Submitted by Maureen Curran-Dorsano
Objectives:
Content:
Students will:
· identify the Great Lakes and the Eastern Woodlands
· identify the Indian tribes who lived in the Great Lakes area
· identify the ways they helped/influenced the voyageurs
· explain how the fur trade benefited and hurt native peoplesCultural:
Students will:
· examine the relationships between the early French explorers and the Native American peoples they encounteredLanguage: Content Obligatory
Students will:
· learn and use the following vocabulary:
une famille linguistique
la Grande Forêt
le nord, le sud, l'est, l'ouest
une rive
les premiers peuplesune tribu
un chasseur
l'écorce de bouleau
amérindien, amérindienneun poste de traite
une fourrure
une peau
le castorle troc, troquer
la chasse, chasser
la pêche, pêcher
la cueillette, recueillir· use these communicative functions:
- interpreting information
- evaluating the results of an action or an event· use these grammatical structures
- use of the imperfect to show that Indians used to live in a certain way
- conjugations of verbs used frequently on the web pageLanguage: Content Compatible
Students will:
· use these grammatical structures- Je crois que, je pense que
- prepositions with geographical names
- gender agreement of adjectives· 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 web site (follow links, use pop-up screens, use Back button)
· use picture clues and context to determine meaning
· demonstrate map-reading skills
· compare and contrast ideas and events
· take turns using mouse and navigating web site
· take turns reading aloud
· ask questions of and clarify for partner, as needed
Time Frame:
Reading the information on the web page and completing the accompanying exercises can be completed in 45-60 minutes. 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 two 45-60 minute periods.
Materials Needed:
· Maps (world, North America, New France), globes, atlases
· pictures, posters, books about early Native Americans
· "word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 2 handouts (see "Attachments"): Les Amérindiens de la Nouvelle France, La géographie de la Nouvelle France (carte)
Description of Assessment (Performance Project):
Introduction:
This lesson introduces students to the native peoples of New France. Students learn that the Iroquoians and the Algonquians had very different lifestyles and that both played a critical role in the French fur trade. They also learn that the Indians bartered away not only furs, but their traditional way of life.Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, ask students to identify each of the Great Lakes. Review information about the area from lesson 1.Step 2: Introduction to la Grande Forêt (Eastern Woodlands)
Whole class: Show map of New France (see the first page of the Amérindiens). Write these questions on board, on large paper or on the computer, so they can be referred to later in the unit:What is the name of the region that includes the Great Lakes?
What would one expect to find in a region named Grande Forêt?
Who might live there?
What kind of lifestyle would they have?
Why would the fur trade establish itself in this region?Step 3: Gathering information - Web page, part 2: Les Amérindiens
Pairs: Working in pairs, students proceed to their second mission, then read the questions on the worksheet Les Amérindiens de la Nouvelle France, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Les Amérindiens, taking turns holding the mouse (important for younger students!) and reading. As students read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.Step 4: Report back to group
Whole class: Review the questions and check to see if they have all been answered correctly. Go over any unclear vocabulary or ideas. Add that to the vocabulary wall.
Assessment:
There are three assessments for this lesson:
1. Within the Amérindiens section, there is an interactive question and answer quiz on map-reading. This is more of a self-assessment and not meant to carry a grade.2. Question and answer worksheet, Les Amérindiens de la Nouvelle France and the map worksheet, La géographie de la Nouvelle France (pdf files). See "Attachments."
3. Reflection #2. This is a whole-class assessment. Teacher should make two columns on the board and ask students for all the pros and cons of the fur trade, then discuss the question "Do you think the Native Americans profited from the fur trade? Explain why or why not."
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:
Les Premiers Amérindiens
http://www.autochtones.com/fr/culture/index.htmlLes Amérindiens du Québec
http://www.chez.com/soniag/geographie/amerindien.htmlLes Amérindiens illustres de la Nouvelle France
http://www.geocities.com/Athens/Ithaca/7318/INDIEN.HTMLes Autochtones
http://www.lafete.org/new/v_ger/f_nF.htmLa piste amérindienne
http://www.autochtones.com/fr/index.htmlLes Premiers Amérindiens
http://csbf.qc.ca/LaSamare/cours/jmperreault/tempsforts/Les_Premiers_Amerindiens.htmPrint resources:
Legay, Gilbert. Atlas des Amérindiens d'Amérique du nord. Belgique: Èditions Casterman. Rencontre de deux mondes. Québec: Musée de la civilisation.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Les Amérindiens de la Nouvelle France
La géographie de la Nouvelle France