audiences and purpose

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

11 Unit Overview
Wednesday Week 1 How was the fur trade important? Introduce performance task Thursday 1 Travelogue entry 1 (Intro) Thursday 2 How the voyageurs contributed to the fur trade Friday 1 Travelogue entry 2 (Voyageurs) Friday 2 Stories about early explorers and their connection with present day 4.2.1.1: Recognize how stories of people and events provide multiple perspectives on past and present events 4.S.3.3: Use historical maps to make meaning of historical events.

March 13th15th

30 minute lessons

4.3.1.5: Appreciate the influence of the natural environment and resources on the growth and development of Alberta 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity 4.3.3.2: In what ways have Aboriginal peoples and communities changed over time? 4.2.1.5: Recognize British institutions and peoples as an integral part of Albertas heritage 4.S.3.3: Use historical maps to make meaning of historical events.

4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.2.1: Appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity 4.3.1: Appreciate the factors contributing to quality of life in Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.3: Develop skills of geographic thinking 4.S.8: Demonstrate skills of oral, written and visual literacy

4.2.2.6: Recognize how the Mtis Nation contributes to Albertas identity 4.3.1.1: Value and respect their own and other cultural identities 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta

4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.2.2.5: In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? 4.2.2.6: How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? 4.2.1.1: Recognize how stories of people and events provide multiple perspectives on past and present events 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity 4.2.1.4: Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.8: Demonstrate skills of oral, written and visual literacy

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

12

Week 2

Travelogue entry 3 (Mtis Gauntlets)

Historic sites: Rocky Mountain House & Fort Edmonton

Travelogue entry 4 (Fort Edmonton)

Francophone culture and unit wrap-up (Performance task and reflection) 4.3.1.1: Recognize how stories of people and events provide multiple perspectives on past and present events 4.2.1.4: Recognize the history of the French language and the vitality of the Francophone communities as an integral part of Albertas heritage 4.2.2.5: Recognize the ways Francophones established their roots in Alberta 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.2.1: Use photographs and interviews to make meaning of historical information

Presentations

March 20th22nd

30 minute lessons

4.2.2.6: How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity 4.2.1.4: Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.8: Demonstrate skills of oral, written and visual literacy

4.3.3.5: Recognize how buildings and historic sites reflect the establishment of communities in Alberta 4.2.1.5: Recognize British institutions and peoples as an integral part of Albertas heritage 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.1.4.1: Examine the ways the physical geography and natural resources of a region determine the establishment of communities 4.S.2.1: Use photographs and interviews to make meaning of historical information 4.S.3.3: Use historical maps to make meaning of historical events and issues

4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.3.3.5: How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.3.1.5: Appreciate the influence of the natural environment and resources on the growth and development of Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.3: Develop skills of geographic thinking 4.S.8: Demonstrate skills of oral, written and visual literacy

4.S.8: Demonstrate skills of oral, written and visual literacy

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

13 Lesson 1: How was the fur trade important? Introduce performance task Wednesday March 13, 2013 30 Minutes Why did people want furs? What were they made of? Who participated in Focus Questions the fur trade? How did fur traders travel to get furs? How did Aboriginal people help in the fur trade? 4.3.1.5: Appreciate the influence of the natural environment and resources SLOs on the growth and development of Alberta 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity 4.3.3.2: In what ways have Aboriginal peoples and communities changed over time? 4.2.1.5: Recognize British institutions and peoples as an integral part of Albertas heritage Learning Objectives 4.S.3.3: Use historical maps to make meaning of historical events. The students will be able to: Identify the key participants in the fur trade and their purpose.

