5.2 Histories and Stories of Ways of Life in Canada
5.2.4
Examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
• How are the stories of the Métis people, their culture and heritage rooted in the fur trade? (CC, I, TCC)
• How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM)
• What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER)
5.2.1 appreciate the complexity of identity in the Canadian context:
• recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I, TCC) • acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history (CC, I, TCC) • acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC) • acknowledge British influence and presence in Canada (CC, I, TCC) • acknowledge the contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC) • recognize how changes in society can affect identity (CC, I)
Knowledge and Understanding
Students will: 5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues: • What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? (I, CC, TCC, LPP) • How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada? (I, CC, TCC) • How were the natural environment and geography of each region of Canada determining factors of the diversity among Aboriginal groups (e.g., languages, symbolism)? (LPP, TCC) • What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast? (I, CC, LPP) • In what ways do anthropology and archaeology contribute to our understanding of First Nations, Métis and Inuit peoples? (CC, LPP, TCC)
5.2.3 examine, critically, ways of life in New France by exploring and reflecting upon the following questions and issues:
• How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone history, culture and presence throughout Canada? (I, CC, TCC) • What do stories about the habitants tell us about Francophone history, culture and presence in Canada? (I, CC, TCC)
5.2.4 examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
• How are the stories of the Métis people, their culture and heritage rooted in the fur trade? (CC, I, TCC) • How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM) • What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER)
5.2.5 examine, critically, ways of life of the United Empire Loyalists by exploring and reflecting upon the following questions and issues:
• What do stories of the United Empire Loyalists tell us about British culture and presence in Canada? (CC, I, TCC) • How did the diversity of United Empire Loyalists contribute to Canadian diversity? (I, CC, TCC, LPP)
5.2.6 examine, critically, the ways of life of immigrants from the British Isles during the Great Migration by exploring and reflecting upon the following questions and issues:
• What do stories of Irish and Scottish immigrants tell us about their heritage and presence in Canada? (CC, I, TCC) • What do stories of British peoples tell us about the British history, culture and presence in Canada? (CC, I, TCC)
5.2.7 examine, critically, how the North West Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions and issues:
• What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada? (LPP, PADM) • How have stories of the North West Mounted Police shaped identity in western and northern Canada? (I, TCC, PADM)
5.2.8 examine, critically, ways of life of non-European immigrants by exploring and reflecting upon the following questions and issues:
• How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? (CC, I, TCC) • What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada? (CC, I, TCC, LPP) • How do stories of immigrants from India contribute to an understanding of diversity in Canada? (CC, I)
Examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
• How are the stories of the Métis people, their culture and heritage rooted in the fur trade? (CC, I, TCC)
• How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM)
• What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER)
5.2.1 appreciate the complexity of identity in the Canadian context:
• recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I, TCC) • acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history (CC, I, TCC) • acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC) • acknowledge British influence and presence in Canada (CC, I, TCC) • acknowledge the contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC) • recognize how changes in society can affect identity (CC, I)
Knowledge and Understanding
Students will: 5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues: • What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? (I, CC, TCC, LPP) • How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada? (I, CC, TCC) • How were the natural environment and geography of each region of Canada determining factors of the diversity among Aboriginal groups (e.g., languages, symbolism)? (LPP, TCC) • What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast? (I, CC, LPP) • In what ways do anthropology and archaeology contribute to our understanding of First Nations, Métis and Inuit peoples? (CC, LPP, TCC)
5.2.3 examine, critically, ways of life in New France by exploring and reflecting upon the following questions and issues:
• How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone history, culture and presence throughout Canada? (I, CC, TCC) • What do stories about the habitants tell us about Francophone history, culture and presence in Canada? (I, CC, TCC)
5.2.4 examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
• How are the stories of the Métis people, their culture and heritage rooted in the fur trade? (CC, I, TCC) • How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM) • What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER)
5.2.5 examine, critically, ways of life of the United Empire Loyalists by exploring and reflecting upon the following questions and issues:
• What do stories of the United Empire Loyalists tell us about British culture and presence in Canada? (CC, I, TCC) • How did the diversity of United Empire Loyalists contribute to Canadian diversity? (I, CC, TCC, LPP)
5.2.6 examine, critically, the ways of life of immigrants from the British Isles during the Great Migration by exploring and reflecting upon the following questions and issues:
• What do stories of Irish and Scottish immigrants tell us about their heritage and presence in Canada? (CC, I, TCC) • What do stories of British peoples tell us about the British history, culture and presence in Canada? (CC, I, TCC)
5.2.7 examine, critically, how the North West Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions and issues:
• What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada? (LPP, PADM) • How have stories of the North West Mounted Police shaped identity in western and northern Canada? (I, TCC, PADM)
5.2.8 examine, critically, ways of life of non-European immigrants by exploring and reflecting upon the following questions and issues:
• How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? (CC, I, TCC) • What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada? (CC, I, TCC, LPP) • How do stories of immigrants from India contribute to an understanding of diversity in Canada? (CC, I)