portage*1** quilt*making* * * * * portage*2 ... · portage 2: history story board – the life of...
TRANSCRIPT
Investigating the Fur Trade
Portage 1 Quilt Making ________________
Portage 2 Storyboard Activity ________________
Portage 3 Fur trade timeline ________________
Portage 4 Hudson Bay / Northwest Company _______________
Portage 5 Food ________________
Portage 6 Life of a Voyageur ________________
Portage 7 Champlain’s Adventure ________________
Portage 8 Fur trade song ________________
Portage 9 Trading Post ________________
Portage 10 Planning to Answer the Inquiry ________________
Portage 11 Seven Oaks ________________
Portage 12 Trading Post Picture ________________
Portage 13 Impact of the Fur trade on Canada ________________
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Inquiry question ________________
Name:___________________________________________________
Portage 1: Fur Trade Quilt Station
Fur trade brought together in harmony, and sometimes conflict, the interests of First Nations peoples, the French, the British and Métis. The patterns of movement and the relationships the fur trade developed left a permanent mark on the formation of Canada. Quilting encourages creative expression and allows a diverse group of people to participate and contribute to the finished product. Our quilt station will reflect our creative expression and the finished product will reveal a diverse picture of the people, products and roles in the fur trade. My quilt block is number _______ on the trifold. My quilt block shows: _________________________________________________________________________________________________________________________
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It is drawn from the perspective of the: ________________________________________________________________________
Portage 2: History Story Board – the life of Voyageurs and the impact on Canada
When a television show, a movie or even an advertisement is being planned out, a storyboard is used. Developers lay out illustrations to show the progress of the video and explain what is happening. Your task is to develop a storyboard for a five minute mini-documentary that outlines the life of voyageur and how their actions contributed to the growth of Canada. The illustrations are provided for your storyboard. You must provide a description of what will be said and what will be shown for each panel. To gather information for your mini-documentary you must watch the two videos about the life of a voyageur and the impact of the fur trade on Canada. To view the videos, log on to the laptop as: Username – Social Passsword - studies 1. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 2. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
3. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 4. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 5. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 6. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
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11. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 12. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 13. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 14. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
15. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 16. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 17. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 18. _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
3: Illustrated Timeline Use the information from this station to create an illustrated timeline of the fur trade. Procedure: 1. Label the years above the line to create a timeline from 1500 – 1850. The lines are 25 years apart.
2. Give the timeline a descriptive title. 3. Look at the timeline to find the beaver icon and the canoeing icon. Select 10 of these events to place on the timeline in your booklet. Briefly summarize each event beside a dot that indicates what year the event took place.
4. In the space provided on the timeline, create an illustration of one of the events. Use the following steps to complete your timeline: • provide a descriptive title • years written over the line. • events that occur in a single year are shown with a dot -‐ • • ongoing events that take place over several years are shown with a bar showing the starting year and ending year. • after each event you must give a brief but descriptive explanation of the event. • you must draw an illustration of one event from your timeline.
Portage 4: The Hudson’s Bay Company & the North West Company: Trade and intense competition
Do some research and answer the following questions about the basic nature of each company. This will prepare you for the following task that will involve making a cartoon to depict the relationship between the two companies. The Hudson’s Bay Company: 1. In 1670, the king of this country granted a charter for the control of the fur trade to the Hudson’s Bay Company: __________________________________________________________________________________________________________
2. The HBC built their forts along the shores of the Hudson Bay. Name 3 advantages to this location: i. _______________________________________________________________________________________________
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3. The HBC built many trading posts. What were these posts also used as?
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The North West Company: 1. In 1779, a group of fur traders from this city formed the North West Company. This city would also serve as the base of this company’s trading businesses. ________________________________________________________________________________________________________________________
2. Many of the people who worked for the North West Company were Métis, and used to be known as coureurs de bois. Now they would be known by one of these two names: _________________________________________________________________________________________________________________________
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3. What reasons would you want Metis traders working for your company? Name at least 2 advantages the North West Company gained by employing this group of people.
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ii._______________________________________________________________________________________________________________
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GETTING STARTED ON YOUR CARTOON From what you know of these rival companies, take a few minutes to come up with a cartoon that symbolizes a key event or aspect of the relationship between the two companies. Remember, a political cartoon expresses the artist’s opinion about a person, issue, or event. Artists use symbols, images, and words (speech balloons, captions, and titles) to convey their message to the audience. Think about the following important points, before beginning your cartoon:
1. Decide on the key event or aspect of the relationship between the HBC and the NWC that you want your cartoon to be about.
