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Running head: FUR TRADE UNIT
Social Studies Fur Trade Unit Plan
Drew A. Erickson
November 26, 2012
University of Lethbridge
Fur Trade Unit 2
Unit Introduction
This unit is taught to address the curricular outcomes based on the fur trade. To enrich
students’ values and attitudes, it addresses how the diverse founding peoples of Canada
interacted, and, more generally, it looks at the challenges of coexistence then and now. The unit
focuses on these values and attitudes in the final performance task by exploring how the fur trade
affected different peoples. To further students’ knowledge and understanding, the unit examines
how the fur trade played a critical role in establishing the economic and social systems of
Canada. This is primarily achieved by students jig-sawing five different phases of the fur trade
and then collaborating to create a timeline of it.
If adequately taught, a unit on the fur trade will naturally promote students to accept the
pluralistic nature of Canada. In this unit, students see that Canada was formed by different
peoples, and that some of these peoples were colonized. Colonization, a word included in the
curriculum glossary, is defined early in this unit. By learning about a pluralistic past, students
will appreciate a pluralistic present. This idea is explored in the last paragraph of the
performance task when students connect the fur trade with a contemporary issue. Going into a
profounder level of citizenship, though, the program of studies (2005) suggests students
“understand that with empowerment comes personal and collective responsibility for the public
good” (p. 4). Community service, then, is a vital element of citizenship education. Therefore, in
learning log students write after they compare social justice in the fur trade and fair trade
economic systems, they are asked to explore any service project ideas they may be inspired with.
If, after reading them, the learning logs suggest students are both inspired and realistic, the class
will explore how to translate their ideas into action.
Fur Trade Unit 3
A unit based on the fur trade is an excellent opportunity to explore aboriginal and
Francophone perspectives. Indeed, one of the articles that students research for the performance
task is a First Nations’ perspective of the fur trade. Honouring aboriginal traditions is a part of
the curriculum. The story “First Encounters” that students read shows First Nations traditions in
a positive light and students might choose to act out some of these traditions in their dramatic
representation of the story. Unfortunately, it is more difficult to find good resources for the
Francophone perspective. There is a book in the curriculum lab called New France and the Fur
Trade. I found it did not address curricular outcomes well, but perhaps it might be useful for
students’ research and to deepen their understanding of the Francophone perspective. Regarding
pluralistic perspectives, the program of studies asks gender to be explored. Thus the research
topic of women is in the final performance task, and there is an excellent section about women in
fur trade in the text for students to research.
The structure of the unit is designed to powerfully engage students. It is founded on a
critical inquiry question that will catch their attention and make them back up their position with
evidence. The unit begins by, as Fielding (2008) calls for, stimulating historic imagination. This
is done by having students imagine themselves in the fur trade by playing the roles of David and
Teluah in “First Encounters.” With their imagination aroused, students explore the historical
facts of the fur trade. In groups (developing their citizenship skills), they read the textbook with
purpose—to compile information to present to class. They then take ownership of their
assessment by questioning (in various levels of Bloom’s Taxonomy) the rest of the class on their
presentation. After this, the justice of the fur trade economy is compared to a current events
article on the fair trade industry. With their imagination aroused, their historical knowledge
sound, and the present relevance of the fur trade understood, students undertake the performance
Fur Trade Unit 4
task of researching how various entities were affected by the fur trade. Doing this allows students
to defend their position on the inquiry question and hit the major curricular outcomes.
Throughout the unit, reading and writing skills are developed in a meaningful context. The unit
also includes a differentiated performance task for students who struggle with writing.
Using the textbook as a guide, this would be the fourth unit for students, so it would be
probably completed close to Christmas. This unit assumes students are able to work in groups.
Depending on their skill level in this respect, it may be useful to assign group roles to them. The
currents events article may be difficult for them to comprehend, but teacher support will help
here. Researching will be the most difficult skill for students. It is easy to get lost in irrelevant
details in online encyclopedia’s, and the reading level in these articles will likely be a stretch of
their capacity. Again, though, with initial skill development and close teacher monitoring this
may be overcome.
This unit is very much about First Nations; therefore it is critical to be sensitive with any
First Nations student in the class. It would be respectful to privately talk to these students and see
how they feel about First Nations issues, and to see if they feel comfortable acknowledging their
First Nations identity in class. It may also be a powerful learning opportunity if their relatives
have any ancestral stories about the fur trade they could share with the class. In this line of
thought, I have an interesting story about my great grandfather making a deal and starting a
friendship with a Blackfoot man that is included in the unit.