Lesson Procedure Introduce fur trade topic and show students pictures of furs and ships Have students each fill out KWL chart Explain that, starting tomorrow, they will begin to create a travelogue as if they were an English fur trader who has come to Canada Distribute a short readers theatre to class involving participants in the fur trade and their roles. Ask for volunteers to read each part and have students underline important information as they go. Students should keep sheets to reference information Distribute exit slips for students to answer What did I learn about the fur trade today? KWL charts Materials Pictures of furs, ships, and beaver pelt ad (in Jackdaw No. 25, Campbell) Readers theatre of English, French and Aboriginal roles in the fur trade (information written as 1st person)- including Hudsons Bay Company, Anthony Henday, coureurs de bois, Aboriginals Exit slips Take in KWL charts and exit slips (formative) Assessment Discuss the information within the readers theatre (key points, reasons Extensions behind each groups participation, etc.)

Lesson 2: Travelogue Entry 1

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

14 Focus Questions SLOs Thursday March 14, 2013 (Period 1) 30 Minutes Who were the key participants in the fur trade? What can we understand about the fur trade from looking at maps from that time? 4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.2.1: Appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity 4.3.1: Appreciate the factors contributing to quality of life in Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.3: Develop skills of geographic thinking 4.S.8: Demonstrate skills of oral, written and visual literacy The students will be able to: Learning Identify the different participants of the fur trade Objectives Differentiate between early maps of Canada and present ones, making sense of geographical features important to fur traders. Lesson Procedure Review from last class: Make a chart of fur trade participants (French, English, Aboriginal) and prompt students to fill out the key descriptions about them Distribute travelogues (cover page, assignment sheet, and first entry page) and explain task for the first entry Have a few textbooks open to the map pages (193 and 195) and point out the current map of Canada in the room Allow them to discuss ideas for a few minutes Walk around and help students get started; ensure they are including necessary information and are pulling from what they have learned Collect travelogues Chart paper or white board and marker Materials Paper clips to keep travelogue sheets together Guided questions for travelogue entry (i.e., My name is..., I come from... , So far I have met people who are not from the same place as me*..., The map shows me... etc.) *Include the fur trade participants discussed in class Our Alberta Book 2 textbook Take in travelogues and read through student entries. Check for completion Assessment (i.e., if theyll need more time to finish their entry), comprehension (i.e., if I need to explain concepts more thoroughly), and criteria. (Formative) Allow students to jazz up their travelogues with colour and pictures; add Extensions information to entries; help peers

Lesson 3: How the voyageurs contributed to the fur trade Thursday March 14, 2013 (Period 2)
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

15 Focus Questions SLOs 30 Minutes Who were the voyageurs? How did they contribute to the fur trade? 4.2.2.6: Recognize how the Mtis Nation contributes to Albertas identity 4.3.1.1: Value and respect their own and other cultural identities 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta Students will be able to: Learning Describe who the voyageurs were and their role in the fur trade. Objectives Lesson Procedure Open with discussion about vernacular Indians/ First Nations/ Native/ Aboriginal/ Mtis (review from previous chapters) Read excerpt from a voyageur and show students an example of a song (in The Fur Trade [kit]) Show students images in The Voyageurs Distribute voyageur question sheet and have students find answers in pairs on page 198 Watch Canada Vignettes: Voyageurs and discuss the information in it Materials
Voyageur question

Assessment Extensions

sheet (e.g., who the voyageurs were, what they did in the fur trade, how they passed the time, how they travelled, etc.) Kit: The Fur Trade, Jackdaw No. 25, Campbell, M. W. Book: The Voyageurs, Andrews, R.J. Clip: Canada Vignettes: Voyageurs http://www.nfb.ca/film/canada_vignettes_voyageurs Take in question sheets and check for completion and correct information (summative) List off the information specifics in the clip (maybe watch it again); work on travelogue entry 1 Lesson 4: Travelogue Entry 2 Friday March 15, 2013 (Period 1) 30 Minutes Who were the voyageurs? How did they contribute to the fur trade? 4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.2.2.5: In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? 4.2.2.6: How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? 4.2.1.1: Recognize how stories of people and events provide multiple perspectives on past and present events 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity

Focus Questions SLOs

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

16 4.2.1.4: Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.1: Develop skills of critical thinking and creative thinking Learning Objectives 4.S.8: Demonstrate skills of oral, written and visual literacy The students will be able to: Describe who the voyageurs were and their role in the fur trade

