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= = = = ) For the assignment on reserching your explorer, you need to = =1) make jot notes = =2) use the scaffolds  = = * I need to understand... = = * Something that surprised me is... = =   = = * I wonder why.... = = * My theory is......because...... = = * I read that.... = = * Putting my ideas together, I realize.... = = * As a conclusion/In summary.... = = * New vocabulary for me is.....(Put at least 9 new words in here) = = * I think that....  = = = =3) Make one INFERENCE per paragraph = =It say = =I know = =And so = = = =4) Write your jot notes into paragraph form, suing the scaffolds = = = = = = = =Heritage and Citizenship: Grade 6 – First Nation Peoplesand European Explorers=

__Overview__ Students learn about the main characteristics of North American First Nation cultures,including the close relationship of the First Nation peoples with the natural environment. They investigate the motivating factors for early European exploration and the prevailingattitudes of the explorers. They also examine the positive and negative effects of interactions,between European and First Nation peoples, from first Viking contact to the time of permanent European settlement in the early seventeenth century. Overall Expectations

By the end of Grade 6, students will: • describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of theEuropean explorers; and the effects of contact on both the receiving and the incoming groups; • use a variety of resources and tools to investigate different historical points of view about the positive and negative effects of early contact between First Nation peoples and European explorers; • analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups. __Specific Expectations Knowledge and Understanding__ Our focus for this term is to: Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement);** – identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands); – describe the expansion of European influence through the founding of the first trading posts (e.g., Île Ste Croix, Port Royal, Québec, Mont Royal, Fort William) and explain how the fur trade served the interests of both the Europeans and the First Nation peoples; – identify the results of contact for both the Europeans and the First Nation peoples (e.g., sharing of beliefs, knowledge, and skills; intermarriage; trading alliances and conflicts; impact of European diseases on First Nation peoples; impact of fur trade on natural resources such as beaver populations). Inquiry/Research and Communication Skills By the end of Grade 6, students will: – formulate questions with a statement of purpose to develop research plans (e.g., Why did Cartier kidnap Donnacona and his sons? What was the role of First Nation women in the fur trade?); – select relevant resources and identify their point of view (e.g., recognize the historical context of Cartier’s logbook; recognize bias in Champlain’s drawing and descriptions of Mohawk villages); – identify and explain differing opinions about the positive and negative effects of early contact between European and First Nation peoples (e.g., growth of First Nation peoples’ dependency on trade goods; impact of the fur trade on the economy and environment; effect of attempts to convert the Huron Nation to Christianity); – read, interpret, and compare historical and modern maps of an area to determine accuracy – build models or draw and label various forms of maps, using cartographic symbols and a legend – observing bibliographic conventions, use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between First Nation peoples and early European explorers – use appropriate vocabulary (e.g., Métis, clan, council, Anishinabek, consensus, social, Haudenosaunee, political, archaeological, caravel, astrolabe, bias, epidemic, alliance, monopoly) to describe their inquiries and observations. __Application By the end of Grade 6, students will:__ – explain how cooperation between First Nation groups and early European explorers benefited both groups (e.g., Europeans gained medical knowledge, survival skills, and geographic knowledge from First Nation peoples; First Nation peoples acquired products of European technology such as cooking pots, metal tools, blankets, and clothing; military alliances helped both groups against a common enemy); – explain how differences between First Nation peoples and early European explorers led to conflicts between the two groups (e.g., lack of common language, differing world views and spiritual beliefs,introduction of European diseases, differing views about property ownership); – express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation peoples and early European explorers to show the events leading to the – identify some present-day issues concerning First Nation peoples that relate to results of early contact (e.g., the effect of new technologies on First Nation cultures; land claims); – identify achievements and contributions of Aboriginal people in present-day Canada (e.g., James Bartleman, Jordin Tootoo, Douglas Cardinal, Susan Aglukark).
 * – identify the Viking, French, and English explorers who first came to and explored