This unit addresses the ICT outcome of accessing “plan[ning] and conduct[ing] a search,
using a wide variety of electronic sources” (Alberta Education, 2005, p. 20). One of the requisites for the
performance task is having students access at least four different online resources. Another curricular ICT
skill students gain is understanding how online encyclopedia articles are organized in order to access
information more efficiently.
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Curriculum Outcomes
Values and Attitudes7.1.1 Appreciate the influence of diverse Aboriginal, French, and British peoples on
events leading to Confederation7.1.2 Appreciate the challenges of coexistence among peoples
Knowledge and Understanding7.1.4.1 How did First Nations, French, British, and Metis peoples interact with each
other as participants of the fur trade?7.1.4.2 How did the fur trade contribute to the foundations of the economy of North
America?7.1.4.3 How was Britain’s interest in the fur trade different from that of New France?7.1.4.4 What was the role of mercantilism before and after the 1763 Treaty of Paris?
Fur Trade Unit 6
*Note: All lessons are planned to be an hour long*
Unit Overview
Lesson #1 -Inquiry Question: “Was the fur trade a fair trade?”
-Background fur trade
-Read “First Encounters”
-“First Encounters” worksheet due by next class
Lesson #2
-Define colonization
--Go over worksheet together
-Doing a play for historical imagination
-Play writing skills
-Write play
Lesson #3
-Write play
-Practice play
-Present Play
-Free write on inquiry question
Lesson #4
-Outline/lecture on 5 phases of fur trade
-Timeline group assignment
-Reading skills
-Read and complete timeline
-Students create assessment for timeline presentation
Lesson #5
-Continue creating timeline and practicing presentation
-Present timeline to class
-Student-lead assessment
Lesson #6-Current events on fair trade coffee
-Together read and discuss fair trade article
-Similarities in fur trade?
-Discuss the basic economy of the fur trade. Why was it problematic?
-Reading log on similarities
Lesson #7
-“Was the Fur Trade a Fair Trade” research essay
-Essay takes a position and has 3 supporting points. Intro explains the fur trade and conclusion mentions how it is related to the present
-Scaffold writing skills
Lesson #8
-Research and writing essay in computer lab
Lesson #9
-Research and writing essay in computer lab
Lesson #10
-Circle meeting
-Everyone presents position and research
-Everyone chooses one comment or question to make
Fur Trade Unit 7
*Note: The first two lessons are more detailed than the last eight*
Lesson 1
Learning Objectives Students will ponder fairness of fur trade
Students will summarize “First Encounters”
Materials First Encounters worksheetBeaver hide and felt hatInquiry question1 copy of “First Encounters” (or photocopies?)
Introduction Introduce that the class is starting a new unit about the Fur Trade. The question we will be trying to answer is, “Was the fur trade a fair trade?” (Post it to the wall)
Review how class has historically led up to this point of fur trade
What do you know about the fur trade? Explore questions; hit these points:
Early 1600s to 1900s, peak in _____, Hudson Bay Company (which still exists today), and North West company. Players: French, English, First Nations (not one entity), Metis (explain Metis). People in Europe liked felt hats, and you needed beaver furs to make this, so they traded goods with First Nations people for furs. This was often done in forts.
Pass around a felt hat and a beaver hide
Why does collecting beaver pelts have anything to do with Canada now, over 200 years later?
It’s was the foundation of Canada’s economy that brought its diverse people together, and some groups’ exploitation still has lingering effects today
Before researching together, what are your initial thoughts on our critical inquiry adventure? Was it a fair trade?
Body of
Lesson
Today we’ll begin with a fictional story about the fur trade to get your historic imagination flowing
Fur Trade Unit 8
Story is called “First Encounters”
Introduce that you are going to give some background information before reading the story. This story is based toward the end of the fur trade (you know this because it’s based in west and fur trade started in the east and moved west as time went on) and is about a specific groups of people: the Carrier people, and Simon Fraser and his crew
This story took place in the early 1800s when much of British Columbia had not been explored and Canada was not yet a country (can everyone point to what direction British Columbia is from here)
The Carrier people were a First Nations tribe that lived in Central BC
Simon Fraser was trying to do two things: build forts to trade furs and find a river route to the coast to make trading easier
Read Story
Handout worksheet
If what happened in the story is unfair, who was oppressing and who was being oppressed? *Give them definition in class: Unjust suppression of a people
Conclusion Finish worksheet for next class so we can start our assignment: Writing and performing your own plays
Assessment and Modifications
Assessment for worksheet. Take them in next class. Reflect on how easily they answered the questions. Ex. Did they know the driving force behind the fur trade (money and fashion)? Tailor further lessons to how much they know
Fur Trade Unit 9
Lesson 2
Learning Objectives
Students will define colonizationStudents will create their own plays that explore fairness of
Fur Trade Unit 10
fur tradeStudents will present finished product to the class
Materials Instruction sheet (1 for each group and Smartboard)Evaluation sheet (1 for each group)“Colonization” written in the centre of poster paper“First Encounters”
Introduction Have “Colonization” poster paper beside the inquiry question
Students write on a sticky note a few words or draw a picture saying what this word means to you. Even if you have NO IDEA what it means, don’t ask anyone, just write whatever comes to mind
Everyone put their sticky note around the word
Have a space reserved on poster paper in Sharpie outline (the size of a normal piece of paper) where you can add POS definition of the word:
“Policy of a country or empire to extend its authority or domination by political, economic or military means.”