Lesson Procedure Hand back voyageur question sheets for reference Explain travelogue entry 2: they are to present information about a voyageur they met during their travels Discuss the ways they can include information about voyageurs (paragraph, interview, or comic) and necessary criteria (i.e., language, culture, physical demands). Remind them that this information is on their question sheets from last class, but must be presented in a more interesting way. Give students time to do their entries and collect them at the end of the lesson Materials Voyageur question sheets Students previous travelogue entries Paper for this entry and writing utensils Take in travelogues and look for completion and understanding (formative) Work on travelogues (entries 1 and 2); look at each others entries and give feedback

Assessment Extensions

Lesson 5: Stories about early explorers and their connection with present day Friday March 15, 2013 (Period 2) 30 Minutes Who was David Thompson and what was his contribution to the fur trade? Focus Questions Why were accurate maps necessary in developing the fur trade? 4.2.1.1: Recognize how stories of people and events provide multiple SLOs perspectives on past and present events 4.S.3.3: Use historical maps to make meaning of historical events. The students will be able to: Learning Objectives Recognize the impact that David Thompson and his cartography has made Demonstrate their ability to think historically Lesson Procedure Pp. 200-201 of Our Alberta Book 2: Read article together as a class, stopping intermittently to sum it up and pose questions (e.g., what is navigation?) In groups, have students brainstorm the challenges that David Thompson might have faced; write and/or draw their ideas
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

17 Have each group share their ideas and prompt them in any missing ones (e.g., weather, language, loneliness, hunger, transportation, shelter, getting lost) Have students consider how fortunate we are to have maps; we usually dont use ones like David Thompson made, though. What do we use? Exit slips Materials Our Alberta Book 2 Paper for brainstorm and markers Paper for exit slips Exit slip: How did David Thompson impact the fur trade? (formative) Work on travelogues (entries 1 and 2) Lesson 6: Travelogue Entry 3 Wednesday March 20, 2013 30 Minutes How did Mtis people show they value their cultural identity? How do we know that objects were significant to people? What do these cultural artifacts symbolize? 4.2.2.6: How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? 4.2.1.3: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity 4.2.1.4: Recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.1: Develop skills of critical thinking and creative thinking Learning Objectives 4.S.8: Demonstrate skills of oral, written and visual literacy The students will be able to: Describe the significance of material items to cultures, particularly those of the sash and gauntlets to the Mtis

Assessment Extensions

Focus Questions SLOs

Lesson Procedure Inform students they will be doing another entry in their travelogues Show them page 199 of Our Alberta Book 2 and discuss the Mtis sash (appearance and significance) Introduce Mtis Gauntlets using Activity Card 9; discuss appearance and significance of materials and images. Inform students that gant means glove in French and that gauntlet is an old French word for gloves.
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

18
Give students

paper to make their own Gauntlet design for their travelogues that represent their own identity. Add design sheet to previous travelogue entry (paperclip together) Trace their hands and colour in patterns Have students label and/or explain the significance of colours and images. Collect travelogues Materials Our Alberta Book 2 and Activity Card 9 (in Teaching Resource) Student travelogues Paper for Gauntlet design Pencil crayons Students previous travelogue entries Take in travelogues and look for completion and understanding (formative) Work on making their travelogues more presentable and full (colouring, adding information)

Assessment Extensions

Lesson 7: Historic sites: Rocky Mountain House & Fort Edmonton Thursday March 21, 2013 (Period 1) 30 Minutes What was the purpose of forts? Where are Fort Edmonton and Rocky Focus Questions Mountain House on the Alberta map? What activities occurred at these forts? 4.3.3.5: Recognize how buildings and historic sites reflect the SLOs establishment of communities in Alberta 4.2.1.5: Recognize British institutions and peoples as an integral part of Albertas heritage 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.1.4.1: Examine the ways the physical geography and natural resources of a region determine the establishment of communities 4.S.2.1: Use photographs and interviews to make meaning of historical information 4.S.3.3: Use historical maps to make meaning of historical events and issues The students will be able to: Identify important information about forts in the fur trade Evaluate critical information in the textbook

