Lesson Plan Template s51

THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas Historical Fisheries off the Grand Banks (Wet and Dry Fisheries) Lesson Overview The French conducted the earliest trans-Atlantic fishery with the Portuguese fishermen, soon joined by Basques, who took cod in coastal waters and dried them ashore (the dry fishery). They were followed by the English. Early in the 16th century fishermen appear to have frequented primarily the south and east coasts of Newfoundland and the Strait of Belle Isle. Later fishermen from northern France began to exploit the banks directly catching and salting fish on board (the wet fishery) This lesson will examine the four maps of Migratory Fisheries: Migratory Inshore Dry Fishery, Migratory Banks Fisheries, English Variant, Introduced 17th Century and the Resident Banks Fishery, 18th Century. The students will investigate the differences between the wet and dry types of fishery. Students will also study the spatial pattern and distribution of the inshore fishing stations of the 17th century as well as look at the settlement concepts of site and situation. Grade Level 9-12 secondary school Time Required Two 60-minute classes. Curriculum Connection (Province/Territory and Course) Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education and Training (CAMET): Senior: Nova Scotia (plus the other Atlantic provinces) Geo 10 Students will be able to: 1. Identify, locate, and describe the distribution of Canada’s primary industries. 2. Describe and explain past and current trends in the development of the resource industries 3. Explain the factors which influence the distribution of primary industries Citizenship 10 1. Explain the significance of the global economy on economic renewal and the development of society.

Link to the Canadian Atlas Online (CAOL) http://www.canadiangeographic.ca/atlas/ Explore by Theme: Fishery

Additional Resources, Materials and Equipment Required

Student Activity Sheet: Textual and Graphic/Mapping Questions (attached) Student Activity Sheet: Site and Situation (attached)

Copy of the Heritage Minute on John Cabot: http://www.histori.ca/minutes/minute.do?id=10122 official John Cabot link and synopsis. http://www.canadaka.net/video/556-a-part-of-our-heritage-john-cabot.html (second link) LCD access for CBC Archives and websites Computer lab for extension activity using PowerPoint. THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas

Main Objective The primary goal of the lesson is to examine the four maps of Migratory Fisheries: Migratory Inshore Dry Fishery, Migratory Banks Fisheries, English Variant, Introduced 17th Century and the Residents Banks Fishery, 18th Century. Students will investigate the differences between the wet and dry types of fishery, study the spatial pattern and distribution of the inshore fishing stations of the 17th century, and explore the settlement concepts of site and situation. Learning Outcomes By the end of the lesson, students will be able to: Detail point-by-point the intended learning outcomes for the students in terms of the content/concepts covered, the skills obtained and practiced, or the degree of mastery of the tools used.  Identify, locate, and describe the distribution of Canada’s primary historical fisheries of the 16th century.  Explain the factors which influence the distribution (special pattern, site and situation) of the early fisheries.  Explain the significance of the global economy on economic development of jobs in the early fisheries (wet and dry fisheries), and the possible development of early settlement and society on the east coast of Canada.

The Lesson

The Lesson Teacher Activity Student Activity Introduction Lead with two activators Two activators 1) Why would some of the 1) Brainstorm their European countries travel to answers. the coasts of Canada for fish in the 16th century? 2) Discuss the Heritage 2) Watch the Heritage Minute Minute on John Cabot. on John Cabot. Lesson 3.) Assign Textual and 3) Complete Textual and Development Graphic/Mapping Questions Graphic/Mapping (8 questions) for students to answer. (8 Questions for students to questions) answer. Conclusion 4) Pass out the Site and 4) Complete the Site and Site and Situation Situation activity sheet. Situation activity sheet. Table THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas

Lesson Extension Students could be tasked to complete research on the history of the cod fishery in Atlantic Canada and to present their findings as an oral presentation or a PowerPoint / brochure. Assessment of Student Learning Student answers to Textual and Graphing/Mapping Questions. (See handout) Student’s completion of the Site and Situation table. (See handout) Further Reading 1) CBC Archives Radio Clip which is a ‘Biography of the Fish That Changed the World’, a history of the Cod. http://archives.cbc.ca/economy_business/natural_resources/clips/10938/ 2) CBC Archives TV Clip which discusses the crucial turning point in the history of Canada's cod fishing industry. http://archives.cbc.ca/economy_business/natural_resources/clips/10940/ 3) Have students go to this Newfoundland website and read about the history of the Cod fishery. http://www.stemnet.nf.ca/cod/history5.htm

