Danica Govorchin

The Red River Settlement 1860-1870: Rising tensions

Grade: 10

Learning Objective(s):

Subject: Social Studies

By the end of this class students will be able

to

Duration: 80mins
PLO:
A1: Apply critical thinking
B1: Analyze Canadian society from 1815
to 1914 in terms of gender roles, ethnicity,
daily life, and the arts.
B2: Evaluate the impact of interactions
between Aboriginal peoples and European
explorers and settlers in Canada between
1815- 1914
B4: Describe the factors that contribute to
a changing national identity

-Explain the positions of colonists and Mtis

within the Red River Settlement
-Evaluate possible causes and
consequences of the conflict between
colonists and the Mtis

Equipment:

Time
15mi
ns

Chart paper
Markers

Lesson Content
Go over Review from last class

Teaching Points & Organization

HBC Trade monopoly activity: mimics

the restriction Mtis experience in trading
in the Northwest.
Teacher= new settler
Choose 6 students = HBC traders
Rest of class = Mtis

Trade monopoly:
-Provided HBC with control over the fur
trade in Ruperts Land.
-Granted exclusive rights in all lands
drained by rivers flowing into the
Hudson Bay.

Teacher has fake money (ask students to

imagine it is real). Tell the class you want
a pen/pencil and you are willing to give
them $20 for it. Choose 6 students, tell
them they have to right to trade with
you.

-Discuss what the activity represents

-Discuss what groups are represented
in the activity
-What feelings occurred for the people
who were not allowed to access the
teacher to trade.

Danica Govorchin
15mi
ns

20mi
ns

20mi
ns

Power Point
-Causes of rising tensions:
-Increasing Mtis population
-Mtis push for free trade
-New settlers
-Discrimination against Mtis
-Economic problems
-Purchase of Ruperts Land

Main Activity:
Town council Meeting assign each
table group to represent one of the
follow; the Mtis and new settlers. Using
information from pages 154-156 in the
textbook, the students will list the issues
they are experiencing in the Red River
Settlement. Students will also be asked
to formulate possible solutions to the
problems arising between the Mtis and
new Settlers.
Closure/Assessment:
- Each group will read out loud their lists
and solutions to the rest of the class.
-Hand out the Self Evaluation Rubric for
collaboration for each student to fill out
-Tell students about the upcoming unit
test date!

-Hand out printed slides to students

-Instruct section of the class to stand
and sit to visually represent the
population percentages in the
settlement.

- Make sure each group has:

- Recorder- writes down points (x2)
- Presenter- Presents list to class (x2)
-Discussion director- Makes sure all
group members are participating
-Generators: Everyone! Suggesting,
discussing, contributing ideas, listening
-Circulate, observe the
-Remind students to Listen
Respectfully
-Make sure they understand what this
means

Assessment: How will we know the students learned/met/understood the SLOs?

Assessment FOR: PowerPoint introducing information

Assessment AS learning: Town Council meeting; discussion with groups to
pull information from the textbook to produce lists of issues and solutions
Assessment OF learning: List of issues and solutions presented