1. Fur Trade Lesson Plan
Grade 7 Unit /2015

2. Curricular Objectives
Students will:
Assess, critically, the economic competition related to the control of the North American fur trade by exploring and reflecting upon the following questions and issues:
How did the First Nations, French, British and Metis peoples interact with each other as participants in the fur trade?
How did the fur trade contribute to the foundations of the economy in North America
How was Britain's interest in the fur trade different from that of New France?
How was the economic development in New France impacted by the changing policies of the French Royal Government?
What was the role of mercantilism before and after the 1763 Treaty of Paris?

3. Ch. 4 Lesson Timeline Power point: Chapter Assignment: 3 periods

4. Lesson: The Fur Trade
Pages

5. Focus Questions How did economic competition shape the fur trade?
What roles did French, British, First Nations and Metis peoples play in the fur trade?
What impact did the fur trade have on diverse people?

6. Economic Competition and the Fur Trade
pg. 107

7. What’s Competition? Pg. 107 Phase 1: The early fur trade
Economic Competition played a central role in the development of the fur trade. In economic competition, “winning” means controlling more wealth than other people.
By shaping the fur trade, economic competition also shaped the people involved in the fur trade. This happened in phases.
Phase 1: The early fur trade
Phase 2: Expansion Inland
Phase 3: Rival Networks
Phase 4: The Drive West
Phase 5: Monopoly in the West

8. PHASE 1: The Early Fur Trade: 1500- 1603
The Cod Fishery began the early fur trade
Fishing Station, Placentia Bay, Newfoundland, c. 1700, Gerard van Edema
First Nations such as the Mi'kmaq began to trade with Europeans coming to fish cod off the East Coast.
The British set up stations onshore to dry their catch and the French came to shore to refresh their water supplies.

9. A Glimpse of the Early Fur Trade
After a couple of false starts, Cartier wrote about a successful meeting with a group of Mi'kmaq from Stadacona. Early Trade benefited both sides and First Nations thought trade built relationships of peace and friendship.

10. Jacques Cartier Explorer (1491–1557)
French navigator Jacques Cartier was born on December 31, 1491, in Saint-Malo, Brittany, France, and was sent by King Francis I to the New World in search of riches and a new route to Asia in His exploration of the St. Lawrence River allowed France to lay claim to lands that would become Canada. He died in Saint-Malo in 1557.

11. Cartier’s Journal
“Some people came in nine canoes to the mouth of the cove, where we lay anchored with out ships. They made signs that they wanted to barter with us, and held up some skins. We likewise made signs to them that we wished them no harm and sent two men on shore, to offer them knives and other iron goods. Seeing this, they sent on shore part of their people with some of their skins, and the two parties traded together. They bartered all they had.”
- Adapted from Cartier’s Journal of 1534 in H.P. Biggar, The Voyages of Jaques Cartier.

12. Phase 2: Expansion Inland: 1603-1670
France dominated the fur trade during this phase. New France became permanently established.
Champlain’s illustration of the first habitation the French built in Quebec
The fur trade was central to the economy in new France.
In Quebec, ships unloaded trade goods from France and loaded furs bound for France. Smaller boats transported goods and furs between Montreal and Quebec.

13. The French-Haudenosaunee War
During this war, the Haudenosaunee gained support from the British, who used the conflict to challenge French domination of the fur trade. The French defeated a key ally, the Ouendat, In 1649 therefore getting rid of the middle man in the fur trade. Military actions by the Anishinabe and French soldiers forced the Haudenosaunee to seek a truce in (pg. 111)
Defaite des Yroquois au Lac de Champlain, 1609
(Defeat of the Iroquois at Lake Champlain) Samuel Champlain (ca ) NAC/ANC C copperplate engraving
The Ouendat became the middleman between the French and First nations established in the Great Lakes region, such as the Anishinabe (pg. 111)

14. Coureurs de bois Emerged
The loss of the Ouendat as middlemen disrupted the fur trade in New France. It opened opportunities for independent traders – coureurs de bois- to trade directly with First Nations. This soon became illegal as it established official trade based on trading posts.
Voyageur or "courier du bois" with rifle and axe Sketch by Frederic Remington. Glenbow Archives NA

15. noun: missionary; plural noun: missionaries
Jesuit ˈjeZHəwət,ˈjezəwət/ noun noun: Jesuit; plural noun: Jesuits a member of the Society of Jesus, a Roman Catholic order of priests founded by St. Ignatius Loyola, St. Francis Xavier, and others in 1534, to do missionary work.
missionary
ˈmiSHəˌnerē/
noun
noun: missionary; plural noun: missionaries
a person sent on a religious mission, especially one sent to promote Christianity in a foreign country.