Have one student read it out and then discuss: How does Canada relate to imperialism? Imperialism in fur trading? Imperialism today?
Go over worksheet assigned for homework
Body of
Lesson
Everyone is going to form groups and write plays summarizing and interpreting what happened in “First Encounters”
Grow through instructions on the Smart Board
Before you are numbered off, are there any questions?
Give each group a copy of the instructions and the evaluation form
Students will number off into 4 groups
Bring paper and pencil
1s over there, 2s over there, 3s over there, 4s over there
Monitor
Fur Trade Unit 11
**Scaffolding on Smartboard – A play is written on a piece of paper like this:
“David: blah blah blah
Teluah: (hands over drum) blah blah blah”
Stage directions you can put in brackets to give you a cue
Sometimes dialogue can cue action: Ex. Teluah: Hello David, would you like to walk over here to trade with me (of course, you’d need the translator for this line)
It’s good to begin with a narrator explaining to setting: Where does this take place? The mountains? What season is this? Summer?
Then maybe each character can begin with a monologue
Working with a group, it might work best to have each actor write out his/her lines, seeming that they’ll have to say it, say it to the group, and then see if the whole group agrees with it
If students want to look at play to create their dialogue, they can pass around the book
Conclusion Work on assignment till the end of class
Explain next day’s plan
Assessment and Modifications
Summative assessment when plays are presented. Make a few notes how they did according to the criteria (what was good and what could be improved)
Reflect on how students did creating plays. What skills do they need you can help with them for next class?
If students cannot work in a group, they can write a summary of the story that will be assessed on similar criteria as the play
Fur Trade Unit 12
Lesson 3
Instructional Objectives
Lesson Procedure
List of Materials
Assessment
Students will…
-Practice plays -Props such as drum (not
Read their free write and
Fur Trade Unit 13
-Create a play about the “First Encounters”
-Perform their play to the rest of the class
-Reflect on fairness of fur trade by 5 minutes free write
-Teacher reflects on what skills they needed last time. May need to start with a few at intro to class
-Organize class to make a stage
-Present plays
-At the end of class, free write how they feel about fairness of fur trade.
-Free writing you don’t worry about punctuation
-Next two classes are going to be devoted to gaining historical knowledge of fur trade
that can be played!), plastic knife, a paddle, and a beaver pelt should be used for props. Have one of each only, so students can present but not practice with them (because too difficult to get 4 of each)
give feedback, but not for grades.
Judge whether they’re engaged or not. Tailor future lessons accordingly
*Note: The lesson will extend into the next day’s lesson*
Lesson 4
Instructional Objectives
Lesson Procedure List of Materials
Assessment
Fur Trade Unit 14
Students will…
-Create a representation of a phase of the fur trade for timeline
-Create an assessment making sure other students understood their section of the fur trade
-Briefly outline/lecture the chronology of fur trade. Suggest students take notes on main points
-Timeline assignment - In the same drama group, you’ll represent one period of the fur trade. There are 5 stages in text: early fur trade, expansion inland, rival networks, drive west, and monopoly in the West
-Outline - Students will read the section by themselves, and then join with group and create one drawing surrounded by 5 key events or terms on a timeline handout. Then present it to the class. Timeline compiled together in timeline frame
-Begin by reviewing reading strategies: purpose for reading, overview the text, activate prior knowledge
-Silent reading. Move to group when everyone finished. Then create representations
-Prepare a short presentation for your section (why did you choose those key points; what does the picture mean; what else in section is important). Choose one presenter. Write down main points and practice
-Write 5 questions about your phase presentation other students will answer
-Must be one question for each question word: what, where, when, how, why (Ex. What century did the fur trade begin? Why did the fur trade move west? Etc.). Information must be presented in order to assess other students of it
-Textbook
-Timeline background paper
- Timeline frame set up already on the wall with title of each section above a blank space for a representation to be added (made of two or three sheets of poster paper rotated perpendicular and attached together in a long row)
Students will create their own assessment for their presentation
Monitor and suggest points for their sections.