Learning Objectives

Lesson Procedure Read journal entries on page 202 of Our Alberta Book 2 Discuss general purpose of forts using Rocky Mountain House and Fort Edmonton as main examples. Have students look at images of the forts and materials and describe what they see.
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

19 Distribute guided reading activity to students- seek out answers in text book between pp. 202-211; students are to work individually for the most part, but can quietly ask a partner for guidance if needed Collect reading guides Materials Assessment Extensions Guided reading activity (factual retrieval, personal preference, and critical inquiry questions) Check reading guides for completion and correctness (summative) Work on travelogues Lesson 8: Travelogue Entry 4 Thursday March 21, 2013 (Period 2) 30 Minutes What did Fort Edmonton look like and what happened there? 4.1.4.1: In what ways do the physical geography and natural resources of a region determine the establishment of communities? 4.3.3.5: How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta 4.2.1.7: Demonstrate respect for places and objects of historical significance 4.3.1.5: Appreciate the influence of the natural environment and resources on the growth and development of Alberta 4.S.1: Develop skills of critical thinking and creative thinking 4.S.3: Develop skills of geographic thinking Learning Objectives 4.S.8: Demonstrate skills of oral, written and visual literacy The students will be able to: Select important information about Fort Edmonton Represent their understanding visually and through brief descriptions

Focus Questions SLOs

Lesson Procedure Hand students back their guided reading activities for reference Explain travelogue entry 4 to students: Create a drawing of Fort Edmonton including the physical environment, the types of people, the items being traded, and any permanent dwellings. Have students label or describe key aspects of the drawing. Check in with students and make sure they are on the right track Collect travelogues Materials Guided reading activities Paper for entry Student travelogues Pencil crayons Check travelogues for completion and adherence to criteria (formative) Assessment Polish up, edit, peer-edit travelogues Extensions
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

20 Lesson 9: Francophone culture and unit wrap-up (Performance task and reflection) Friday March 22, 2013 (Period 1) 30 Minutes How were the French involved in the fur trade? What can we learn from Focus Questions individual experiences? Who was Marie-Anne Gaboury-Lagimodire? 4.3.1.1: Recognize how stories of people and events provide multiple SLOs perspectives on past and present events 4.2.1.4: Recognize the history of the French language and the vitality of the Francophone communities as an integral part of Albertas heritage 4.2.2.5: Recognize the ways Francophones established their roots in Alberta 4.3.1.3: Demonstrate respect for the cultural and linguistic diversity in Alberta 4.S.2.1: Use photographs and interviews to make meaning of historical information The students will be able to: Learning Inquire and think critically about information from narratives and visuals Objectives Exhibit historical thinking through perspective-taking Lesson Procedure Begin by showing students the painting on Our Alberta Book 2 p. 212 and have them write down all of the questions they have about it (may require some prompting) Group students together and have them come up with possible answers to their questions Read the interview to the class on p.212, have students volunteer to be the reporters asking the interview questions Class discussion about the challenges Marie-Anne Gaboury-Lagimodire faced Hand back KWL charts and have students fill in L (what they have learned about the fur trade)- prompt them to think about their travelogue entries Give students self-reflection sheets to fill out and hand in with their travelogues next class Give students the option of editing/ adding to their travelogues to be shared with the class and handed in tomorrow; tell them to think about what part they would like to show their classmates Materials
Our Alberta Book KWL charts Travelogues Self-reflection

Assessment Extensions

Take in KWL charts and note what students have included and what they have not (possibility to extend on this in later lessons) (formative) Respond an exit slip question about Marie-Anne Gaboury-Lagimodire (If you arrived at Fort Edmonton with her, what would your new surroundings

