Lesson Overview In this lesson, students will work in groups to conduct research about early trading networks in Canada using The Canadian Atlas Online. They will discover who, what, when, where, why and how trade was conducted from prehistoric times to early Canadian history. Students will present their findings to the class as a group presentation. Grade Level Grade 8 (middle school) This lesson could be adapted for use at the secondary school level. Time Required Two 60 minute classes (One class for research, one for the presentation) Curriculum Connection (Province/Territory and course) Yukon Grade 8 Social Studies (British Columbia Curriculum) Early economic systems Transmission of goods and ideas Link to the Canadian Atlas Online (CAOL) / Additional Resources, Materials and Equipment Required Use of a projector to show maps from The Canadian Atlas Online (or give students internet access during introduction.) Student access to the internet to use The Canadian Atlas Online Student Handouts: o o Main Objective (instructions) (activity sheets) Students will gain an appreciation for and an understanding of early trading networks in various parts of Canada. Learning Outcomes By the end of the lesson, students will be able to: Gather information from maps and secondary sources. Describe and explain how goods and ideas were transmitted in prehistoric and early Canadian history. Summarize what they have learned about early trading networks in a group presentation.
The Lesson Teacher Activity Student Activity Introduction This lesson would work well in a unit about early world economies as a Canadian example of prehistoric and early settlement trading networks. Begin the lesson by asking students about current trading patterns in Canada or the Yukon. Use the Five W s to focus the discussion. Put these questions on the board/overhead projector and give students a few minutes to brainstorm some ideas and then discuss as a class. Who is involved in trade? What do we trade? When does trade occur? Where do we trade to/from? Why do we participate in trade? How do we conduct trade? Brainstorm ideas for the Five W s of current trade in Canada or the Yukon. Inform students that they will conduct research about early trade in Canada. Divide the class into groups based on six topics for research. Distribute the instruction sheet and review the steps with students. Form a research group. Lesson Development Conclusion Monitor students as they complete the research required. Assist them as required. Students should be able to complete the research in one class period. Use the second class for the presentation. (Students may need to prepare for the presentation at home the night before or during the first part of the second class.) Ask students to take point form notes during the other presentations. Final Discussion Questions: Ask students about the advantages and disadvantages of trade in these regions during this time in history. Who benefitted most? Complete research. Prepare for presentation. Take notes during the presentations. Participate in the discussion. Use facts from notes taken during the presentation to support your opinion.
Lesson Extension Trading networks from ancient civilizations in other parts of the world could be examined. Take students to visit to a museum, gallery or community resource where ancient artefacts may be found. Consult a local elder who may have access to stories of ancient trade or early trade with Europeans in Canada. Assessment of Student Learning Activity sheets could be collected and assessed for accuracy and completeness. The group presentation could also be assessed. Link to Canadian National Geography Standards Essential Element #4: Human Systems Processes of cultural diffusion Patterns of culture in Canada (economy) Geographic Skill #2: Acquiring geographic information Use a variety of research skills to locate and collect geographic data. Use maps to collect and/or compile geographic information.
STUDENT ACTIVITY SHEETS Step 1: Use the text, maps and charts from The Canadian Atlas Online - Early Trading Networks () to learn about trade in Canada for one of the groups below. Coast Tsimshian Obsidian Trade New Caledonia and Columbia Great Lakes Basin Hudson s Bay Newfoundland Record your area here: Step 2: Group Research Complete the Five W s activity sheet for your region (attached). Each member of the group is responsible for having a completed activity sheet. This will be collected at the end of the presentation. Step 3: Group Presentation Prepare a brief presentation of your findings to the class. Make sure that each group member contributes to the presentation. Include maps and diagrams if possible.
Coast Tsimshian
Obsidian Trade
New Caledonia and Columbia
Great Lakes Basin
Hudson s Bay
Newfoundland