Make sure you see what questions they’re asking before they present. Suggest necessary changes
Lesson 5
Instructional Objectives
Lesson Procedure List of Materials Assessment
Students -Students will -Textbook Students will create
Fur Trade Unit 15
will…
-Present their timeline representation to the class
-Assess class’s understanding of their presentation
continue of whatever stage they’re at—creating representation, practicing presentation, or creating their quiz
-When completed, students present their representation and talk about it
-Students ask 5 questions after presentation
-Student audience listens to question read slowly and answer silently in writing
-Discuss questions immediately after. Teacher adds relevant comments
their own assessment
Make sure you see what questions they’re asking before they present. Suggest necessary changes
Give each group oral feedback
These curricular outcomes should be hit so emphasize them at a relevant time: How was Britain’s interest in the fur trade different from that of New France?What was the role of mercantilism before and after the 1763 Treaty of Paris?
Lesson 6
Fur Trade Unit 16
Instructional Objectives
Lesson Procedure List of Materials
Assessment
Students will…
-Appreciate how any economy, even fair trade one, can be unjust
-Compare and contrast the fur trade economy and the fair trade one
-Explore doing a service project against unjust economies
-Begin class by reviewing these curricular questions on the Smartboard: How was Britain’s interest in the fur trade different from that of New France? What changed in the fur trade once New France became a colony of Britain?-Have students respond silently in writing and hand in -Have students read together fair trade article, rotating each paragraph. Before each paragraph, explain bolded and underlined concepts/words-Discuss ideas throughout-When finished, discuss questions: How does the fair trade system work? (There are differences: big companies insure bottom level prices and some small companies work on various social development as well as bottom level prices)-What are some problems with the coffee economy? (It’s a cash crop that makes it so they can’t grow actual food on their land)-Do you agree with fair trade?-How did the fur trade economy work? (First nations as middleman trading for new technology)-Can you give an example of becoming dependent on a technology that once didn’t exist? (GPS, etc.)-Why was the fur trade economically and socially problematic? (non-renewable resources, disrupted First Nations way of life, became a monopoly to First Nations people)-Conclude with writing in a learning log: Compare and contrast fur trade and fair trade. Does learning about unjust economies inspire you to think of any service projects the class could do together? (Suggest fair trade fundraiser, writing to a fair trade company, explore social development career choices)
-Fair trade articles printed out for all students
Look at their understanding of 2 curricular outcomes. Address them next class accordingly
Read learning logs and provide feedback
If there are any excellent service project ideas, talk about this next class to see if class can do it
Lesson 7
Instructional Objectives
Lesson Procedure List of Materials
Assessment
Fur Trade Unit 17
Students will…
-Defend their position to the inquiry question in a research essay
-Use Wikipedia to find accurate information
-Practice writing research information down
-Practice writing skills
-Begin with story of how my great grandfather met a Blackfoot man and made a trade that my ancestor could hunt on his land and they could stay on his farm on the way to their medicine circle by Vulcan. Friendship grew
-Address 2 SLO questions from previous class
-Introduce that final assignment will summarize fur trade and take a position on inquiry question
-Hand out instructions and essays
-Go over instructions with everyone and answer any questions
-Go over evaluation with everyone
-Practice research skills with the teacher on Smartboard. (Ex. Skimming, finding relevant information, note-taking)
- Practice writing skills with the teacher on Smartboard (Ex. Start with background on your topic, and then take a position based on this information; transition words)
-See if you can write a whole paragraph, including researching Wikipedia, together as a class on Smartboard
-Set of instructions for each student
-Essay pages for each student
-Evaluation sheets attached to essay pages
Address how they answered these questions: How was Britain’s interest in the fur trade different from that of New France? What changed in the fur trade once New France became a colony of Britain?
Ask students what they know already. Ex. Do they know how to use Wikipedia?
