TTeacher’seacher’s GuideGuide FForor GradesGrades 4-74-7 Teacher’s Guide writt en by Mary Cubello

with assistance from Pauline Weber, Educati onal Consultant

For additi onal informati on, call or send orders to:

McIntyre Media Inc. 203 - 75 First St., Orangeville, ON L9W 5B6

800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca

All pages in this Teacher’s Guide are fully reproducible. DISCOVERING CANADA: OUR EARLY EXPLORERS

Program Descripti on: Early explorers and navigators expanded the infl uence of their empires as they ventured across the oceans and borders in search of territories to colonize. This program brings to life many of Canada’s earliest explorers. Beginning with the arrival of people across the Beringia Land Bridge, students will learn about the explorers who fi rst came to and explored Canada. Along with learning about who these explorers were, we explain the reasons they came, what they were hoping to fi nd here, and their early contact and interacti on with Canada’s aboriginal societi es. Students will meet Leif Ericsson, John Cabot, Jacques Carti er, Marti n Frobisher, Samuel de Champlain, Henry Kelsey, George Vancouver, Simon Fraser, David Thompson, and of course, our original explorers, the First Nati ons people.

Grade levels: For students in Grades 4-7.

In this package, you will receive: • One 26 minute chaptered DVD - “Discovering Canada: Our Early Explorers” • 10-questi on Video Quiz • 16-page Teacher’s Resource Guide • Reproducible Student Worksheets

Aft er viewing the video, students will be able to: • Identi fy the explorers who fi rst came to and explored Canada, and explain the reasons for their journeys. • Identi fy the reasons explorers and traders came to this country (eg. the search for a western route to China). • Identi fy the routes taken by various explorers. • Identi fy the eff ects of early contact between Aboriginal societi es and European explorers and sett lers. • Use a variety of resources and tools to investi gate diff erent historical points of view about the positi ve and negati ve eff ects of early contact between First Nati on peoples and European explorers. • Identi fy the accomplishments of various explorers.

McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca 3 VOCABULARY

ABORIGINAL PEOPLES - A term used in a general manner to refer to First Nati on peoples, Inuit, and Meti s.

BARTER - To trade or exchange goods or services for other goods or services without the use of money.

BERINGIA LAND BRIDGE - The Bering Land Bridge, also known as Beringia, was a land bridge roughly 1600 km across, which is believed to have joined present-day Alaska and eastern Russia at various ti mes during the ice ages. The sea fl oor under the Bering Strait is shallow. During ti mes of cyclical global cooling, sea water becomes concentrated in the ice caps of the Arcti c and Antarcti c, and the drop in sea levels exposes shallow sea fl oors. The Bering Land Bridge is signifi cant for several reasons because it is believed to have enabled human migrati on to the Americas from Asia about 25,000 years ago.

BLOCKADE - To prevent access or passageway to an area of importance.

CARAVEL - A light sailing ship that was devleloped by the Portuguese in the late 1400s. It was easy to control and built to sail over diffi cult and rough waters. A caravel held about 20 crew members.

COLONISTS - A group of people who sett le far from home but maintain ti es with their homeland.

DISCOVER - A new fi nding.

EXPLORERS - A person or group of people that explore a geographic area.

FIRST NATIONS - The term used to refer to the original inhabitants of Canada, except the Inuit.

METIS - An individual or group having parti al Aboriginal ancestry, usually of mixed First Nati on and European ancestry.

NEW WORLD - The Western Hemisphere of the earth as originally named by European explorers.

NORTHWEST PASSAGE - Between the end of the 15th century and the 20th century, Europeans att empted to establish a commercial sea route north and west around the American conti nents, calling this route the Northwest Passage. This goal helped moti vate much of the European explorati on of the Canadian Arcti c, including the discovery of Hudson’s Bay.

SETTLEMENT - A place where people create a new community by building homes and businesses.

SURVEY - A method used to accurately determine points and lines of directi on on the earth’s surface and preparing maps or plans using this informati on.

TRADE ROUTE - A route used by traveling traders or merchant ships.