2. What is your opinion about it? What message do you want to give the audience? 3. Think about how you can express this opinion using images, symbols,
colour/shade, and a few carefully chosen words. You may want to brainstorm ideas on the bottom of this sheet.
4. Consider using a simile, metaphor, or irony for your title and/or caption.
MY IDEAS…
MY CARTOON
Draw your cartoon in the box below. Don’t forget a title and a caption! TITLE: _________________________________________________________________ Caption: _________________________________________________________________________ ________________________________________________________________________________
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Portage 5: Food Station List the foods the fur traders would eat at the trading post? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ What would the fur traders eat while away from the fort? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Why is there a difference? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ What are the ingredients in pemmican? Why do you think this was a good food for the fur traders? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ What are the ingredients in bannock? Why was this food popular with fur trader? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ How is beef jerky made? Why would it be a good food for traders to take while they were away from the trading post? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Today, when people go on long overnight hiking trips (or even into space), what types of food do they bring? Why do they bring this type of food? What are the similarities and differences between now and the past? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Read the letters from Letitia and Joseph Hargrave. What does this tell you about life at fur trading posts? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Suppose you were visiting a fur trading post from Montreal. A coueurs de bois arrived at the post and you had a chance to interview him. Develop a list of 6 questions you would ask him about the food he eats. The answers to your questions should be several sentences long. Question 1: __________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Question 2: __________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Question 3__________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Question 4: __________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Question 5: __________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Question 6: __________________________________________________________________________________________ Response: ___________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Portage 6: Life of a Voyageur Your task is to develop an accurate understanding of the life of a voyageur. To develop an understanding of the life of a voyageur complete the following biographical information on a typical voyageur (use the reading on the tri-‐fold): Gender: ______________ Average age: ______________ Circle the correct answer below: Average income: poor middle class rich Marital status: single married Ethnicity: French born in New France Born outside New France Employment status: Full time voyageur Part time voyageur How do you think these qualities may affect the way they viewed their job as a voyageur? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
1. Use the Frances Hopkins paintings to develop an understanding of the life of fur traders. Geography of the areas they travelled:
Daily activities:
Hardships they faced:
Rewards they received:
Emotions they felt:
2. Read the journal entries of John McDonnell on the map entitled “The Intricacies of these Turns and Windings” to develop an accurate understanding of the life of fur traders. Geography of the areas they traveled
Daily activities:
Hardships they faced:
Rewards they received:
Emotions they felt:
What similarities exist between the experiences of a voyageur described above and one from a Hopkins painting? __________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ What differences exist between the experiences of a voyageur described above and one from a Hopkins painting? __________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Why do you think the way Hopkins portrayed the lives of voyageurs was different from McDonnell’s journal entries? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Now, complete a journal entry that provides an historically accurate perspective on the life of a voyageur based on the two different descriptions and the biography of a typical voyageur. ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Portage 7: Champlain’s Adventure - Developing an accurate understanding 1. Create a title for the image. ________________________________________________
2. The creator of the image was not with Champlain. In fact, the artist, C.W. Jeffries painted and sketched historical events in Canada during the first half of the 1900s. Through his paintings we can understand how people during this time – the mid 1900s -‐ thought about the past. Analyzing the image:
a. What sort of relationship between Champlain and the First Nations does Jeffries portray in this image? ___________________________________________________________________
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b. How is Champlain portrayed?__________________________________________________________
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c. How are First Nations portrayed?_____________________________________________________
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d. What hardships or challenges do the Europeans seem to face? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
e. According to the picture, who seems to have more control or power? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
f. What do you think is the goal of this meeting? _________________________________________________________________________________________________
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Champlain’s journal entries can give greater insights into more realistic perceptions that the Europeans had of first nations. Read Champlain’s journal entries about his adventures at and around Tadoussac, Quebec, Montreal, Morrison Island or Penetanguishene. Read the ‘Stories’ section. His journal entries provide a different perspective on Champlain’s interaction with first nations.
a. What sort of relationship between Champlain and the First Nations is presented in the journals? _________________________________________________________________________
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b. How is Champlain portrayed?__________________________________________________________
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c. How are First Nations portrayed?_____________________________________________________
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d. What hardships or challenges do the Europeans seem to face? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
e. According to the journal, who seems to have more power or control? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
What major similarities exist between Jeffery’s perception of First Nations and Champlain’s description? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ What major differences exist between Jeffery’s perception of First Nations and Champlain’s description? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Why do these differences exist? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________
Portage 8: Voyageurs in popular culture
View the slideshow and listen to the song called “Les Voyageurs”. Do the following activities. Listen to the song as many times as you need to! Part One: Can you find it?