Differentiate this assignment with students who struggle with writing
Lesson 8
Instructional Lesson Procedure List of Assessment
Fur Trade Unit 18
Objectives Materials
Students will…
-Defend their position to the inquiry question in an research essay
-Students will go to computer lab with sheets you gave them, their text, and pencil and paper
-Begin with 4 sites you gave them and text. Remember different source for each point
-Remind students that articles are not written for a grade seven reading level, so don’t be afraid to ask questions
-Text
-Essay pages and instructions
Monitor and stop class if everyone is stuck on something
Lesson 9
Fur Trade Unit 19
Instructional Objectives
Lesson Procedure List of Materials
Assessment
Students will…
-Defend their position to the inquiry question in an research essay
-Students will go to computer lab with sheets you gave them, their text, and pencil and paper
-Sponge: peer editing essays
-Essay due for next class when students will read their favourite paragraph to class
-Text
-Essay pages and instructions
Monitor and stop class if everyone is stuck on something
Lesson 10
Fur Trade Unit 20
Instructional Objectives
Lesson Procedure
List of Materials
Assessment
Students will…
-Participate in a classroom meeting about the fur trade
-Create one question or comment to stimulate deeper thinking and discussion
-Classroom meeting with chairs in a circle
-Discuss what a good question is. (Ex. Explore values not facts)
-Presenting by volunteer or circulate
-Reader chooses volunteer questioner, but has to be new questioner
-Teacher evaluates questions and facilitates discussion
-Completed essay
-Prepared circle of chairs
Teacher evaluates questions and facilitates discussion
Take in essay after to assess
Play Instructions
Fur Trade Unit 21
1. Plays must be no longer than 5 minutes long
2. These are the characters in the play: Teluah, David, Chief Kwah, Simon
Fraser, Toeyen, the translator, the narrator, and Jean-Baptiste can be a
character if you have an extra member.
3. These are the key events you need to hit in the play: 1) Before the peoples
meet each other 2) When they meet 3) How they trade with each other 4)
How David and Teluah interact 5) A conclusion
4. Characters can have a monologue where they talk directly to the audience
5. Girls can play male characters
6. Talk about what you want to do first
7. Write out the basic idea of what everyone says on a script. This way you will not
miss your cue. It does not have to be word for word
8. You can choose to perform with or without your script
9. Practice, practice, practice
Group Members:______________________________________________
First Encounter Play Evaluation
Fur Trade Unit 22
Historical Accuracy – Given the historical context, the actions of the characters are believable
1 2 3 x2
Empathy – Without imposing our enlightened values on the past, the play explored the common of humanity in its characters
1 2 3 x2
Originality and Mechanics – The play flowed together. It took an interesting interpretation of the story, while not making too many things up
1 2 3
Total Score ____/ 15
Words of Wisdom: The most important point is that you accurately represent one
instance of the fur trade and show how the different participants felt about it
Name:____________________________________
First Encounters
*Note: Please answer in full sentences*
Fur Trade Unit 23
How old do you think David and Teluah are?
____________________________________________________________________________
Who first swam out to meet the fur traders?
____________________________________________________________________________
How do the two groups talk to each other?
____________________________________________________________________________
Why does Frasier’s crew visit the Carrier People?
____________________________________________________________________________
How would you describe Simon Fraser?
____________________________________________________________________________
When will David get paid?
____________________________________________________________________________
What are David and Teluah about to trade?
____________________________________________________________________________
____________________________________________________________________________
Was David wrong for not trading his knife for Teluah’s drum?
____________________________________________________________________________
____________________________________________________________________________
Why are women not mentioned in detail in the story?
____________________________________________________________________________
____________________________________________________________________________
If what happened in the story is unfair, who was oppressing and who was being oppressed?
____________________________________________________________________________
____________________________________________________________________________
Fur Trade Unit 24
Fur Trade Unit 25
Fairtrade: Is it really fair?As more than 70 countries celebrate World Fair Trade Day on Saturday, Sarah Morrison examines the scheme's pros and cons
It is trade, of that there is no doubt. Some £1.3bn is spent on Fairtrade-badged goods in the UK. But nearly two decades after the launch of the scheme, the question that increasingly vexes consumers as they make their purchases is: is it really fair?
The UK is the world's biggest fair-trade market, and it continues to grow. The first three products to showcase the Fairtrade mark hit the shelves in this country 18 years ago. Now, days ahead of World Fair Trade Day, there are more than 4,500 products carrying the familiar logo in our shops.
The scheme was set up with the anything-but-simple mission of providing "better prices, decent working conditions, local sustainability, and fair terms of trade for farmers and workers in the developing world". Farmers who pay for certification are assured a minimum price – which can never fall below market level – and a premium to invest in their communities.
Sales of the fair-trade goods increased by 12 per cent in the UK between 2010 and 2011, and this year alone, Mars – the third biggest confectionery brand in the UK – will switch Maltesers to Fairtrade, representing more than a 10 per cent increase in total sales. Fairtrade has turned to certifying the gold industry in the past two years and is expecting to announce new standards for freshwater prawns this summer. Almost 40 per cent of all our bananas are now Fairtrade.
Fur Trade Unit 26
Despite becoming increasingly mainstream, the Fairtrade label has persistent critics. It is attacked by those on the left who say it has sold out and given in to the market. Pundits on the right argue that it distorts markets, exaggerates its claims, prices out the poorest farmers and perpetuates inefficient modes of production.