VIKINGS - Vikings were warriors from Scandinavia who in the years between 800 and 1050 colonised, raided and traded the lengths of the coasts and islands of Europe and North America. They called themself Norse. Although they are commonly conceived of as a people bringing terror and destructi on in their wake, it should be noted that many also made sett lements, traded and peacefully co-existed with their neighbours.

4 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca CURRICULUM CORRELATIONS: Social Studies/History: YUKON Grade 4 - Aboriginal Cultures, Explorati on, and Contact NORTHWEST TERRITORIES Grade 7 - Canada: Origins, Histories and Movement of People NUNAVUT Grade 7 - Canada: Origins, Histories and Movement of People BRITISH COLUMBIA Grade 4 - Aboriginal Cultures, Explorati on, and Contact ALBERTA Grade 7 - Canada: Origins, Histories and Movement of People SASKATCHEWAN Grade 5 - Unit 2: Heritage - Explorers, Fur Traders and the Meti s People MANITOBA Grade 5 - Cluster 2: Early European Explorati ons and Colonizati on ONTARIO Grade 6 - First Nati on Peoples and European Explorers QUEBEC Competency 2: To Interpret Change in a Society and Its Territory NOVA SCOTIA Grade 4 - Unit 2: Explorers Past and Present NEW BRUNSWICK Grade 4 - Explorati ons PRINCE EDWARD ISLAND Grade 6 NEWFOUNDLAND and LABRADOR Grade 5 - Newfoundland and Labrador’s People - Explorers and Sett lers

Cross-Curricular Integrati on: This unit of study allows for ample opportuniti es for cross-curriculum integrati on. DRAMA Students take on the roles of actors and writers to present a play to fellow classmates. LANGUAGE ARTS Students will practi ce oral, writt en, and persuasive techniques. MATHEMATICS Students will create an imaginary budget for an expediti on they will plan. 5 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca INTRODUCTION: “Discovering Canada: Our Early Explorers”

Before Watching:

• Using a world map, have students locate the major European colonizing countries (i.e., England, France, Spain, France, Netherlands and Portugal).

• Brainstorm reasons for explorati on and write these on the blackboard. (e.g., the search for a Northwest Passage due to the early 15th century blockade of certain trade routes; natural resources such as fi sh, fur and wood, etc.)

Viewing Idea:

Have students watch “Discovering Canada: Our Early Explorers”. As they are viewing the program, have them note the names of the diff erent explorers, their nati onaliti es, and their reasons for exploring.

Aft er Watching:

In a group setti ng, discuss what students have learned about the early exporati on of Canada. Have them complete the “What Did You Learn?” worksheet on page 7.

Separate students into groups of 3 or 4 to complete the tasks set forth in this teacher’s guide. Students will be expected to work together to prepare and present a Proposal Package, an Explorers Journal and booklet presentati on and poster.

6 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca “WHAT DID YOU LEARN?”: FILL IN THE BLANKS - Post Viewing Quiz

You have just watched “The Age of Explorati on: Canada’s Explorers”. Using the words/terms in the outlined box, complete the following:

Marti n Frobisher Jacques Carti er Thanksgiving Newfoundland fool’s gold Beringia Land Bridge Asia gold French Vikings Northwest Passage David Thompson George Vancouver English Leif Ericson First Nati ons

The First Nati ons people were Canada’s original explorers. Their ancestors arrived in Canada via the

______, a strip of frozen land joining North America and Asia. The earliest discovery of the New World was made by Norse seafarers known as ______.

It is thought that ______was the fi rst European to land in North America around

1000 AD. It is thought that he landed around “L’Anse aux Meadows” which is in ______.

Many more ______and ______explorers began to arrive in Canada beginning in the early 15th century. Many of these explorers were looking for the ______, a new route to ______. Many of these explorers relied on the ______people to act as guides, food, medicine and furs. ______is credited with being the fi rst explorer to document the name Canada. Another explorer, ______thought he had found ______near the entrance to Frobisher Bay. He returned to England with

1100 tons of iron pyrite, also known as ______. He is also credited with having the fi rst ______feast in Canada. It was held to give thanks for surviving the long voyage. There were also many great explorers that headed to western Canada. For example, ______

______was given command of an expediti on to survey and map the west coast of North

America. Perhaps one of the most prominent explorers of the west was ______, who is credited with mapping over 3.9 million square kilometres. 7 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca ACTIVITY #1: PROPOSAL PACKAGE DEAR SIRE, MAY I...?

