Grade 8 Lesson: Aboriginal and Metis Influence

General Learner Expectations

Generalization: Many different factors influenced the settlement and exploration of Canada

Rationale: Traditionally, the social studies curriculum has examined the role of explorers and settlers upon the development of Canada as a nation. The following lesson plan will highlight the contributions, influence and sacrifices that Aboriginal and Métis peoples made in an effort to help settle the West, particularly Northern Alberta

Knowledge:

• Realize that explorers, traders and settlers followed existing Aboriginal trade routes
• Identify why Aboriginal People chose to settle in specific areas
• Recognize the complex relationships between Aboriginal, Métis, British and French traders, settlers and explorers

Skills

• Trace and discover trading routes used by Aboriginal and European traders
• Interpret historical maps
• Locate specific areas/settlements on various maps

Attitude

• Develop an appreciation for Aboriginal Peoples' knowledge of water and trade routes
• Engage positively in activities and work well with others

Teacher Information

The fur trade crossed many boundaries, changed many lives and influenced many cultures as it spread from the eastern coast of Canada across to the province of Alberta. The lives of European explorers, fur traders and explorers were influenced tremendously by Aboriginal People across the country. It is important students recognize that the early explorers, settlers and fur traders benefited greatly from the trade knowledge, experience and routes that the Aboriginal People already possessed and were willing to share. Early exploration and trade was conducted primarily with the use of the canoe (which was an Aboriginal invention) and the vast number of waterways contained in the Canadian interior. Aboriginal culture in Canada prior to European contact was thriving-people lived in a complex and rich society with governing systems bound in fundamental value and beliefs systems, spiritual beliefs and practices interwoven with daily activities. Aboriginal People had developed allies and enemies and established successful trade relationships with other Aboriginal groups. European explorers and traders lived a much different lifestyle in comparison-coming from a society characterized by rigid rules regarding land ownership, religion and government. The development of fur trading posts in Alberta undoubtedly affected the Aboriginal way of life. However, during early contact and the explosion of the fur trade, many Aboriginal Peoples were willing to trade goods and share their knowledge of waterways and trade routes.

Intro Activity

Download the Canoes worksheet

Prepare it as an overhead transparency. Use the following questions to prompt students into a discussion about traditional transportation modes.

• Identify how the canoe would have aided Aboriginal groups in transportation.
• Why was the canoe the most important mode of transportation?
• Waterways were the main means of transportation, why do you think this is?

Ensure students understand that waterways were the main means of transportation as there were no roads or highways at this time.

Main Lesson

Distribute the following Canoe Facts worksheet (or view in the student section) to students and discuss

• The canoe is regarded as one of the most ingenious inventions. It was developed out of necessity as Aboriginal people used Canada's many waterways for transportation.
• The canoe was not used nearly as much on the plains as it was throughout the rest of Canada.
• The birchbark canoe is probably the most well known of canoe types
• The birchbark canoe was not made solely out of birch, white cedar and spruce trees were also used in construction.
• The birchbark canoe came in many shapes and sizes that reflected the different Aboriginal groups constructing them
• It is said that Champlain was the first European to recognize the ingenuity of the canoe around 1603. The Algonquin crafted canoes were the first that he encountered.
• The Algonquin canoes were very light and speedy. They often ranged in size from one man canoes to transport canoes that were about 5 meters long.
• From the design of the Algonquin canoes, the French fur traders developed their own style of canoes known as Canot du Maitre meaning Montreal Canoe. This was a large canoe used on larger waterways. They also developed the smaller Canot du Nord, meaning North Canoe, which was used on smaller waterways.
• The Canot du Maitre could carry a crew of 8-12 men and their provisions, not to mention more than 4 tones of cargo. If you paddled this canoe at 45 strokes per minute you would travel 9 km an hour.
• The Canot du Nord was a smaller more manageable canoe as it carried 4-6 men and 1 ½ tones of cargo.
• The onset of the fur trade era, brought the importance of the canoe into a new light. Canoes became the primary means for transporting furs and traders.
• The demand for transportation canoes was a benefit for Aboriginal people as they were employed to develop the canoes. However, the demand continued to increase and the first canoe building factory was established in 1750 at Trois-Rivières. The new canoes became even bigger.

Divide students into small groups of three or four members. Using the Historical Trade Routes Map worksheet as a guide (refer to atlas and the internet for further information), students will trace the major waterway routes in Alberta to centers of trade such as Fort Edmonton, the Hudson's Bay trading area, Athabascan region, Red River, and the Clearwater River area on a Blank map of Canada worksheet. Students will choose a particular route and compare it to routes used by early explorers. Students will then use this information to create a 3-D reconstruction of one of the trading posts that would have been encountered along their chosen route. The 3-D construction should mimic how a trading post would have appeared. Students must also include information on the people who would have managed and traded at the post, as well as what items would have been traded. Students may also want to include a map in their model that highlights their route in comparison to the province of Alberta. This is a major research project that allows students to express themselves creatively. Students can find information, textual and pictorial, in the Student Zone to help them complete the assigned activity. Additional information can also be found using the search function at albertasource.ca

Lesson Extension

Ask students to compare and contrast the traditional methods that Aboriginal People used at the time of contact to create, develop and manufacture a birch bark canoe. Contrast these methods with the way canoes are manufactured today. In small groups, students will develop a model of a birch bark canoe using a variety of materials such as clay, paper maché, construction paper, or wood/twigs and other materials. The group must also put together a one to two page paper that describes the changes in canoe construction over time.