In the week when more than 70 countries will celebrate the notion of fair trade as a "tangible contribution to the fight against poverty", The Independent on Sunday looked behind the label to answer one pressing question: just how fair is fair trade?
'The fair-trade price does not change throughout the season'
Tomy Mathew, 50, is a spice and nut farmer from Kerala, India. He was one of the founding members of his local fair-trade alliance, which was established more than six years ago, after his region suffered an "agrarian crisis".
"Between 1992 and 2006, there was a terrible economic crisis for agriculture in Kerala. All the prices fell and this made us look for markets that offered fair deals to farmers. This year, the market price for cashews was about 62 rupees per kilo (71p). The fair-trade price came in at 75 rupees per kilo (86p). It's not the difference between the market and fair-trade prices that makes the most difference; it is the fact that the fair-trade price does not change throughout the season. It costs us $3,000 a year to get certified, but in the first year, we received a 75 per cent subsidy. It might be difficult to pay, but I wouldn't want them to lower the price – it ensures the credibility of the system."
But is it FAIR?
YES: It puts people back at the heart of tradeBy Harriet Lamb, Fairtrade Foundation
Fairtrade does what it says on the tin: it is about better prices for smallholder farmers and workers in developing countries. Fairtrade addresses the injustices of conventional trade, which too often leaves the poorest, weakest producers earning less than it costs them to grow their crops. It's a bit like a national minimum wage for global trade . Not perfect, not a magic want, not a panacea for all the problems of poverty, but a step in the right direction.
Free-market economists complain that Fairtrade benefits only a small number of farmers, penalising those outside. This is plain wrong. In fact, the evidence suggests that the opposite is true. Research in Bolivia, for example, found that coffee producers outside Fairtrade were able to negotiate higher prices: Fairtrade had become a price setter. Fairtrade farmers also share their knowledge in trading. For those inside the system, our research shows that through the minimum price guarantee, farmers have more secure and stable incomes. A group of rice farmers in India invested their premium in buying a tractor and a land leveller; productivity increased by 30 per cent.
Other critics ask why we are working with retailers or big brands like Cadbury's and Starbucks. Our answer is that only by mainstreaming Fairtrade will we be able to reach more producers. So we are unapologetic in our commitment to scale up. By doing so, moreover, we begin to affect all business behaviour.
A favourite question is why don't we work with UK farmers. We recognise that many farmers in the UK face similar issues to farmers elsewhere, but Fairtrade was established
Fur Trade Unit 27
specifically to support the most disadvantaged producers in the world - like the tea-growers of Malawi, who don't even have drinking water in their villages. I always buy my cheese, pears and carrots from my local farmers' market - and enjoy Fairtrade bananas, tea and coffee. It's two sides of the same movement to put people back at the heart of trade. Surely you cannot say fairer than that.
NO: Other schemes are just as valuableBy Philip Booth, Institute of Economic Affairs
Private certification schemes are the unsung heroes of a market economy. They are far more effective than state regulation. It is therefore with a heavy heart that I have always had reservations about Fairtrade-labelled products. The foundation pounces on critics with its well-oiled publicity machine, always responding with anecdotes. But doubts remain.
There are many ways in which poor farmers can get better prices. They can do so through speciality brands, via traditional trade channels and using other labelling initiatives. Does Fairtrade help? The evidence is limited, but even proponents of Fairtrade would argue that only about 50 per cent of the extra money spent by consumers is available to spend on social projects, and others have suggested a figure much closer to zero. No clear evidence has been produced to suggest that farmers themselves actually receive higher prices under Fairtrade.
Fairtrade cannot help all farmers. Some poorer or remote farmers cannot organise and join up; others cannot afford the fees; still others will be working for larger producers who are excluded from many Fairtrade product lines. Against that background, "Fairtrade absolutism" does not sit well. Fairtrade schools have to do everything possible to stock Fairtrade products - but, what about speciality brands produced by individual farmers? What about Rainforest Alliance products? Are poor producers to be expected to pay the costs involved to join every labelling scheme?
Fairtrade is a brand that promotes itself the way all brands do. . .
Fairtrade may do some good in some circumstances, but it does not deserve the unique status it claims for itself.
Fur Trade Unit 28
Was the Fur Trade a Fair Trade?
Research Essay and Class Meeting
After studying the fur trade, it is time to take a position on the unit’s critical inquiry
question, “Was the Fur Trade a Fair Trade?” This will effectively be achieved by writing
a research essay followed by a class discussion of your findings. The purpose of this
assignment is to organize and defend a position with accurate information
1. Begin your essay with a description of the fur trade. Where did it happen? Why
did it begin? What peoples were involved? When did it occur? How did it end?