European explorers were oft en commisioneed by their King or Queen to set forth to discover and explore new lands. For example, in 1534, Carti er set sail under a commission from the King, hoping to discover a western passage to the wealthy markets of Asia. In the words of the commission, he was to “discover certain islands and lands where it is said that a great quanti ty of gold and other precious things are to be found”.

At other ti mes, explorers had to make a plea for fi nancial backing of their expediti ons. In these cases, they would send a lett er to their King or Queen outlining their voyage and their needs.

You have been divided into groups. Now it is ti me to work together and use your imaginati on.

Your Task: Imagine you have decided you want to seek out new land. It can be here on Earth, in outer space, or some fi cti cious desti nati on. You decide! Within your groups, you will put together a ‘PROPOSAL PACKAGE” that must include the following items:

• A persuasive lett er addressed to your leader (eg., a Prime Minister, President, King or Queen) which outlines your expediti on plan. Answer the following questi ons: Where do you want to go? What are you looking for? How would this expediti on benefi t your country? Include informati on about yourself and your companions outlining your experience and a brief history of each crew member. • A budget plan - outline your expected expenses - the distance required to reach your desti nati on, cost and method of transportati on, food, wages for each crew member, supplies you will need in your new land, etc. Use the worksheet found on page 9. • Maps of your planned route. On a bristol board, map out your route. Your map must be clearly and neatly labelled showing your home country, your intended desti nati on, your route, bodies of water, constellati ons, etc. Colour your map to diff erenti ate between land, water and diff erent countries., etc.

You will be expected to present this to the class. You may do so in any one of the following formats: • A historical re-enactment in which your group acts out your proposal. Members of your group should include the leader to whom the presentati on is being made, the main explorer and his/her companions. • A multi media presentati on in PowerPoint or a video presentati on. • • A neatly laid-out and colourful presentati on on bristol board that includes your lett er, maps, a budget, etc.

IMPORTANT NOTE: You will be collecti ng a lot of informati on, so it is important to stay organized. Write down your main ideas, draw pictures, sketch maps or print one page from a website you visited. Keep your material in a group folder or one of your own. Use your ti me wisely at the computer so you can fi nd all the necessary informati on in the ti me allott ed.

You will be marked on the quality and content of your presentati on and how persuasive your argument is.

8 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca BUDGET WORKSHEET

Departure Point: ______

Desti nati on: ______

Crew Members: ______

______

Dates of Travel: ______

Item Expected Cost Percent of Total Budget

Transportati on (include expected travel distance and method of travel)

Food (calculate cost per day X # of days X number of crew members) Wages for expediti on crew (calculate wages per day X num- ber of crew members) Supplies - list separately:

______

______

______

______

______

Additi onal costs - list below:

______

______

______

______

TOTAL BUDGET:

9 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca ACTIVITY #2: LAND AHOY! AN EXPLORER’S NOTEBOOK

Congratulati ons! You have been granted permission to pursue your expediti on to explore a new land.

Read: The excerpts from Samuel de Champlain’s journal on page 11. In the pursuit of his dream of colonizing New France, Champlain crossed the Atlanti c Ocean 29 ti mes, traveling some 160,000 km under sail. He was the fi rst European to explore the Great Lakes and present-day New York State and Ontario. He was the fi rst to provide images of the New World and to describe details of the geography, wildlife and First Nati ons of early Canada. He made maps so clear that they could be used today. In his lifeti me Champlain published four books, including a treati se on seamanship.

Write: You have arrived in your strange, new land. Keep in mind that Canada’s earliest explorers faced harsh conditi ons when they fi rst arrived. Depending on the season they arrived, some weren’t prepared for the extreme cold they faced. In additi on, they faced starvati on, scurvy, unfamiliar people, wild animals, and much more.