16. Catholic Missionaries established missions among the Mimaq, Ouendat, Innu, Kichesiprini and Anishinabe.
Jesuit missionaries aimed to convert First Nations to Christianity. Most showed little interest in becoming Christian. Some converted to solidify their military and trading alliances with the French. (pg. 112)

17. Phase 3 Rival Networks: 1670- 1760
Granted by King Charles II of England, May 2nd, 1670, the Royal Charter gave an exclusive trading monopoly over the entire Hudson Bay drainage basin to "the Governor and Company of Adventurers of England trading into Hudson Bay.
Britain established the Hudson’s Bay Company (HBC) in 1670
The HBC competed directly with France in the fur trade.
Map pg. 115

18. Voyageurs Emerged Voyageur
After the Haudenosaunee defeated the Ouendat, New France needed a new way to maintain trade. New France established trading forts in the Great Lakes region and hired men to make the canoe trips between its settlements along the St. Lawrence, and the forts and points beyond. These men, known as voyageurs, become an essential link in the French fur trade. ( pg 117)
Voyageur
A voyageur was an adventurer who journeyed by canoe from Montréal to the interior to trade for furs.

19. Francophone Metis have their origins in this phase of the fur trade.
The French trading strategy – to develop direct contact and partnerships with First Nations – fostered cross-cultural marriages. The French called the children of these families metis or “mixed” (pg. 117)

20. Métis
Canadien
Métis are people of mixed European and First Nations ancestry, and one of the three recognized Aboriginal peoples in Canada.
a descendant of the settlers of New France

21. New France became a British Colony in 1763
Phase 4 The Drive West:
New France became a British Colony in 1763
The entire fur trade (the Montreal trade and Hudson Bay trade) came under the British mercantile system. This marked the start of a big economic shift. The French system focused on fur and the British on land. Britain wanted farm products. Eventually, farming pushed the fur trade.

22. Development of the Western Fur Trade
The North West Company took over the French trade network running through the St. Lawrence River and the Great Lakes. The company was owned by British merchants, but depended on Canadien and Metis workers. (pg. 121)
Competition between the NWC and HBC drove the fur trade west. (pg. 122)

23. Intense trapping and hunting began to reduce the population of beaver and game animals.
As furs and food became scarce, traders and middlemen moved west into new regions.

24. Meet the Metis (pg. 123)
As the fur trade moved west, the Metis became established at Red River, a central location for working in the trade. First nations and Europeans valued the skills of the Metis as interpreters and traders, and Metis people took pride in their role and identity. (pg. 123)
The red river cart.

25. Phase 5 Monopoly in the West: 1821-1870
The HBC and NWC merged
The furious competition between the HBC and NWC led to shootings, fights, and hostages. Britain ended the conflict in 1821, by encouraging the company to merge into the HBC. (pg. 130)
The buffalo began to disappear, the beaver became scarce, and demand for furs began to fall. In 1869 the HBC sold its territory (Rupert's land) to Canada. (pg. 131)

26. Summing up: Impacts of the Fur Trade
What impact did the fur trade have on diverse people?

27. How did the Fur Trade Influence the Migration of Peoples?
Because of the fur trade, people moved to new locations.
Champlain established Quebec because it had better possibilities as a fur trade center than Acadia on the East Coast.
The Metis put themselves in the center of trade, both professionally and geographically in the 1800, at Red River.
The Cree and Anishinabe expanded west with the fur trade when the buffalo began to disappear.
The Fur trade brought people West to AB, SK, and MN.