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

21 be like? What kind of life would you expect to have?); work on travelogues Lesson 10: Presentations Friday March 22, 2013 (Period 2) 30 Minutes How did you create a travelogue that includes the different contributors of Focus Questions the fur trade? 4.S.8: Demonstrate skills of oral, written and visual literacy SLO The students will be able to: Learning Succinctly present their work orally to the class Objectives Reflect on classmates ideas Lesson Procedure Hand out travelogues to students and give them a minute to decide what they are going to present Briefly cover the expectations of presenters and audiences Students will take a turn in front of the class showing what they did for one of their entries (e.g., how it is unique, what they enjoyed, a sample of writing etc.) Hand in travelogues and reflections Travelogues and reflections (attached with a paperclip) Materials Assess travelogues according to rubric (summative) Assessment Create a class wordle of key concepts they learned in the unit Extensions

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

22 Annotated List Of Resources Text Resources Andrews, R.J. (1969). The voyageurs. Canada: Ginn and Company. This is an extremely valuable book for students and teachers for the part of the unit about the voyageurs. There are some incredible pictures including real photos and paintings of voyageurs. There are pictures of the different kinds of canoes, maps, and the geography that voyageurs had to surmount. These pictures can be very meaningful to students. It is also helpful for teachers in the thorough descriptions of the voyageurs and their lives. Laws, G.D., & Laws, L.M. (2003). Alberta. Farmington Hills, MI: Lucent Books. This book is informative for teachers, but it is too text-heavy for grade 4 students to use. It contains very thorough information about Alberta with a chapter devoted to the fur trade. What I found to be the most interesting is the way that information is presented about both Native tribes and Alberta forts and how they interacted. Mathieu, W. L. (2004). Alberta. Toronto, ON: Nelson. This book is a well-rounded summation of everything Alberta. For this unit, the timeline is useful as well as the maps of forts and tribes. Students could certainly read parts of the text; for example, there are two pages of easy-to-read information devoted to the Mtis, Europeans and Aboriginal peoples in regards to the fur trade. Smith, T. (2005). Settling Canada. Markham, ON: Fitzhenry & Whiteside. The writing in this book is too advanced for grade 4 students, but it can be very beneficial to teachers. It helps to set the stage for the fur trade, explaining how it came to be and the process of it all. I found the information and the timelines/pictures helpful in planning the fur trade unit to have more background knowledge about the time period. Tyerman, M. & BonBernard, T. (2006). Our Alberta: Teaching Resource. Toronto, ON: Nelson. Tyerman, M., BonBernard, T., & Cardinal, P. (2006). Our Alberta: Book 2. Toronto, ON: Nelson. I found both the teaching resource and the textbook to be good starting points for the unit. They include curriculum ties to help with planning and good inquiry questions. I mostly found both of these to be tools for planning the unit, but there were parts of the textbook that are good for students. There are some good pictures and interviews that I would have students look at and read. Websites Canadas History. (2012). Fur Trade Stories. Retrieved from http://www.furtradestories.ca/index.html This website is still under construction, but still, it has a lot to offer. It is broken into the time periods of: Pre-Contact with Europeans to 1600, 1600-1800, and 1867 to present day. Within these periods, there are collections of primary and secondary resources available such as
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