2. Then, decide whether the fur trade had a positive or negative force on history
and describe how it affected 3 things from the list below. This will be your thesis3. Select 3 things that were affected by the fur trade. These will be your supporting
points:
a. The British
b. The French
c. First Nations
d. The Metis
e. Women
f. The environment
g. The economy
4. Along with your textbook, use the following sites for research: wikipedia.org,
thecanadianencyclopedia.com, http://www.canadiana.ca/hbc/, and
http://www.otc.ca/pdfs/fur_trade.pdf
5. For each supporting point, you must use a different research source. List your
source on the top right of each page. Be sure to use your own words
Fur Trade Unit 29
6. Write a conclusion that restates your main points and explores how your thesis
relates to the present time. For instance, you could compare how an economy
based on the non-renewable resource of beavers during the fur trade is similar to
an economy based on the non-renewable resource of oil today
7. Once you have completed your essay. Choose your favourite paragraph to
present in the class meeting. You are welcome to present your conclusion.
Everyone must ask at least one question or make one comment during this
discussion
If you have any questions, please ask. We will practice some research and writing skills
along the way
Was the Fur Trade a Fair Trade?
Alternate Assignment
After studying the fur trade, it is time to take a position on the unit’s critical inquiry question, “Was the Fur Trade a Fair Trade?” This will effectively be achieved by a complex visual representation based on research followed by a class discussion of your findings. It could also be a poetic, musical, physical, etc. representation. The purpose of this assignment is to organize and defend a position with accurate information
1. Begin by creating one image that represents the entire fur trade. Creating a map with fur trade routes, like the one in your text, would be an excellent idea.
2. Decide whether the fur trade had a positive or negative force on history and represent how it affected 2 things from the list below.
3. Then, from the following list, represent 2 things that were affected by the fur trade. Begin by doing research
a. The Britishb. The Frenchc. First Nationsd. The Metis
e. Womenf. The environmentg. The economy
4. Along with your textbook, use the following sites for research: wikipedia.org, thecanadianencyclopedia.com, http://www.canadiana.ca/hbc/, and http://www.otc.ca/pdfs/fur_trade.pdf
Fur Trade Unit 30
5. Create one representation that connects the fur trade to the present. For example, draw a picture that compares the depletion of beavers with the depletion of oil
6. As a completed product, you should have 4 representations 7. Choose your favourite representation to present in the class meeting. Everyone
must ask at least one question or make one comment during this discussion8. Remember, as well as representing each of the topics, your representation must
clearly take a position of whether it was positively or negatively by the fur trade. For example, a model of a teepee would not represent how the fur trade affected First Nations people, but a model of a teepee that had happy people trading outside of it would
If you have any questions, please ask. Each representation will be assessed by its accuracy and the position it is taking
Name:_____________________________
Research Essay and Class Discussion EvaluationIntroduction – It introduces the key points of the fur trade accurately
1 2 3 4
First Point – It gives accurate background information to this topic. It gives an insightful explanation of how this area was affected by the fur trade
1 2 3 4
Second Point – It gives accurate background information to this topic. It gives an insightful explanation of how this area was affected by the fur trade
1 2 3 4
Third Point – It gives accurate background information to this topic. It gives an insightful explanation of how this area was affected by the fur trade
1 2 3 4Conclusion – It gives a sufficient but brief summary of the essay’s main points. It insightfully connects the fur trade to an issue related to in the present.
1 2 3 4
Mechanics – The writing is at a grade seven standard. It flows. Writing observes conventions
1 2 3 4
Question – The question/comment encouraged a deeper understanding of the fur trade.
A good question/comment goes beyond factual knowledge and develops values and
attitudes
1 2
Total Score: ______/26
Feedback:
*Note: This would be modified for the alternate assignment*
Social Unit 32
Name:____________________
Source: _____________________
Title:_____________________________
The fur trade began________________________________________________
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The fur trade was a positive/negative force in history because ____________________
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Social Unit 33
Source: _____________________
Firstly,
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Ultimately, ____________ were/was positively/negatively affected by the fur trade
because_______________________________________________________________
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Social Unit 34
Source: _____________________
Secondly,
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Social Unit 35
Ultimately, ____________ were/was positively/negatively affected by the fur trade
because_______________________________________________________________
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Source: _____________________
Finally,
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Social Unit 36
Ultimately, ____________ were/was positively/negatively affected by the fur trade
because_______________________________________________________________
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To conclude, ___________________________________________________________
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Social Unit 37
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References
Alberta Education (2005). Grade 7. In Social studies kindergarten to grade 12. Retrieved from
http://education.alberta.ca/media/456082/sockto3.pdf
Caouette, R., & Spearn, J. Chapter 4. In Our Canada: Origins, peoples, perspectives teacher
resource (pp. 91-114). Canada: Nelson.
