Name: - Evergreen Catholic Separate Regional Division No. 2 C… · Web viewWhat does the word mean to you? Picture/Word/Sentence; ethnocentric. ... 80 How did the First Nations

Name: ________________ Class: 7-___Social Studies 7

7.1.1: I can explain the roles of and the relationships among the Aboriginal, French and British relating and leading to Canadian Confederation.

7.1.3: I can identify the differences within and between the Aboriginal, French and British societies and economies in pre-Confederation Canada.

7.1.5: I can explain how the French and British competed with each other to control North America.

Chapter 4: Competition for Trade

Chapter Inquiry: How did the various peoples in North America both work together in the fur trade and compete to control it?

Key Concept: Cultures in Contact

Build your understanding of Chapter 4 vocabulary.

Definition What does the word mean to you?

Picture/Word/Sentence

ethnocentric

economy

barter




1

wampum

merchant

coureur de bois

voyageur

canoe

pemmican

portage

point of view7.1.1: I can explain the roles of and the relationships among the Aboriginal, French and British relating and leading to Canadian Confederation.



2

perspective




3




4




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Social Studies 7Chapter 4 Quiz Study Guide

Your quiz will take place on January 11, 2013Your quiz will have 15 questions, and will be worth 15 marks.

The first 5 questions are true/false.The last 10 questions are multiple choice.

You will be using Senteo technology to complete your quiz.

Things you should know:

1. What is the barter system?

2. What does ethnocentrism mean?

3. What does interdependence mean?

4. What was the role of the voyageurs in the fur trade?

5. What role did First Nations people play in the fur trade? How did they help the British and French survive in their new colonies?

6. How did First Nations women participate in the fur trade?




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7. Who owned the Hudson Bay Company?

8. Why was the Hudson Bay area so important to the British?

9. The _______________ Company was formed by traders from Montreal (the French) and was the main competition for the HBC.

10. What were some of the causes and effects surrounding the Great Peace of Montreal?

11. How did Métis people come to be?

12. What were the goals/accomplishments of the following people:a. Jean-Baptist Colbert

b. Jean Talon

c. The Marquis de Frontenac

Alexander Mackenzie




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Chapter 4 Summative AssignmentFur Trade Debate

Question: From your perspective, did the fur trade have a positive or negative impact on life in North America?

Teams:

Team OneThe English Merchants (HBC)

Team TwoThe Haudenosaunee

Team ThreeThe Métis Voyageurs

TeamFourCoureurs de Bois

Team FiveThe French Merchants

Team SixFirst Nations – Odawa, Wendat, etc

Debate Format:

The purpose of a debate is to argue a given topic and convince a judge or judges that your position is the strongest. You will be assigned a topic and position, and your job is to make the strongest case possible for your argument.

Teams should work together ahead of time to:1. divide up research tasks, 2. to organize and coordinate (and avoid duplication in) their

presentations, 3. to practice the timing of their presentations, 4. and to brainstorm what pointed questions they might ask or

evidence they might present to counter their opponents' claims. 5. In addition, each team should work together on an outline of the

team's presentation.

In your own words: What is the issue being debated? What is your position? Is the evidence credible (i.e., is it a fact or an opinion)?

The following is the format to be followed during the debate. You will be evaluated on the strength and presentation of your arguments.

Opening Statement (30 seconds) Greet the members of the room.




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In your opening statement, you should identify the topic being debated and your position on the issue.

You should also summarize the arguments to be discussed during the debate.

Grab the opponents’ attention by starting the debate with some witty and pertinent information, a relevant quote or scenario to illustrate why your position is the correct one.

1st Argument (1 minute) Presentation of argument to support your team’s position. Identify the first reason with supporting evidence, facts, and

quotes.

2nd Argument (1 minute) In this argument present the second reason. Present supporting

evidence, examples, and the significance of the arguments. This argument should be the stronger of the two arguments.

1st Rebuttal (1 minute) In this argument dispute a point made by the other groups. From notes taken while arguments were presented, state

evidence and facts to refute your claims.

2nd Rebuttal (1 minute) In this argument dispute a point made by the other groups. Make sure you back your opinion with facts from your team’s

research.

Questions (2 minutes) Students should anticipate the other team’s arguments and

prepare questions to reveal weaknesses in their arguments.

Closing Statement (30 seconds) Your closing statement should restate your position and main

arguments, and remind judges of the oppositions’ flaws.