23 maps, journal entries, sound clips, artifacts, artwork, and illustrations. These can be used to spark student interest, to show multiple perspectives, and to stimulate inquiry. University of Alberta. (2009). Peels Prairie Provinces. Retrieved from http://peel.library.ualberta.ca/index.html. When I came across this resource, I could not believe my eyes; it is an enormous library of Social Studies materials across all subject areas. The information is mostly intended for older audiences, but includes articles, newspapers, books, images, maps, and the like. When I searched fur trade, there were 4308 hits. It can be time consuming to go through search items, but it is definitely a useful source for teachers to gain information and even to find resources to show students (such as images). Audio-Visual Material Campbell, M. W. The Fur Trade. Toronto, ON: Clarke, Irwin & Co. This is a kit composed of various artifacts of the fur trade (i.e., the first page of the Hudsons Bay Company Charter, a photo of the york boats on the Saskatchewan, an ad for beaver pelt fashion, a narrative from a voyageur, etc.). Some of these documents are too difficult for students to read due to the cursive, vocabulary, and/or language, but others can absolutely be brought into the classroom. This is an interesting way for students to analyze primary sources. Koenig, W. (Producer), & Kane, M. (Narrator). (1978). Canada vignettes: voyageurs [Motion Picture]. Available from the National Film Board of Canada http://www.nfb.ca/film/canada_vignettes_voyageurs This is a minute long, animation that illustrates the hardships of voyageurs lives very well. Students will definitely be able to gain more perspective about their livelihood because, even as an animation, it is really intense and sincere. There is a lot of information squeezed into a minute, so it would likely be beneficial to have a discussion before or after the film and maybe even watch it over. Community Resources Fort Macleod Museum 219 Jerry Potts Blvd. Fort Macleod, Alberta http://www.nwmpmuseum.com The Fort Macleod museum (the Fort) offers programs for schools, one of which being Changing Ways. It is geared to students in grades 4-6 and involves a focus on the Blackfoot of the Canadian prairies and their changing ways after many interactions and impacts with/of Europeans. It is an hour and a half long and allows between 18 and 30 students (prices for this program are not advertised).

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

24

Performance Assessment: Travelogue

Subject: Social Studies Unit/Topic: Alberta History: The Fur Trade Grade: 4 (of 4/5 class)

Date and Unit Duration: March 11, 2013; two week unit (~5 hours) Students will create a travelogue including entries that reflect their learning throughout the unit. LEARNER OUTCOMES The Bigger Picture: Major focuses of the Social Studies curriculum are pluralism, multiculturalism, and bilingualism of Canada. Understanding the multiple perspectives within our nation and the history of this diversity and cohesion is essential. This task matters because it will help students develop understanding of multiple perspectives (i.e., British, Francophone, and Aboriginal) and their impact on our present society. Program of Studies, 2005, pages 1-5 General Outcome(s) 4.1: Alberta: A Sense of the Land Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. 4.2: The Stories, Histories & Peoples of Alberta Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging. 4.3: Alberta: Celebrations & Challenges Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905. Specific Outcomes
Number Heading and Outcome (and bullet where applicable)

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

25 KNOWLEDGE AND UNDERSTANDING Students will: Analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues: In what ways do the physical geography and natural resources of a region determine the establishment of communities? Assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues: How did the Mtis Nation and Mtis settlements contribute to Alberta's identity (i.e., languages, accomplishments)? Examine, critically, Alberta's changing cultural and social dynamics by exploring and reflecting upon the following questions and issues: In what ways have Aboriginal peoples and communities changed over time? How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta

4.1.4

4.2.2

4.3.3

4.2.1

VALUES AND ATTITUDES Students will: Appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity: Recognize the presence and influence of diverse Aboriginal peoples as inherent to Albertas culture and identity Recognize British institutions and peoples as integral parts of Alberta's heritage Demonstrate respect for places and objects of historical significance 4.3.1 - Appreciate the factors contributing to quality of life in Alberta: Value and respect their own and other cultural identities Demonstrate respect for the cultural and linguistic diversity in Alberta Appreciate the influence of the natural environment and resources on the growth and development of Alberta

4.3.1

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

26 SKILLS AND PROCESSES Dimensions of Thinking Students will: Develop skills of critical thinking and creative thinking: Evaluate, critically, ideas, information and positions from multiple perspectives Develop skills of geographic thinking: Use historical maps to make meaning of historical events Communication Students will: Demonstrate skills of oral, written and visual literacy: Organize and present information, taking particular audiences and purposes into consideration Respond appropriately to comments and questions, using language respectful of human diversity Listen to others in order to understand their perspectives Create visual images for particular audiences and purpose

4.S.1

4.S.3

4.S.8

CRITERIA Student provides evidence of learning as they: 1. Identify the physical environment during the fur trade and its influence on community development (4.1.4, 4.3.1, 4.3.3, 4.S.3) 2. Appreciate the cultures and languages present during the fur trade (4.2.2, 4.3.3, 4.2.1, 4.3.1, 4.S.1) 3. Explain the significance of historical sites and objects in shaping Alberta (4.3.3, 4.2.1, 4.3.1) 4. Present a meaningful contribution to their travelogue to the class (4.S.8)

TEACHER NOTES Performance task should be introduced in the first unit of the lesson so that students know what will be expected of them. A general mention of the assessment should accompany the performance task, telling students that each of their entries will be marked for the criteria they are given. Leave ample time in lessons for students to work on their travelogues and to not get left behind.

