History: New France and British North America, 1713, 1800
The Fur Trade Time Capsule
Chairperson ________________________ Date________________ Class _________
Member ___________________________ Member ___________________________
Member ___________________________ Member ___________________________
Expectations:
Understanding Historical Context: Describe and explain the reasons why
settlers came to New France; identify the social, political, religious, and economic
factors that shaped the colony; and describe how settlers and fur traders
interacted with the First Nation peoples.
Inquiry and Application: use a variety of resources (primary and secondary)
and tools to gather, process (show evidence about perspectives of different
groups), about how settlers in New France met the physical, social, and
economic challenges of the new land.
Understanding Historical Context: identify and explain similarities and
differences in the goals and interests of various groups in New France, including
French settlers, First Nation peoples, the conflict between the Acadians and the
British and both French and English fur traders.
You will explore the daily lives of key players in the Fur trade and the development of
one of Canada’s first economic systems.
Congratulations! You have just discovered a very rare archeological find. As a junior
archeologist, this is a huge step in your career. You and a team of two others, have just
uncovered a time capsule that was buried at the height of the Fur Trade. What makes this
find so unusual is that it contains artifacts and a daily log from Voyageurs /Courier de
Bois, a Gentlemen and a First Nations person. What makes this even more exciting is
that this find is so unusual that you and your team have been invited to speak at an up
coming symposium on the Economic Development of Canada.
Task:
You and your team will need to create a time capsule that includes at least three artifacts
(this must be created by you- no Internet pictures) as well as a log for each person
covering three days of that person’s life. You will be researching the fur trade from the
perspective of one of the key players at the time.
Perspectives:
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First Nations (male or female)
Voyageurs /Courier de Bois
Gentlemen
The British
Immigrants
Elderly People
Black Loyalists
You will need to include all of the following items with your submission
In Time Capsule:
□
□
Hand in as well:
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Three artifacts (one per person)
A Log covering three days per person
Research notes and sources
A map of the region in which your key player is located
Remember to also include your name on your personal work
A group summary on the use of Primary and Secondary sources and
when and how they may be used when gathering of perspectives of
historical events
Resources:
Internet:
Early Canada on Line
http://canadiana.org/hbc/intro_e.html
Rendez-vous Voyageur
http://www4.tfo.org/television/emissions/rendezvousvoyageur/en/index.html
Introduction to Voyageurs
http://web.archive.org/web/20040218212630/http:/www.lafete.org/new/v_ger/voyE.htm
http://www.northwestjournal.ca/
(more advanced reading)
http://fwhp.ca/
Fur Trade
http://epe.lac-bac.gc.ca/100/206/301/lacbac/explorers/www.collectionscanada.gc.ca/explorers/index-e.html
Canoes:
http://www.civilization.ca/cmc/exhibitions/hist/canoe/can00eng.shtml
Worksheets:
Graphic organizer for research notes will be provided.
Process:
1) You and your team will need to decide who is going to research which role.
2) You will have a total of 6 in class periods to work on your assignment. You will
have access to a computer.
3) Each person will need to complete their own research and hand in their own notes.
4) As a team, you will need to develop a way to share your research with the class
5) Remember that each person will need to include an artifact as well as a log covering
three days in their person’s life
Rubric
CATEGORY
4
3
2
1
Historical
Information
Uses a variety of
resources and tools
to gather, process
and communicate
information about
how the fur traders
interacted with
their environment
and First Nations
people with a high
degree of
effectiveness
Uses resources and
tools to gather,
process and
communicate
information about
how the fur traders
interacted with
their environment
and First Nations
people with
effectiveness
Uses resources and
tools to gather,
process and
communicate
information about
how the fur traders
interacted with
their environment
and First Nations
people with some
effectiveness
Uses resources and
tools to gather,
process and
communicate
information about
how the fur traders
interacted with
their environment
and First Nations
people with
limited
effectiveness
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information
clearly relates to
the main topic. It
provides 1-2
supporting details
and/or examples.
Information
clearly relates to
the main topic. No
details and/or
examples are
given.
Information has
little or nothing to
do with the main
topic.
Amount of
Information
All topics are
addressed and all
questions
answered in depth.
All topics are
addressed and
most questions
answered.
All topics are
addressed, and
most questions
answered
One or more topics
were not
addressed.
Paragraph
Construction
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Paragraphs
included related
information but
were typically not
constructed well.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
Grammar
No grammatical, Almost no
A few grammatical
spelling or
grammatical,
spelling or
punctuation errors. spelling or
punctuation errors.
punctuation errors
Many
grammatical,
spelling, or
punctuation errors.