Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada Social Studies, Grades 1-6; History and Geography, Grades 7-8 (2013) Grade 7, History: Canada, 1800 1850: Conflict and Challenges Overview of Module Students will identify key changes that occurred in Canada with respect to the expansion of the Hudson s Bay Company (HBC) and explore the impacts on surrounding communities. Students will explore the contributions of Aboriginal peoples to the success and development of the HBC, and how the company relied on their knowledge and skills to expand operations. Through a variety of case studies, students will examine and discuss how Aboriginal communities were affected by the expansion of the HBC and in what capacity. Connections to Curriculum The curriculum expectations addressed in this teaching and learning example (TLE) are identified within the TLE plan. The curriculum expectations, including examples and other supporting information, can be located in the Ontario Curriculum: Social Studies, Grades 1-6; History and Geography, Grades 7-8 (2013), Grade 7, History: Canada, 1800 1850: Conflict and Challenges. Opportunities for Cross-curricular Connections Geography: Using literacy skills developed in Geography to interpret maps, transportation networks and the theme of movement. Considerations for Planning Teachers may choose to begin the lesson with a short introductory task: Whose land are you on? Many students and community members are unaware of which traditional lands their school is located upon. Maps include: The First Nations and Treaties Map of Ontario a copy of which was sent to all schools available at: <www.ontario.ca/aboriginal/treaties>; or a historical map such as the one found at the Canadian Museum of History web page: <http://www.historymuseum.ca/cmc/vmnf/premieres_nations/en/map/index.shtml> Students use the components of the historical inquiry process to investigate, and to communicate their findings about, significant events, developments, and issues. By applying 1 Curriculum and Assessment Policy Branch, Ministry of Education 2014
the inquiry process, students develop skills that they need in order to think critically, solve problems, make informed judgements, and communicate ideas. The historical inquiry process consists of five components: formulating questions, gathering and organizing information, evidence, and/or data, interpreting and analysing information, evidence, and/or data, evaluating information, evidence, and/or data and drawing conclusions, communicating findings. It is important for teachers to understand that the inquiry process is not necessarily implemented in a linear fashion. Not all investigations will involve all five components; moreover, there are different entry points within the process. Connections to First Nations, Métis and Inuit Peoples and Perspectives Curriculum Connections Students will develop their understanding of how Aboriginal communities function as well as the vital contributing roles of its members. They will investigate how expanding trading posts have had social, environmental and economic implications on these communities and individuals. Students will identify the significant contributions Aboriginal peoples made to the expansion of the Hudson s Bay Company (HBC). Economic Implications: Throughout history, Aboriginal peoples have been involved in sophisticated economic systems, both within and between their own communities and with European entities. Historical Thinking Concept (Cause and Consequence) What caused Aboriginal peoples and the HBC to work together? Was the relationship between the HBC and Aboriginal peoples one characterized by cooperation or conflict? What were the intended and unintended consequences of the economic relationship between the HBC and Aboriginal peoples? Cultural Implications: Aboriginal peoples have struggled to maintain their unique culture, identity, and traditions throughout Canadian history. Strong family and community relationships have enabled the survival of Aboriginal communities, despite the power imbalance that has existed between Aboriginal nations and Europeans. Historical Thinking Concepts (Historical Significance and Continuity and Change) In what ways did Aboriginal peoples play a significant role in the development and success of the HBC? In what ways did the HBC play a significant role in the development and success of Aboriginal communities? Can it be argued that the HBC would not have been a success without the support of Aboriginal women? In what ways has the development of the HBC had a lasting impact on Canada? What is the significance of the HBC to the development of the Métis nation? How was this a reciprocal relationship? Or was it? 2 Curriculum and Assessment Policy Branch, Ministry of Education 2014
Curriculum Overall Expectations Grade 7, History: Canada, 1800 1850: Conflict and Challenges B1. Application: analyse aspects of the lives of various groups in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713 1800 B1.2 analyse some of the challenges facing individuals and/or groups in Canada between 1800 and 1850 and ways in which people responded to those challenges B3. Understanding Historical Context: describe various significant events, developments, and people in Canada between 1800 and 1850, and explain their impact B3.2 identify key political and legal changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities Curriculum Specific Expectations We are learning to: identify key political and legal changes that occurred in Canada with respect to the expansion of the HBC. explain the impact of the HBC expansion on surrounding communities. write a successful reflection. Sample Success Criteria I will know I am successful when I can: determine the major changes that occurred in Canada as a result of the expansion of the HBC. show how the HBC affected surrounding communities. include the steps necessary to write a successful reflection. B3.3 identify key social and economic changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities B3.4 describe interactions between different groups and communities in Canada during this period 3 Curriculum and Assessment Policy Branch, Ministry of Education 2014