Social 7 Debate Organizer

From your perspective, did the fur trade have a positive or negative impact on life in North America?




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Speaker Roles:

1. Opening Statement

2. Argument 1

3. Argument 2

4. Rebuttal #1

5. Rebuttal #2

6. Questions for opposing side

7. Closing Statements

OpenerTeam position: The fur trade had a positive / negative impact on life in North America.

Summary of Arguments:

Argument #1 (first reason why your team thinks that you are right)Speaker:Reason:Details to support your idea:




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Argument #2 (second reason why your team thinks that you are right)Speaker:Reason:Details to support your idea:

Rebuttals

Possible arguments from other opposing teams:

Rebuttal #1Speaker:Details to dispute another team’s idea:

Rebuttal #2Speaker:Details to dispute another team’s idea:




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Question PeriodSpeaker:Questions to ask opposing teams that will help you prove you point:

CloserSpeaker:Summary of two arguments, two rebuttals and final words to prove your point:

End!7.1.1: I can explain the roles of and the relationships among the Aboriginal, French and British relating and leading to Canadian Confederation.



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Debate Checklist

Group Organization:

Did I…□ Make sure I knew what my role in the debate was?□ Complete my debate organizer in a complete way?□ Ask questions to clarify my understanding?□ Respect the other members of my team during the organizational

time in class?

Personal Organization:

Did I…□ Do research to support my part of the debate?□ Did I use evidence to support my opinions?□ Present my thoughts clearly?□ Relate my thoughts to the ideas from the rest of my team?

Personal Performance:

Will I…□ Speak loudly enough for everyone in the room to hear me?□ Speak clearly?□ Speak enthusiastically and passionately, as if I really was a member

of the group I am arguing for?□ Show confidence in myself and my abilities?□ Make eye contact with others in the room (avoid reading off my

paper/cue cards)?□ Use a positive tone of voice?□ Make sure my body language showed that I was committed to this

debate (stand up straight, no gum, no fidgeting, look nice and presentable)?

Will I respect others on my team and other teams by: □ sitting quietly□ being ready to speak when is my turn□ following the debate attentively□ using respectful language and body language




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Class Debate : The Impact of the Fur Trade in North America

Student Name ___________________________________________________________

Group Member Names ______________________________________________________

CATEGORY Excellent 4 Good 3 Fair 2 Poor 1Information

/8

All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Organization

/8

Debate, arguments, rebuttals, and questions were organized in a tight and logical way.

Debate, arguments, rebuttals, and questions were organized in a logical way.

Debate, arguments, rebuttals, and questions were sometimes organized in a clear and/or logical way.

Debate, arguments, rebuttals, and questions were not organized in a clear or logical way.

Respect for Other Team

/4

All statements, body language, and responses were respectful and were in appropriate language. Speakers followed the rules of debate.

Statements and responses were respectful and used appropriate language, but once or twice body language was not. Speakers usually followed the rules of debate.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Speakers usually followed the rules of debate.

Statements, responses and/or body language were consistently not respectful. Speakers did not follow the rules of debate.

Presentation Style

/4

Student consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Student usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Student sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Student had a presentation style that did not keep the attention of the audience.

Debate

/8

Student presented his or her role with confidence. He or she was well prepared and his or her contributions were significant and evident.

Student presented his or her role well. He or she was prepared for the debate.

Student presented his or her role but more effort in preparation would have benefited the debate.

Student was not prepared and he or she let their team down.




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My InquiryWhat I DidTopic (what I learned about): _________________________________________________________

_______________________________________________________________________________________

Type of work (e.g., chart, poster, diagram, paragraph): _______________________________

How I Did ItKey skills I used and what I used them for: ____________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Strengths and Areas to ImproveOne area where I need to improve: ___________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Two reasons I am pleased with this work: _____________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Compared with Other WorkCompared with other similar work, I think this work isan improvement about the same not quite as successful

I think so because ____________________________________________________________________

_______________________________________________________________________________________

For example, _________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________




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Chapter 4 Skill Check:Analyze Causes and Effects

Cause:

Effect:

Thinking about history as a series of cause/effect relationships will help you “tell a story”; in other words, you’ll be able to remember more if you can “re-tell” history.

DO IT! = Use the diagram on page 76 of your text to help you design your own Cause/Effect chart for one of your hobbies.

1. Think about a hobby that you have in your life. Record this as your “Event”.2. Think about all of the factors that caused you to start this hobby. Record

these as your “Causes”.3. Think about all of the factors that result from your participation in this hobby.