Using Champlain’s Journal as a model, write a journal or a notebook recording your experiences. Each crew member can be responsible for one of the topics listed below. Discuss and assign each member their parti cular task. The journal is to have a cover which includes the following informati on: names of your crew members, a name for your journal, and some artwork. 1. Your Voyage: Describe your voyage to this new land. What were the conditi ons like? Take into account your mode of transportati on - did you arrive by ship, airplane, car, truck, train, horse and buggy, space shutt le? What was the weather like? How long did your voyage take? Describe the living conditi ons on-board your vessel. Describe your fellow explorers. 2. Land Ahoy!: Now imagine you have just docked in your new land. Write about your observati ons as you fi rst set foot on land. Describe the geography, the weather, wildlife, plants and trees, minerals you see.

3. What’s in a Name?: You have arrived in your new land and now you must give it a name. Outline the reasons for the name and how it came about. What does it mean? Explorers ususally planted their home country’s fl ag in their new land. Draw a picture showing your fl ag fl ying in a prominent place in your new land. Explain what it means.

Your Explorer’s Notebook will be marked using the following criteria:

• The amount of detail in each secti on. • The originality and appeal of your writi ng. • The creati vity of your artwork. • Neatness and organizati on.

10 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca Notes from the Journals of Samuel de Champlain

Excerpt #1: “On the 3d of June we arrived before Tadoussac, distant from Gaspé from eighty to ninety leagues; and we anchored in the roadstead of Tadoussac, a league distant from the harbor, which latter is a kind of cove at the mouth of the River Saguenay, and where there are sometimes violent winds, bringing severe cold. It is maintained that from the harbor of Tadoussac it is some forty-fi ve or fi fty leagues to the fi rst fall on this river, which comes from the north-northwest. The harbor is small, and can accommodate only about twenty vessels. It has water enough, and is under shelter of the River Saguenay and a little rocky island, which is almost cut by the river. Elsewhere there are very high mountains, with little soil and only rocks and sand, thickly covered with such wood as fi r and birch. There is a small pond near the harbor, shut in by mountains covered with wood. There are two points at the mouth: one on the southwest side, extending out nearly a league into the sea, called Point St. Matthew, or otherwise Point aux Allouettes; and another on the north-west side, extending out one-eighth of a league, and called Point of all Devils, from the dangerous nature of the place. The winds from the south-south-east strike the harbor, which are not to be feared; but those, however, from the Saguenay are. The two points above mentioned are dry at low tide.”

Excerpt #2: All the land that I have seen consists only of mountains and rocky promontories, for the most part covered with fi r and birch, a very unattractive country on both sides of the river. In a word, it is mere wastes, uninhabited by either animals or birds; for, going out hunting in places which seemed to me the most pleasant, I found only some very small birds, such as swallows and river birds, which go there in summer. At other times there are none whatever, in consequence of the excessive cold. The river fl ows from the north-west.

Excerpt #3: The savages told me that after passing the fi rst fall, they meet with eight others, when they go to a day’s journey without fi nding any. Then they pass ten others, and enter a lake, which they are three days in crossing, and they are easily able to make ten leagues a day upstream. At the end of the lake there dwells a migratory people. Of the three rivers which fl ow into this lake, one comes from the north, very near the sea, where they consider it much colder than in their own country; and the other two from other directions in the interior, where are migratory savages, living only from hunting, and where our savages carry the merchandise we give them for their furs, such as beaver, marten, lynx, and otter, which are found there in large numbers, and which they then carry to our vessels. These people of the north report to our savages that they see the salt sea; and, if that is true, as I think it certainly is, it can be nothing but a gulf entering the interior on the north. The savages say that the distance from the north sea to the port of Tadoussac is perhaps forty-fi ve or fi fty days’ journey, in consequence of the diffi culties presented by the roads, rivers and country, which is very mountainous, and where there is snow for the most part of the year. This is what I have defi nitely ascertained in regard to this river. I have often wished to explore it, but could not do so without the savages, who were unwilling that I or any of our party should accompany them. Nevertheless, they have promised that I shall do so. This exploration would be desirable, in order to remove the doubts of many persons in regard to the existence of this sea on the north, where it is maintained that the English have gone in these latter years to fi nd a way to China.

