Grade 5:

First Nations and Europeans in

New France and Early Canada

By: Heather, Sarah, and Adrianna

Big Idea
Portray over time how the Europeans had an effect on the First Nations
Communities. Show the outcomes both negative and positive in a fun and
interactive way.

Unit Plan Overview:

Lesson 1: Fact or Fiction (Want to know what they
know)
Lesson 2: Introduction to First Nations
Lesson 3: First Nations Communities prior to
contact with Europeans
Lesson 4: Effect Europeans have on First Nations
Lesson 5: Fur Trade (Hudsons Bay Company)
Lesson 6: Trappers and Traders Game

Lesson 1 Fact or Fiction

Overall Expectation: A2. Inquiry: use the social studies
inquiry process to investigate aspects of the interactions
among and between First Nations and Europeans in
Canada prior to 1713 from the perspectives of the
various groups involved.
Specific Expectation: A2.4 Interpret and analysis
information and evidence relevant to their investigations,
using a variety of tools.

Lesson 1 Fact or Fiction

Minds On:
What do we know about First Nations/Aboriginals people?
What are some things you have heard or read about the First Nations people that doesnt sound like it would be correct?
Read statements of First Nations people-Students decide if they think it is fact or fiction
1.Inuit, Metis, First Nations, and Aboriginals are all names for First Nations people
2.All Aboriginals to live in poverty
3.First Nations people live in teepees
4.First Nation people always wear feathers in the hair and love to dance and sing all day long
4.Fist Nations people have difficulty fining employment

5. First nations territories were invaded by the Europeans and were robbed of their land
Hands On:
Students are to research Aboriginal/ First Nations people with a partner.
Seeking for information that is fact, with evidence and reference to where they found their information. As well as find some more
information on stereotypes that have been around for many years
Consolidation:
As a class, we create a chart that states the new information they found and determines the difference between fact and fiction.

Lesson 1 Fact or Fiction

Exampl
e:

INFORMATION

SOURCE

FACT/FICTION

Inuit clothing was made mostly

out of animal skin and furs

firstpeopleofcnanda.com

firstpeopleofcnanda.com

Fact

fiction

Aboriginals were mainly of the

Christian faith

Lesson 2 Introduction to First

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

Specific Expectations: A3.6 describe some significant

differences among First Nations and between selected
First Nations and European settlements in early Canada

Lesson 2 Introduction to First

Nations
Minds on:
Analyzing photograph of First Nations girl.
Answering:
What do you see in this image?
What are the people doing?
How are they dressed?
Does this image portray people from the past, the present, or the future?
How do you know?

Where do you think these people lived?

How are these people different from people today?
How are they the same?

Hands On:
Draw a large intersecting Venn on chart paper, in groups of 3s, discuss the projected image, and record similarities and
differences between the people depicted in the image and people of today.
Consolidation:
3 groups will be choosen/volunteer to share their work with class.

Lesson 3 First Nation

Communities
Overall Expectations: A3 Understanding context:
Significant Characteristics and Interactions
Specific Expectations: A3.1 identify major First Nations
in the Great LakesSt. Lawrence region and Atlantic
Canada at the time of contact with Europeans. A3.2
describe some significant interactions among First
Nations before contact with Europeans

Lesson 3 First Nation

Communities
Minds on:
Each student will be given a First Nation community that existed before Contact with the Europeans
In groups they will sit in their community and discuss where they are from and who they are.
On a large map Canada, the class will place each of the 6 communities on a map. One representative from each
community will colour it on the map at the front of the class
Hands on:
In groups of 6 the communities will come together for a board meeting where each community is represented
They will discuss such topics such as what they need vs what they have.
They will discuss issues that could arise (ie: different languages how do they communicate)
Further research:
http://www.collectionscanada.gc.ca/settlement/kids/021013-1003-e.html
Students can go and explore more communities and gather further information on communities discussed.
Consolidation:
To wrap up we will discuss:
Interactions between people have consequences that can be positive for some people and negative for
others.
When studying interrelationships between groups of people, it is important to be aware that each group has
its own perspective on those interrelationships
Cooperation and conflict are inherent aspects of human interactions/relationships

Lesson 3 First Nation

Communities

Lesson 4 Effect Europeans

have on First Nations
Overall Expectation: A2. Inquiry: use the social studies
inquiry process to investigate aspects of the interactions
among and between First Nations and Europeans in
Canada prior to 1713 from the perspectives of the
various groups involved.
Specific Expectation: A3.5 describe significant aspects
of the interactions between First Nations and European
explorers and settlers during this period.