Record these are your “Effects”.

My Cause/Effect Chart:

Why would drawing cause/effect charts help you this year in Social Studies 7?




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Chapter 4 At-A-Glance

Section OneThe Fur Trade: The Foundation of an Economy

Inquiry Focus: How did the First Nations peoples work with the French and the British in the fur trade?

Section TwoThe French Fur Trade

Inquiry Focus: How did the government of France affect the fur trade and the economy of New France over time?

Section ThreeThe English Fur Trade

Inquiry Focus: In what ways was the English fur trade different from the French fur trade?

Section FourConverging in the West

Inquiry Focus: How did the fur trade in the West bring various peoples together?

Section FiveThe Impact of Contact

Inquiry Focus: What was the impact of the fur trade on First Nations’ societies, economies, and sense of identity?




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Section OneThe Fur Trade: The Foundation of an Economy (pg. 77-

80)

Inquiry Focus: How did the First Nations peoples work with the French and the British in the fur trade?

1. a) Do you ever trade things, such as your lunch, snacks or other small items?

b) What motivates you to trade?

c) Do you trade things that have different values? How do you decide what’s a fair trade?

d) If someone doesn’t want to trade, how do you convince him or her to change their minds?

2. Page 77 What did the First Nations value that came from Europe? What did the Europeans want from the First Nations?




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3. Page 77 What trading system did the First Nations people use? How did it work?

4. Page 79 In the space below, create a graphic organizer with details about each of the “key players” in the fur trade (hint: there are three of them):




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5. Page 79 – 80 How did the First Nations people help the European coureurs de bois and voyageurs?




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First Nation’s Women in the Fur Trade

Research time for Debate!

6. Page 80 Fill out the following chart about the role of First Nation’s women in the fur trade:

Section TwoThe French Fur Trade (pg. 81-85)




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Inquiry Focus: How did the government of France affect the fur trade and the economy of New France over time?

1. Page 80 – 81 Make a point form list to summarize the impact of the three officials appointed by the King of France.

Jean-Baptiste Colbert

Jean Talon

Governor Frontenac




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2. Page 82 How might war affect the economy in North America?

3. Page 82 – 83 What caused the Great Peace of Montreal? What was the effect? Draw a Cause/Effect chart to explain your thoughts, and use the text on both pages to find important details.




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4. Page 85 Read the Biography of the Sieur de La Verendrye. What impact did he have on exploration in Canada?




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Section ThreeThe English Fur Trade (pg. 86-87)

Inquiry Focus: In what ways was the English fur trade different from the French fur trade?

1. Page 86 and 87, Figure 4.9 What are the advantages and disadvantages of each route shown in the map? How do you think this contributed to the rivalry between the French and English in North America?




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Section FourConverging in the West (pg.88-92)

Inquiry Focus: How did the fur trade in the West bring various peoples together?

1. Page 88 – 89 How did the Nor’Westers affect the fur trade in the West?

2. Page 88 Look at the map in Figure 4.12 and answer the question about the most important trading posts.




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3. Page 89 - 90 Read “The Annual Cycle”, “Life of a Voyageur”, and the “Voices” boxes on each page. What do these documents teach us about the voyageurs? Create a bubble chart to show their characteristics:




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4. Page 92 Provide some details about the accomplishments of Alexander Mackenzie using a graphic organizer of your choice.




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Section FiveThe Impact of Contact (pg. 93-96)

Inquiry Focus: What was the impact of the fur trade on First Nations’ societies, economies, and sense of identity?

Positives for First Nations Negatives for First Nations





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Complete this chart to show your reflections about your work in Chapter 4:

Essential Learning Outcomes

Date Completed

Scale Explanation


I learned . . .


I learned . . .


I learned . . .

Booklet Progress – Teacher Assessment

Poor1

Limited2

Satisfactory3

Very Good4

Excellent5

Most answers incomplete

Some answers complete

Good answers mostly

complete

Answers complete and

detailed

Excellent complete and

detailed answersBooklet Progress – Self Assessment

Poor1

Limited2

Satisfactory3

Very Good4

Excellent5

Most of my answers are incomplete

Some of my answers are

complete

My answers are good and

mostly complete

My answers are complete and detailed

My answers are thorough and

detailed




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Documents

Name: - Evergreen Catholic Separate Regional Division No. 2 C… · Web viewWhat does the word mean to you? Picture/Word/Sentence; ethnocentric. ... 80 How did the First Nations