I used this resource for one idea in the unit. I modified its suggestion to make a timeline
in groups and compile it as a visual aid. I think this is a useful idea because it gets
students reading the textbook with a purpose to retrieve information, and it creates a
decorative visual.
Fielding, J. (2008). Engaging students in learning history. In R. Case & P. Clark (Eds.), The
anthology of social studies: Issues and strategies for elementary teachers (pp. 245-250).
Vancouver, BC: Pacific Education Press.
This article inspired the drama assignment that begins this unit. The article’s basic
argument is that students need to have historic imagination before they can begin caring
about historical facts. Therefore, I thought it would be useful to capture their imagination
in the beginning of the unit.
Social Unit 38
Gini-Newman, G., & Gini-Newman, L. (2008). Infusing a spirit of critical inquiry. In R. Case &
P. Clark (Eds.), The anthology of social studies: Issues and strategies for elementary
teachers (pp. 120-129). Vancouver, BC: Pacific Education Press.
As this article would recommend, my unit is founded on a critical inquiry question. This
way students “uncover” the curriculum rather than “cover” it. But there are still a few
curricular points, such as the role of mercantilism before and after the Treaty of Paris,
that are difficult to incorporate into the question. I tried to make the question force
students to take a position that required evidence to defend.
Office of the Treaty Commission (n.d.). First Nations and the fur trade in Western Canada.
Retrieved from http://www.otc.ca/pdfs/fur_trade.pdf
This is one of the articles students research. It is a well-cited article that gives a First
Nations perspective of the fur trade. It is told in a positive light while still remaining
historically accurate. It is an appropriate reading level for grade seven.
McKay, R. (2008). Promoting the aesthetic experience: Responding to literature in social studies.
In R. Case & P. Clark (Eds.), The anthology of social studies: Issues and strategies for
elementary teachers (pp. 306-318). Vancouver, BC: Pacific Education Press.
In the unit, the story “First Encounters” works well to find the common humanity of
different sides of the fur trade, and this idea of finding common humanity is what this
article is all about. Also, it suggests that accuracy is a main criterion of the quality of
historical fiction, and, as a whole, “First Encounters” is historically sound.
Morrison, S. (2012, May 6). Fairtrade: Is it really fair? The Independent. Retrieved from
http://www.independent.co.uk/news/world/politics/fairtrade-is-it-really-fair-
7717624.html
Social Unit 39
This article works well for current events in the unit. The purpose of using this article is
to have students discuss whether our own economy is just. Fair trade was created to make
the economy more just, but even with this intention the system may have flaws. These
ideas are related to the fur trade in the unit.
Neufeld, P. (2008). Reading comprehension strategies in social studies. In R. Case & P. Clark
(Eds.), The anthology of social studies: Issues and strategies for elementary teachers (pp.
139-147). Vancouver, BC: Pacific Education Press.
Scaffolding skills is critical in this unit. Before reading the timeline assignment, students
are guided to take note of headings and to clarify the purpose for reading. Also, they ask
themselves before reading, “What do I already know about this aspect of the fur trade.”
Rees, D., Anderson Gerrits, D., & Allaire, G. (2006). The fur trade. In Our Canada: Origins,
peoples, perspectives (pp. 105-136). Canada: Nelson.
Some of the text’s sidebars on women and the Metis are excellent. It rightly looks at the
idea of who has “belonged” in history and what that means. The five concluding
perspectives of the fur trade are an excellent example of how history is always an
interpretation. It does not offer an in-depth explanation of specific curricular outcomes,
though, such as the Treaty of Paris one.
Thompson, M. (2001). First encounter. In A. Walsh (Ed.), Beginnings: Stories of Canada’s past
(29-46). Winnipeg, MB: Ronsdale Press.
This is a great story for grade sevens. It succeeds in finding the common humanity of
both sides of the fur trade, which is an important part of the curriculum’s objective of
building citizenship. It may not be accurate on Simon Frasier’s representation and how
women were treated in a First Nations society, but these are not overwhelming concerns.
Social Unit 40
Turner, T. N. (1995). Riding the rapids of current events! Social Studies, 86(3), 117. Retrieved
from http://0- web.ebscohost.com.darius.uleth.ca/ehost/detail?
vid=3&hid=119&sid=5dd2da0d-d27c-4bdf-98e8- 6f74dea45c4c
%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&
AN=9507263241
This article explores how current events can be explored in class. It states that exploring
current events can help students practice taking positions and destroy apathy. This the
purpose behind reading the fair trade article in the unit.