Source: From: Oliver J. Thatcher, ed., The Library of Original Sources (Milwaukee: University Research Extension Co., 1907), Vol. V: 9th to 16th Centuries, pp. 342-354. htt p://www.fordham.edu/halsall/mod/1608champlain.html

Modern History Sourcebook: Samuel de Champlain: The Foundati on of Quebec, 1608

11 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca ACTIVITY #3: YOUR NEW NEIGHBOURS

As you spend more ti me in your new land, you begin to discover that this land has a nati ve populati on that has inhabited the area for many hundreds, perhaps thousands of years. They have established living areas and various spiritual and cultural practi ces. They have their own language, identi ty, and way of life.

View “Discovering Canada: Our Early Explorers”

Read: Now in your groups, imagine living in this new land with people who are diff erent than you are.

Now within your groups, you are to imagine living in this new land with people who are foreign or unknown to you.

Part 1:

In booklet form, create an imaginati ve visual and writt en descripti on of these people. Include hand-drawn, labelled pictures to accompany your text.

1. Describe how your new neighbours are similar to you in appearance and how they are diff erent. 2. Describe their clothing and shelter (housing). 3. Describe their survival methods (the food they eat, how they gather it, etc). 4. Describe and show their methods of transportati on. 5. Describe the language they speak. How did you learn to understand some of it? 6. Describe your relati onship with them. How do you get along? 7. Describe what you have learned from them and what you have taught them. Remember you are in unfamiliar territory. You have to learn new technologies to survive in an unfamiliar environment.

Your Booklet will be graded on the following:

• Writi ng: How interesti ng and detailed is it? • Artwork: How does it add understanding to your writt en descripti on? • Uniqueness: How original is your concept? Does it resemble something that you have seen or read about previously, or is it a new idea?

Part 2:

Create a poster. Create a poster that represent some Canadian Aboriginal achievements or contributi ons to society. (e.g., Shannon Thunderbird, Chief Dan George, James Bartleman, Jordin Tootoo, Douglas Cardinal, Susan Aglukark). The Nati onal Aboriginal Achievement Award Web site (www.naaf.ca) and the Indian and Northern Aff airs Canada (INAC) Kids’ Stop Web site (www.ainc-inac.gc.ca) will provide a good start. The results are to be presented on a poster.

12 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca “Contact!”

Before the discovery of North America by European explorers, Aboriginal peoples had an enti re conti nent to themselves. They had their own cultures and traditi ons, which ranged from nomadic lifestyles, such as the plains peoples who followed the buff alo, to sett led farmers such as the Iroquois. The arrival of the white man would eventually change everything, and fundamentally aff ect the Aboriginal people’s relati onship with the land and its resources.

The concept of land ownership was completely alien to the Nati ve peoples. From an Aboriginal cultural and spiritual perspecti ve, land cannot be bought or sold. They saw themselves as the spiritual guardians of the land, not its actual owners. Land was considered a gift from the Creator or Great Spirit, and its resources were to be used for survival purposes only. However, the Europeans who had now sett led in Canada had the aboriginal people sign land treati es that in essence has them “surrender” their land. The concept of ‘surrendering’ land was one that caused great of confusion within Aboriginal communiti es, and may have contributed to further injusti ces against the Aboriginals - notably, the signings of the Upper Canada and other treati es. This Aboriginal view of land ownership is one of the roots to many Aboriginal rights and land issues today.

Aboriginal skills and knowledge about the harsh landscape helped many Europeans survive cold Canadian winters. These Aboriginals provided access to land to furs for trading, as well as food supplies from fi shing and big game hunti ng.

On the other hand, European goods and technologies found their way into Aboriginal culture. The Nati ves now had blankets, iron kett les, guns and gunpowder as new tools. Over a period of ti me, the Aboriginals and Europeans slowly became more interdependent. Cultural and social aspects were borrowed from both cultures and incorporated into trading ceremonies.

Over a period of ti me, the Aboriginals and Europeans slowly became more interdependent. Cultural and social aspects were borrowed from both cultures and incorporated into trading ceremonies.