28. Chapter 4: Summative Assessment
Diorama

29. I can Statements
I can…
show how the First Nations, French, British and Metis peoples interact with each other as participants in the fur trade.
Write how did the fur trade contributed to the foundations of the economy in North America
How was Britain's interest in the fur trade different from that of New France?
How was the economic development in New France impacted by the changing policies of the French Royal Government?
What was the role od mercantilism before and after the 1763 Treaty of Paris?

30. Instructions:
You will work in individually or partners to create a diorama on the fur trade.
Each diorama should depict: a French person, English person, First Nations, and Metis.
The diorama should tell a story.
Along with the diorama, there will be a write up. Write 1-2 paragraphs on the 4 different roles the French, English, First Nations, and Metis had in the fur trade and how each effected the economy.

31. Minimum Requirements
Figures. Min. 4 people figures. Each showing a role they had in the fur trade. These can be toys, sculpted, printed, ect.
Environment. The box should be decorated to look like some sort of environment. Ex. Trading post by the river. There shouldn’t be any cardboard box showing.
Props. Along with people, there should be a min. 10 props. Ex. Trees, animals, furs, weapons, ect.
Interaction. At least 2 of the figures should be shown interacting in some way.
Write up. Write 1-2 paragraphs on the 4 different roles the French, English, First Nations, and Metis had in the fur trade and their impact on the economy. Make sure to include a bibliography.

32. Grading Rubric 5-Excellent 4- Above Average 3- Average 2-Satisfactory
1- Poor
Mark
Design
Objects are to scale, appropriate size and are arranged strategically. The diorama is very dynamic and interesting to the viewer. It has people, props, and is fully decorated to create an accurate historical environment.
Objects are to mostly to scale, appropriate size and are arranged strategically. The diorama is interesting to the viewer. It has people, props, and is fully decorated to create an fairly accurate historical environment.
Objects are some-what to scale, appropriate size and are arranged some-what strategically. The diorama is fairly interesting to the viewer. It is fairly decorated with some people and props. The environment isn’t quite historically accurate, or is lacking.
Only a few objects are to scale, the appropriate size and are not really arranged strategically. The diorama is lacking and is not very interesting to the viewer. It is decorated with some people and props. The environment isn’t historically accurate, or is lacking.
None of the objects are to scale, the appropriate size and are not really arranged strategically. The diorama is extremely lacking and is not very interesting to the viewer. It has barely been decorated with some people and props. The ground, walls of the box have hardly been decorated or are left bare.
Min. Requirements
All minimum requirements have been met.
Missing 1-2 min requirements.
Missing 2-4 min. requirements
Missing min. requirements
There is hardly anything done.
Write up
The write up is very insightful on the 4 main groups of people who participated in the fur trade. There is at least 1-2 paragraphs written on each. There are no spelling or grammatical errors.
The write up is insightful on the 4 main groups of people who participated in the fur trade. There is at least 1-2 paragraphs written on each. There are minimal spelling or grammatical errors.
The write up has some information about the people who participated in the fur trade, but not all 4 groups. There is less than 4 paragraphs written. There are some spelling or grammatical errors.
The write up has a little bit of information about the people who participated in the fur trade, but not all 4 groups. There is less than 3 paragraphs written. There are some major spelling or grammatical errors.
The write up has a little information about the people who participated in the fur trade. There is less than 2 paragraphs written. There are some major spelling or grammatical errors causing confusing or making the paragraph not make sense.
Craftsmanship
The diorama shows considerable attention to construction. The items are carefully and securely attached to the box. There are no stray marks, smudges or glue stains.
The diorama shows attention to construction. The items are carefully and securely attached to the box. There are a few noticeable stray marks, smudges or glue stains.
The diorama shows some attention to construction. The items are carefully and securely attached to the box. There are a few noticeable stray marks, smudges or glue stains.
The diorama shows minimal attention to construction. Some of the items are carefully and securely attached to the box. There are a lot of noticeable stray marks, smudges or glue stains.
The diorama shows no attention to construction and is quite sloppy. Items appear to be “slapped on.” There are a lot of noticeable stray marks, smudges , rips or glue stains.

33. Examples of student work from a similar project

36. Other ways to do a diarama

40. Canada: a peoples history
Episode 6: the Pathfinders