Part Two: Did you catch it?
Listen for these places in the song. Circle them on your map at the end of this portage and trace the route of the voyageurs in the song. •Montreal •Ottawa (River) •Mattawa (River) • Nipissing (River) •French (River) •Georgian Bay •Michilimackinaw (Michilimackinac) •Sault Saint Marie •Lake Superior
1.How many men could fit into the voyageur’s canoe? 2.How long was the voyageur’s trip? 3.Where did the trip begin? 4.How much weight could a voyageur carry during a portage? 5.Which fur bearing animals are mentioned?
Part Three: Do you know it?
Part Four: Think a little deeper…
What is meant by the following expressions? 1.birch-bark station wagon: 4. hard tack: 2.tump-lined wannigan: 5. skeeters: 3.bug filled pemmican: 6. rum kegger:
1.Why do you think tobacco was an important tool for the voyageurs? 2.What is the significance of fourteen white crosses on the shore? 3. Why do you think the writer of the song included various sounds such as belch and a fart and a spit and a slap? What image does this give you of les voyageurs? 3.Think of a modern day occupation that is similar to the voyageur’s job? What qualities does this job have that are similar to the voyageur’s job? On the next page, create a Venn diagram to compare and contrast the two occupations.
Voyageur __________________________
Portage 9: Life at a Trading Post On the chart below, describe what you think each of the items could be and what they could be used for in a trading post.
What the Item Looks Like What The Item Could Be
What The Item Could Be Used For in a Trading Post
1. -‐A copper colour cylinder with a lid
-‐A pot -‐A trade item that the Europeans brought with them -‐To cook with -‐To store items in
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Help Wanted Create a Help Wanted ad for employees to come and work at your trading post, based on what you think life in a trading post might be like. Look at the Help Wanted ads on the board for an example of how to write one. State what the person would be doing, with whom they would be working and what the living conditions would be like.
Now read Life at a Hudson’s Bay Company Trading Post. Was your idea about life at a trading post close to the description that you just read? Explain. ________________________________________________________________________________________________________
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Portage 10: Fur Trade: Inquiry Question Planning Sheet STEP 1:
The first thing we need to do is figure out what each part of the questions means! Look at the connections! Put specific information in the boxes below.
STEP 2:
Try writing TWO versions of a topic sentence! Remember: a topic sentence needs to include words from the question AND needs to let the reader know what to expect in the paragraph.
Topic Sentence #1: _______________________________________________
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Topic Sentence #2: _______________________________________________
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Put an asterisk * next to the topic sentence that you want to use
How did the various peoples in North America both work together in the fur trade and compete to control it?
Who are the various people we are talking about??
How did these people work together?
How did these people compete to control the fur trade?
STEP 3: To answer the inquiry in detail, you will need to answer these questions and provide lots of details/examples!!! A: How did the First Nations work with the French and British in the fur trade? (What was their role? What specifically did they do in the fur trade?) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B: In what ways was the English fur trade different from the French fur trade? (Think about the HBC: how did they “do” the fur trade differently than the French? Think about the people involved!) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ C: How did the fur trade in the West bring various people together? (in a good way OR a bad way! Which people came into contact? What happened when they came into contact?) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ D: What was the impact of the fur trade on First Nations’ societies? (How did it affect their economies, the way they lived, and their sense of identity?) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ STEP 4: Write a first draft of your paragraph/essay on a piece of lined paper. Double-space so that you have room for editing.
STEP 5: Try writing TWO versions of a concluding sentence! Remember: a concluding sentence should be similar to the topic sentence. What have you proved in your paragraph?
Concluding Sentence #1: ___________________________________________
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Concluding Sentence #2: ___________________________________________
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Put an asterisk * next to the topic sentence that you want to use! Add this sentence to your rough draft! STEP 6: Edit your rough draft. Have a peer or a parent look at it for these things:
• Does the paragraph make sense? • Does the paragraph answer the inquiry question? • Have you made any grammar, spelling, or punctuation errors? (Have the editor circle
these, but NOT correct them!) STEP 7: Make corrections based on your editor’s comments. STEP 8: Write or word-process your good copy. STEP 9: Double-check to MAKE SURE YOUR NAME IS ON THE TOP OF YOUR GOOD COPY!! STEP 10: Hand in your inquiry question: good copy stapled on top of rough copy.
Portage 11: Conflict at Seven Oaks Why do this activity?
1. The conflict at Seven Oaks shows the nature of the fur trade – it was very competitive and the two companies did not like each other! This was not the only time there was violent conflict between the 2 companies.