Lesson 4 Effect Europeans

have on First Nations
Minds On:
What are some of the negative effects of European colonization on First Nations in the context of the history of Canada?
Diseases-many first nations people died (smallpox)
Destroyed way of life
Harmed environment by hunting and killing bison, eliminating main food source
Lost 98% of land, forced to live in reserves
Lose of identity
Portrayed as savages
Children sent to residential schools-abused and forced to change religion
No political voice
Hands On:
Students are to reflect on our group discussion and write a journal entry about the negative effects of European
colonization on First Nations. Students are to incorporate their own opinions and suggestions in the matter.
Consolidation:
Students share their opinions and suggestions made on this topic with the class.

Lesson 5 - Fur Trade: Hudsons

Bay Company
Overall Expecations: A1.Application: analyse some key
short- and long-term consequences of interactions among
and between First Nations and European explorers and
settlers in New France prior to 1713
Specific Expectations: A3.3 describe the main motives for
Europeans exploration in early Canada and for the
establishment of permanent settlements. A3.2 describe
some significant interactions among First Nations before
contact with Europeans

Lesson 5 - Fur Trade: Hudsons

Bay Company
Minds On:
Watch this video on how Hudsons Bay Company was formed.
Hands On:

As a group ask the class to think of things that they want. Discuss the differences between needs/wants
Have class think about when the First Nations came into contact with Europeans.
Did they use money then? (No, they traded)
What is trade? (Trade is the exchange of goods.)
Why do people trade? (To acquire things they do not have or cant get except through trade.)
Class will be split into 3 equal groups (Metis, English/French)
Send Metis into hall way (to not overhear)
English & French decided how much they want for the HBC blanket.
Meet Metis group and explain that must come up with sings for how much?, more, can we trade
Trading time!

Consolidation:
Discuss the difficulties that arise from trading in different languages.
Pose Question: The activity we did, how is that similar to the fur trade that the First Nations & Europeans did?

Lesson 6 Trappers and Traders

Overall Expectations: A1. Application: analyse some key shortand long-term consequences of interactions among and between
First Nations and European explorers and settlers in New France
prior to 1713
Spefcific Expectations: A1.1 Describe some of the positive and
negative consequences of contact between First Nations and
Europeans in New France, and analyse their significance. A1.2
Analyse aspects of early contact between First Nations and
Europeans in New France to determine the ways in which different
parties benefited

Lesson 6 Trappers and Traders

Minds on:
As a teacher I will introduce the concept of Trappers and Traders.
The fur trade greatly impacted Canadas early history by creating the need for
population growth, which spurred immigration from Europe. It also drastically altered
Canadian Aboriginal ways of life. To participate effectively in this historical role play
activity, students will require background information to grasp the complexity of this
system of bartering, trading, and purchasing. The prices of goods were set in
accordance to changing criteria:
The need in Europe for beaver and other pelts
The need in Canada for European goods.
The availability of the beaver and other animal pelts. The availability of European goods
Trade relations between different groups.

Hands on:
Playing of the actual game!

Lesson 6 Trappers and Traders

Consolidation:
The game is wrapped up
Students will be able to demonstrate understanding of lifestyles in the settlements in the Hudsons Bay area (fur
traders) and in New France (e.g. settlers, seigneurs, fur traders, missionaries).
Students will be able to demonstrate understanding of some of the problems faced by Aboriginal groups, explorers,
missionaries, and settlers in the initial settlement era. (diseases, negative impact)
Students will be able to demonstrate understanding of the role of competition in the fur trade (e.g. Hudsons Bay
Company and Northwest Company).
Students will be able to demonstrate understanding of the economic concept of supply and demand.
Students will be able to demonstrate skills of decision making and problem solving
Students will be able to demonstrate skills of cooperation, conflict resolution and consensus building.

In order to assess the students learning throughout the unit they will have a worksheet
to be completed at the end of the final lesson. It goes over what was discussed
throughout the lessons in the unit and displayed and built upon within the game.

Culminating Task at the End of the Unit

In order to assess the students learning
throughout the unit they will have a worksheet to
be completed at the end of the final lesson.
It goes over what was discussed throughout the
lessons in the unit and displayed and built upon
within the final activity.

Grade 5:
First Nations and Europeans in
New France and Early Canada