Grade Levels: 3/4, 5/6, 7/8
Subject Area: Social Studies/Mathematics
This lesson is inspired by the article “Fur Trade Times” in the How Furs Built Canada issue of Kayak: Canada’s History Magazine for Kids.
Lesson Overview
Using the information from the article “Fur Trade Times,” students will create a timeline for Canada’s fur trade. This will be accomplished by playing a class game of “I Have… Who Has?”
Time Required:
50 minute period
Historical Thinking Concepts
- Establish historical significance
- Identify continuity and change
- Analyze cause and consequence
Learning Outcomes
Social Studies:
- Correlate the impact of the land on the lifestyles and settlement patterns of the people
- Identify the European influence on pre-confederation Canadian society.
Student will:
- Create a timeline of the fur trade using cards that have dates and then the teacher can lead a discussion about how the events on the timeline fits with the world’s history.
The Lesson Activity
Activating: How will students be prepared for learning?
The teacher will hand out the “I have … Who has?” cards face down on students’ desks. Then the teacher will draw a timeline on the whiteboard and label the timeline. The teacher will put the first date of the game at the beginning of the timeline.
Acquiring: What strategies facilitate learning for groups and individuals?
The teacher will invite the students to turn over their cards and to read each card one at a time. After a card is read, the students will place the card under the timeline on the board.
Applying: How will students demonstrate their understanding?
The teacher will lead a class discussion and, as a class, the students will identify the six dates they believe are most important. The teacher will move those dates to the top of the timeline and circle them with a coloured whiteboard marker. Students will make their own timeline using the six key information cards.
Materials/Resources
Assessment
Teacher can collect evidence of student learning through the class conversation and checking the completion of the student’s personal timeline (product).
Extension Activity
Invite students to make a board game highlighting the key dates they recorded on their personal timelines. They might use a template such as the one found here.
Students could play with other students from different classrooms.
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