2. This activity illustrates what historians do – they use evidence and sources to create a story (narrative) about an event in the past.
Background Information: The Conflict at Seven Oaks was a shootout between a group of Métis people loyal to the North West Company, and a group of colonists loyal to the governor of Rupert’s Land and the Hudson Bay Company. Nobody knows who really fired the first shot, but we do know that only 2 Métis men died, while 21 of the 24 governor’s men died. You read the evidence and decide for yourself – who fired the first shot? Was this an accident, or a planned attack on the Hudson Bay settlement at Fort Douglas? Directions: 1) Read the 3 articles provided and listen to the sound clip (if you have time) about the Conflict at Seven Oaks. Refer to the Hints Page! for help. Take notes on the back of this page as you go. Be sure to identify the ‘who, what, when, where, and why’ of the event. Feel free to use more paper, if needed. 2) Using your notes, write up a newspaper article that describes the events. Whose perspective will you choose to take? That of the Métis, or that of Semple and his men? 3) Be sure to include an eye-catching title that will catch the readers’ attention, and a caption for the picture describing the event according to the perspective you choose to take in the article. Newspaper Article Checklist: o I read the articles o I took notes describing the 5 Ws o I decided who fired the first shot o I remembered to include the date o I included an eye-catching title o I wrote an article from either the Métis OR the HBC’s perspective o I included an appropriate caption for the picture
Notes: Who?_________________________________________________________________________________________________
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What?________________________________________________________________________________________________
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When?________________________________________________________________________________________________
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Where?_______________________________________________________________________________________________
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Why?_________________________________________________________________________________________________
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In your opinion, who fired the first shot?
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Red River Daily News
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Portage 12: Photo Op: The Trading Ceremony At this station, you will re-‐enact a scene from one of the five days of the fur trading ceremony. First, read about the barter system and the trading ceremony. Next, you will choose one of the scenes as described by Charles Lalemant to re-‐enact. Your job will be to pose as if you are participating in the fur trading ceremony on one of these days. You may use any of the props provided in your scene. You may need to find a teacher who will take a picture of your scene. Then develop a series of 3 – 5 pictures to represent the scene yu have selected. Upload them onto a word document and add speech bubbles and captions to tell the story. Steps to take to get started:
1) Read about the barter system and the trading ceremony 2) Choose one of the days or scenes that is described by Charles Lalemant (For example, you may
want to re-‐enact the third day, when the merchants and First Nations groups begin trading and bartering). Create a series of 3 – 5 scenes showing this event.
3) Use the props provided to make your scenes as realistic as possible
4) Open Photobooth and take a picture of the scenes.
5) Insert the picture into a word document. Add speech and/or thought bubbles.
6) Add a caption at the bottom of the picture. Make sure your caption describes how your picture
relates to either the barter system or the trading ceremony. My List of Things to Do: o I have read about the barter system and the trading ceremony o Our group chose a scene to re-‐enact (check one): ___ Day 1: French merchants set up huts and First Nations arrive ___ Day 2: First Nations hold a council, gifts are exchanged ___ Day 3 and/or Day 4: Trade and bartering ___ Day 5: First Nations feast and dance o We used the props provided to make our scene as realistic as possible o We developed a story by showing 3 – 5 scenes (complete with caption and thought or speech bubbles), then print and stapled it into our workbook
Portage 13: Positive and Negative Impact of the Fur Trade 1. The two objects on the board are evidence of the fur trade in Canada. Explain how you think they are evidence of the fur trade. 2. List any other evidence of the fur trade that you think we can see in Canadian society today? Read the short stories about the Fur Trade. Use the information that you have just read as well as any other information you may have learned so far to help you write a journal entry of at least 10 sentences about fur trading from the perspective of either First Nations or Europeans (pick one perspective). ________________________________________________________________________________________________________
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3. Complete a cause and effect charts on the impact of the fur trade. Fur trade begins 4. Complete the two T-‐Charts below by adding at least 5 points to each positive and negative column.
Fur Trade (Europeans)
Positive Negative
Fur Trade (First Nations)
Positive Negative
Name: ____________________ /10 Answering the Inquiry
Inquiry Questions: How did the various peoples in North America both work together in the fur trade and compete to control it? You must answer the chapter inquiry by considering the following questions? • how did the First Nations work with the French and British in the fur trade? • in what ways was the English fur trade different from the French fur trade? • how did the fur trade in the West bring various peoples together? • what was the impact of the fur trade on First Nation’s societies, economies and sense of identity? ________________________________________________________________________________________________________
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