A new cultural group, the Méti s, came out of this interacti on between European and Aboriginal civilizati ons. Early European explorers and traders were virtually all men, and some of them decided to sett le down and start new lives in Canada. Many started families by marrying Aboriginal women. The ancestors of these children form the basis of Canada’s Méti s populati on. htt p://www.canadiana.org/citm/themes/consti tuti on/consti tuti on2_e.html

13 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca Web Resources

Canada in the Making This site is about the history of Canada through the words of the men and women who shaped the nati on. Built around the Government Documents collecti on of the Early Canadiana Online collecti on, it integrates narrati ve text with links to primary source texts. htt p://www.canadiana.org/citm/index_e.html

Passageways: True Tales of Adventures for Young Explorers (for ages 8-13) From Library and Archives Canada Travel back in ti me over a thousand years and meet some of these men and women who explored the many regions of Canada. Some of their adventures will amaze you, others you may fi nd revolti ng, and some you may not believe! You will fi nd the explorers and their stories organized by the date of their major explorati ons. htt p://epe.lac-bac.gc.ca/100/206/301/lac-bac/explorers-kids/www.collecti onscanada.gc.ca/explorers/kids/index-e.html

Pathfi nders & Passagewasy: The Explorati on of Canada (for ages 14+) From Library and Archives Canada The men and women who have contributed to the explorati on of this country are innumerable. For this presentati on, a selecti on has been made of those considered to have directly furthered the geographical understanding of what is now Canada. In most cases, the explorers’ published accounts of their travels are held in the Nati onal Library’s Rare Book Collecti on and excerpts from these accounts are featured here. Where these do not exist, manuscript selecti ons, or citati ons from works published by their contemporaries are included. Arti sti c works, maps, and artefacts are displayed throughout the site, many coming from the Nati onal Library’s Rare Book Collecti on. The site is supplemented by themati c essays on mapmaking and transportati on, as well texts on other topics recurrent in the history of explorati on in Canada. htt p://epe.lac-bac.gc.ca/100/206/301/lac-bac/explorers/www.collecti onscanada.gc.ca/explorers/index-e.html

The Virtual Museum of New France From the Canadian Museum of Civilizati on This site developed by the Canadian Museum of Civilizati on is enti tled Virtual Museum of New France. Its material is easily and quickly accessed, abundantly illustrated, and is geared to students and general readers. The sources available allow for either a factual approach of the history of New France, or for an approach by subject The Virtual Museum of New France brings together as never before, traces of New France from wherever they are found around the world. htt p://www.civilizati on.ca/cmc/explore/virtual-museum-of-new-france/virtual-museum-of-new-france

14 McIntyre Media Inc. 800-565-3036 fax: 519-942-8489 email: [email protected] www.mcintyre.ca More producti ons from McIntyre Media Inc. and Mythic Producti ons Produced in Canada for the Canadian curriculum!

iCare Series This 3-part series examines environmental and ecological initi ati ves undertaken by Canadian schools and school children. We fi lmed and interviewed students, teachers, parents, administrators, custodians and environmental experts about what they have done or what we can do to “make a diff erence” to ensure the long-term health and survival of our planet and its resources.

Pioneer Life in Canada Long ago, Canada was already a country of immigrants. These people came from many diff erent places like the United States, Germany, England, Scotland and Ireland. They left their homeland and became pioneers in Canada. In this 20 minute program, Michelle, a young modern-day student is transported back in ti me to a pioneer village. No more cell phones, MP3 players or electricity! Her new teacher tells her about their life in a pioneer sett lement, how they came to Canada, where they sett led, and how they work the land. Michelle tours the village and learns about the grist mill, the blacksmith shop, the general store and post offi ce, and the school house. She also learns how the aboriginal peoples taught the pioneers how to live off the land.

Canada’s Links to the World: Canada and Its Trading Partners In this 18 minute video, we are going to explore Canada’s link to other countries, focusing on our trading relati onships. We will also examine some of Canada’s most important trading partners, with three bonus fi ve to six minute segments on China, Mexico and the United States. These segments present a brief overview of the locati on, climate, geographic features, culture and trading relati onships found in these countries.In additi on, students are given an overview of the history of trade in Canada beginning with the aboriginal people and early explorers. Topics such as the fur trade, early immigrati on and the building of early transportati on systems are discussed.

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