Getting Started Learner Readiness Students should know: some background information on the Hudson Bay Company [Note: Backgrounder on The Significance of Aboriginal Communities to the Expansion of the HBC] how to make supported inferences how to interpret maps to analyse events and to infer potential issues how to support views and opinions with evidence Terminology trading post capitalism colonialism expansion economy supply and demand role progress regalia Bargaining Power Materials a variety of graphic organizers including Who/How chart large map (trade, hunting, trapping map and HBC expansion map found at HBC Interactive Map <http://www.hbcheritage.ca/hbcheritage/learning/map/home>, and Canadian.CA website - <http://www.canadiana.ca/hbc/images/intro_e.html> Relevant Backgrounders The Significance of Aboriginal Communities to the Expansion of the HBC 4 Curriculum and Assessment Policy Branch, Ministry of Education 2014
Minds On Whole Class What Happens when Companies Expand? (Brainstorming and Inferring) With students, examine a statistic about the expansion of a contemporary company (e.g., Tim Hortons 1 store in 1964 over 4,300 stores worldwide by 2013). Show a visual map to illustrate the expansion from Hamilton, Ontario. Using a graphic organizer as provided by the teacher, and a word bank with key terms, students will infer the positive and negative implications of such expansion from a variety of perspectives. Students will be given the opportunity to share their inferences through class discussion and explore additional perspectives as considered by their peers. Teacher will then display a map illustrating the expansion of the HBC in Canada between 1800 and 1850. Students will be asked to consider Aboriginal peoples contributions to the HBC s expansion, and the possible positive and negative implications of this expansion on their communities using prior knowledge, information from the map, and inferencing skills. Use observations from diagnostic assessment to form strategic partner pairings. Students use accountable talk strategies to share their inferences first with a partner, then with the class. Using student ideas, the teacher will record all student responses and ideas on chart paper, the blackboard or electronic white board. Teacher models how to identify common responses and ideas to come up with a list of key political and legal changes that result from economic expansion. Connections (Assessment of, as and for Learning; Tips; Differentiation) Learning Goal We are learning how to identify key political and legal changes that occurred in Canada with respect to the expansion of the HBC. A for L: Diagnostic Activity Observe who is able to complete this task accurately on their own accurately. Make notes of your observations to use for strategic groupings later on. Tips: Teacher may choose to use a different contemporary company other than Tim Hortons in accordance to student interests and knowledge (e.g., Lululemon, Apple, McDonalds ). Teacher may incorporate perspective of community and how a community can play a role in influencing a company s expansion and location. A for L: Observe the student discussion and how they are supporting their inferences and making connections to prior learning. Adjust lesson plan accordingly. 5 Curriculum and Assessment Policy Branch, Ministry of Education 2014
Action! Small Groups Impact of HBC Expansion on Aboriginal Communities Using the jigsaw method, divide class into 6 groups. Each group will be given one of the three case studies that expose them to the environmental, social and economic implications of the expanding trading posts on Aboriginal communities. Groups will use a single organizer, provided by the teacher. Based on the content of the case study, they will use a combination of content and inferences to record the possible positive and negative implications of expansion. Have corresponding groups join and discuss their inferences. Groups will collaborate to explain the impact of HBC expansion on Aboriginal communities. Students should use the success criteria to guide their work and prepare to share their findings with the class. In a class discussion, groups will share inferences and new learning using their graphic organizers and providing a brief summary of their separate case studies. Connections Learning Goal We are learning to explain the impact of HBC expansion on surrounding communities. Sample Success Criterion I will know I am successful when I can explain the impact of the expansion of the HBC on Aboriginal communities. I can outline and describe the causes of expansion of the HBC in Canada. I can connect the causes of expansion to their respective effects on surrounding communities. I can use historical facts and details to support my statements. Tip Teacher may choose to establish criteria for the group task to build on the importance of roles within a community (ex: recorder, discussion director, reader) A as L: Peer assessment Before presenting their findings, groups can use the success criteria to assess their work and give each other feedback. Students can make improvements based on this feedback. 6 Curriculum and Assessment Policy Branch, Ministry of Education 2014
Consolidation Whole Class Reflection Co-construct new criteria for a successful reflection. Students reflect on the following summary question: How did the knowledge and expertise of Aboriginal peoples contribute to the expansion and success of the HBC? Connections Learning Goal We are learning how to write a successful reflection on the impact of the HBC expansion on Aboriginal communities. A as L, A for L, and A of L: As a class, create a rubric based on the success criteria and sample of student work for reflections. Teacher models how to give effective descriptive feedback. Students pass their completed reflections to a peer for feedback using the rubric. Teacher circulates and visits every student to give immediate feedback on how they are assessing their peer s work. If time permits, students can assess two of their peers reflections to give students more practice assessing student work and receiving feedback. Related Websites/Resources Hudson s Bay Company expansion site map, <http://www.hbcheritage.ca/hbcheritage/learning/map/home> Ontario First Nation, Metis, and Inuit Education Policy Framework. (2007). Ontario Ministry of Education. Van Kirk, Sylvia. (1996). Many Tender Ties: Women in Fur Trade Society, 1670-1870. Watson and Dwyer. 7 Curriculum and Assessment Policy Branch, Ministry of Education 2014