Submitted by Maureen Curran-Dorsano
Objectives:
Content:
Students will:
· describe the annual fur trade cycle
· explain the difference between an hivernant and a mangeur de lard
· identify the dangers and challenges of the voyageurs
· examine the use of the three different canoes
· give examples of how the voyageurs adopted native lifestyle
· describe the rendez-vous at Grand Portage.Cultural:
Students will:
· examine the role of the voyageurs in the spread of the French language and culture in the Great Lakes area
· understand the positive role the French voyageurs played in relationship to the Native American peoples they encountered.Language: Content Obligatory
Students will:
· correctly use new vocabulary
un hivernant
un mangeur de lard
un canot
l'écorce de bouleau
le portageles chutes
les rapides
un ballot
la chemise
le pantalonla peau de daim, d'orignal
la pipe
le sac-à-feu
la ceinture fléchée
la tuquele mouchoir
ramer
porter· use these communicative functions:
- talking or reporting about things, actions, events, or people in the environment
- describing someone or something
- interpreting information
- understanding messages or descriptions· use these grammatical structures"
- en + present participle (en chantant, en ramant, en marchant)
- conjugation of verbs most frequently used in textsLanguage: Content Compatible
Students will:
· use these grammatical structures: je voudrais, je ne voudrais pas + infinitive· use these communicative functions:
- comparing or contrasting things
- formulating and supporting opinionsLearning Strategies / Social and Skills Development:
Students will:
· read off of a computer screen
· navigate a website (follow links, use pop-up screens, use the back button)
· use picture clues and context to determine meaning
· read and understand measurements
· take turns using mouse and navigating website
· take turns reading aloud
· ask questions of and clarify for partner, as needed
· work with a partner to gather information
· participate in large group discussions
Time Frame:
Reading the information on the web page and completing the accompanying exercises can be completed in two 45-60 minutes periods. However, the real value of this lesson lies in the conversation before and after students go to the web page. I would suggest a minimum of three 45-60 minute periods
Materials Needed:
· maps (world, North America, New France), globes, atlases
· pictures, posters, books about the voyageurs
· "word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 4 handout: Les voyageurs
Description of Assessment (Performance Project):
Introduction:
This lesson describes the life of a voyageur during the annual fur trade cycle.Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, review information from lessons 1, 2 and 3 relative to the lakes and rivers of the upper Midwest. Write on board, large paper or computer these questions and elicit predictions from students:Why did the fur trade companies need canoemen?
What kind of person would want to be a voyageur?
What would the job demand?Step 2: Gathering information - Web page, part 4: Les voyageurs
Be sure students understand that they have to follow the painting clockwise and end up in the middle.
Pairs: Working in pairs, students proceed to their fourth mission, then read the questions about the voyageurs (see handout in Attachments), clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Les Voyageurs, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.Step 3: Who would like to be a voyageur?
Pairs: Students work in pairs or small groups, listing all the pros and cons of the life of a voyageur. Each group reports to the whole class as to why they would or wouldn't like to be a voyageur.
Final notes from the author:
This unit addresses many of the primary and intermediate social studies standards of the Minnesota Profile of Learning and is intended for immersion classes, grades 3-5. Given its rich cultural content, it is also appropriate for traditional French language classes. The overall theme - the influence of the French fur trade in North America - touches on many issues with a wide range of complexity. The age and cognitive development of the students, as well as their linguistic capabilities, should determine the depth and breadth of this learning experience.Every attempt has been made to make this site accessible to students in French: video and audio clips, pop-up windows that illustrate unfamiliar vocabulary, self-correcting quizzes to check comprehension and text written as simply as possible. It is still a challenging reading level, however. Third grade immersion students will need help with the reading; non-immersion classes may want to refer to related sites in English. (Immersion students, too, could visit these sites at home). Most of the sites cited in the bibliographic information section are bilingual.
Because "New France" included much of the United States, there is a cultural commonality that could be the basis of a telecollaborative project between American and Canadian students. A Montreal class, for instance, could study and present information about the first step of the fur trade route, while students in Minnesota could pick it up further along the voyageurs' journey.
Another extension could be the study of the many other French explorers. One natural telecollaborative project would be the French exploration of the Mississippi, with schools all along the river adding insights to their particular region.
Assessment:
There are three assessments for this lesson:
1. The question and answer sheet about the voyageurs.2. The cloze activity (see Attachments). You can use this is a self-check or print it off and collect it.
3. Reflection #4. Because younger students do not have the language skills necessary for a written response, the reflection piece should be done as a whole-class activity: Why should we be proud to be "cultural descendents" of the French voyageurs?
At the end of this lesson, students proceed to Mission 5, which is a review quiz. It can be played as a game or you can print off the questions (see attachments "Teste tes connaissances") and have students answer them in writing. Most effective would be to have pairs or small groups discuss the written questions first, then play the game as a whole class or in small groups.
References and Resources:
Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htmReference sites:
La traite des fourrures (bilingual site)
http://www.lafete.org/new/v_ger/fur/f_mainF.htmLa salle du Canada: La traite des fourrures (bilingual site)
http://www.civilisations.ca/cmc/cmcfra/ca12fra.htmlLe musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/Le Centre du patrimoine
http://www.escape.ca/~shsb/voyageur/vie.htmlPrint resources:
Kozlak, Chet. A Great Lakes Fur Trade Coloring Book. St. Paul: Minnesota Historical Society. (bilingual)Yates, Elizabeth. With Pipe, Paddle and Song. Warsaw, ND: Bethlehem Books.