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

27 Show students how to first include the most important information in their entries and they can go back later to colour, edit, etc. With each entry assignment, lay out the instructions very clearly (orally and in print) to ensure that students know what is expected from them. Discuss ideas and examples as a class first, before they get started on their own. Make sure their entries are kept together throughout the unit in a safe place.

STUDENT ASSESSMENT TASK Planning an Authentic Student Task Student role: Student role: Students take on the role of a European (English) who has recently settled in Canada and is participating in the fur trade. Each student will assemble a travelogue throughout the course of the unit, presenting a part of their choosing to the class at the end. There will be four entries in total that will be assessed, along with their final presentation The entries will be: 1. An introductory narrative that introduces themselves as a settler (where they came from, their name, their purpose, and who they have met) and what they think about reading maps they see in relation to making sense of historical events. (4.1.4, 4.2.1, 4.3.1, 4.S.1, 4.S.3, 4.S.8) 2. A recount of meeting/being a voyageur. What the job entails, including language, culture, and physical demands. (4.1.4, 4.2.2, 4.2.1, 4.3.1, 4.S.1, 4.S.8) 3. A personal design of a pair of gauntlets (decorative Mtis gloves) that they traded something for with a few sentences regarding the significance of the design (pattern, colours, material). (4.2.2, 4.2.1, 4.3.1, 4.S.1, 4.S.8) 4. A drawing of Fort Edmonton including the physical environment, the types of people, the items being traded, and any permanent dwellings. Have students label or describe key aspects of the drawing. (4.1.4, 4.3.3, 4.2.1, 4.3.1, 4.S.1, 4.S.3, 4.S.8) Audience: The audience for students travelogues is primarily their peers, who will see them during presentations of each students findings as a settler in Canada during the fur trade. They may keep their travelogues and share them with friends and family after assessment. Performance and/or Product: The product is the students completed travelogues (4 entries) The performance is to their classmates of an entry of their choosing (i.e., what they did and why) A self-reflection
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

28 Context: It is 1810 and the fur trade is well underway in Canada. The Hudson Bay Company and the North West Company are in heavy competition in the trading business. As new settlers to Canada, with the eagerness to explore and participate in trades, each will keep a travelogue of what they are learning and discovering along the way.

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

29

FUR TRADE TRAVELOGUE

It is the year 1810 and you have decided to move from the place you grew up to come to Canada. You are an English settler (from England) who is looking to join the fur trading business because you hear you can get good money and want to explore a new place. After making your way across the Atlantic Ocean on a very long ship ride, you land on the shores of Eastern Canada and set out towards what is now Alberta. During your travels, you want to keep track of what you have done and learned, so you decide to keep a travelogue of this information. As we learn about the fur trade, you will work on entries into your travelogue, which will become a small booklet. When it is finished, you will show it off to the rest of the class, focusing on the part you are most proud of. Your travelogue will include: 1. A) Who you are (you get to create somebody!)? Write where you came from, your name, your purpose in Canada, and who you might have met so far. Remember to make it accurate for the time period and what settlers would be like. B) Look at the maps on pages 193 and 201 in your textbook: are they easy to read? What do you see? What are the important parts you would focus on as a fur trader new to Canada? 2. You met a voyageur who could speak some English and told you about what they do. Write what the job is (including language, culture, and physical demands) in a paragraph, as an interview, or in a cartoon. 3. Make your own design for a pair of gauntlets (decorative Mtis gloves) that you traded something for. Write a few sentences saying: what you traded for those gloves, why they look the way they do (the pattern, colours, and what they are made of). 4. Make a drawing of Fort Edmonton. Be sure to show the physical environment, the types of people there, the items being traded, and signs of people living there. Label or describe important parts of the drawing. MAKE SURE you have used true information, were creative, made everything nice and neat enough to read. BEFORE handing it in, go through the self-checklist and reflection.
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

30 FUR TRADE TRAVELOGUE NAME: ______________________

STUDENT CHECKLIST Make sure you have everything in your travelogue before handing it in!

I have an introduction entry

_________________________________

It includes who I am

_________________________________

It explains what I think about the maps I have described the language of the voyageur,
_________________________________

their culture,
_________________________________

the physical demands of their job I have a personal gauntlet design

_________________________________

I have explained what I traded for them

_________________________________

I explained why they look the way they do I drew the Rocky Mountain House trading post or Fort Edmonton
_________________________________

I included the physical environment, the types of people there, the items being traded, and signs of people living there I labeled and/or described important parts of my drawing
Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

_________________________________

31 FUR TRADE TRAVELOGUE NAME: ______________________ REFLECTION

1. TWO things that I did well in this project:

2. TWO things I found challenging in this project:

3. TWO things I learned about the fur trade:

4. TWO ways this made an impact on Alberta:

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

32 Social Studies Grade 4/5 Rubric Fur Trade Travelogue STUDENT: _______________________

Level

4
Excellent

3
Proficient

2
Adequate

1
Limited *

Insufficient / Blank *

Criteria
Introduction

(4.1.4, 4.2.1)

Character creation is creative and accurate. Map observations are insightful.

Character creation and map observations are accurate and meaningful.

Character creation and map are basic with little accuracy.

Character creation and map are superficial with little accuracy.

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Gauntlets

(4.2.2, 4.3.3, 4.2.1, 4.3.1, 4.S.1)

Voyageur

(4.2.2, 4.3.3, 4.2.1, 4.3.1, 4.S.1)

Trading Post/ Fort (4.1.4, 4.3.3, 4.2.1, 4.3.1, 4.S.1)

Presentation (4.S.8)

Provides an original and detailed drawing with a thorough description of the design and its significance. Communicates information in a compelling manner using various factual descriptors of voyageurs. Drawing includes significant aspects that take into account factual information and appreciation. Provides thorough labeling. Speaks audibly and enthusiastically to class. Includes a detailed description of one entry.

Provides a meaningful drawing with a sufficient explanation.

Provides a simple drawing with a slight explanation.

Provides an incomplete drawing with a vague description.

Communicates information in a purposeful manner, using substantial facts.

Communicates information in a straightforward manner, using partial facts.

Communicates information in a superficial manner, using sparse facts.

Drawing includes substantial aspects that take into account factual information and appreciation. Provides adequate labeling. Speaks audibly to class. Includes a detailed description of one entry.

Drawing includes partial aspects that take into account factual information. Provides adequate labeling.

Drawing includes sketchy aspects that take into account factual information. Lacks adequate labeling.

Speaks quietly to class. Includes a simplistic description of one entry.

Speaks quietly and gives a trivial description of one entry.

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

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template

33 I created this rubric to have an organized way of lining up the expectations I have for students in this performance assessment task and the SLOs in the grade 4 curriculum that they are directly linked to. Breaking up each part of this task will make it easier to assess since it is one project that has been assembled throughout the unit. This way, I can look through each entry of the students travelogues and mark them based on the corresponding criteria in the rubric. I can also grade the students mini-presentations this same way. With all 5 parts of the performance task laid out, it is more manageable to mark and to explain to students (and their parents) why they got the grade that they were given. Because I will be giving my students a checklist before they submit their travelogues; I hope that they use it effectively to add in any criteria they may be missing, which will also make marking an easier job. My intention is to reward students for completing their travelogues and meeting the criteria. Those students who go over and beyond, making effort to be creative, incorporate good ideas, and make critical thinking evident, will be rewarded in this rubric design.

Adapted from Keith Roscoes ED 3601/3700 Unit Organizer Template