Link to Canadian National Geography Standards Scope and Sequence in Geographic Education: Grades K-12 Essential Element#1: The World in Spatial Terms: (Grades 9-12) Canada- World Geography studies the spatial relationships among people, places and environments. Maps reveal the complex spatial interactions that touch the lives of all citizens.  Map and atlas use.  Spatial relationships. Essential Element#4: Human Systems Earth’s surface is shaped by human activities. The spatial organization of society is a mosaic of population movements, settlement patterns, economic activity, transportation, communication and political organizations.  Economic development by world regions, country and regions within countries. Geographic Skills #2: Acquiring Geographic Information:  Systematically locate and gather geographic information from a variety of primary and secondary sources.  Systematically assess the value and use of geographic information.

Geographic Skills #4: Analyzing Geographic Information:  Make inferences and draw conclusions from maps and other geographic representations. THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas

STUDENT ACTIVITY SHEET Textual and Graphic/Mapping Questions Historical Fisheries off of the Grand Banks (Wet and Dry Fisheries)

Text Questions 1. From the animation of the ‘dry fishery’ list and describe the various steps (jobs) involved in the ‘dry fishery’.

2. From the animation of the ‘wet fishery’ list and describe the various steps (jobs) involved in the ‘wet fishery’.

3. What were some of the advantages and disadvantages of both types of ‘fishery’ as they attempted to supply fish to the European market?

Graphic/Mapping Questions 4. Using the Migratory Fisheries series of four maps, answer the following: a) What do the dotted areas in the ocean represent? b) How does fishing in the Migratory Inshore Dry Fishery differ from the Resident Banks Fishery, 18th Century?

Using the European Inshore Fisheries in the North-western Atlantic Map, answer the following questions:

5. What is the scale of the map?

6. Using the bar scale what is the approximate distance between St. Anne’s Bay and Burgeo? Between St. Paul Island and Belle Isle?

7. Describe the spatial distributions of the fishing post controlled by the following nations Portuguese, Basque, French, and the English

Critical Thinking Question 8. In your opinion was the development of the early fisheries off the east coast of Canada by European nations significant to the settlement of Canada? THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas

STUDENT ACTIVITY SHEET

Site and Situation Historical Fisheries off the Grand Banks (Wet and Dry Fisheries) Introduction: Settlements can range in size from a small village with a few hundred residents to a metropolitan city of over one million people. In the historical study of the fishery of the banks you will be looking at the locations of the early fishing posts. Geographers often study the reasons behind why such locations were chosen and what factors lead to their development in becoming a large city over time or remaining as a small village or perhaps disappearing over time. When geographers look at the spatial patterns of settlements they consider two key concepts the area’s site and its situation. “The site is the actual location of a settlement on the earth and is composed of the physical characteristics of the landscape specific to the area. Site factors include things like landforms (i.e. is the area protected by mountains or is there a natural harbour present?), climate, vegetation types, and availability of water, soil quality, minerals, and even wildlife. Situation is defined as the location of a place relative to its surroundings and other places. Factors included in an area's situation include the accessibility of the location, the extent of a place's connections with another, and how close an area may be to raw materials if they are not located specifically on the site.”1 Tasks: Fill out the following table by generating a list of geographic features that would be necessary for the establishment of a fishing post on the coast of Newfoundland. List at least seven features and thEn choose your top two features and explain the significance of these features to the long-term success to the establishment of the fishing post. List of physical characteristics of the landscape specific to the area Ranking of importance 1 being highest, etc.

http://geography.about.com/od/urbaneconomicgeography/a/sitesituation.htm THE CANADIAN ATLAS ONLINE NEW BRUNSWICK – GRADES 9 – 12 www.canadiangeographic.ca/atlas

PowerPoint/Brochure Rubric

ACTIVITY Exemplary Proficient Partially Proficient Incomplete

Introduction * The introduction * The introduction is * The introduction shows * The introduction does presents the overall clear and coherent and some structure but does not orient the audience topic and draws the relates to the topic. not create a strong to what will follow. audience into the sense of what is to * The sequencing is presentation with follow. May be overly unclear and does not compelling questions or detailed or incomplete appear interesting or by relating to the and is somewhat relevant to the audience. audience's interests or appealing to the goals. audience.

Content * The content is written * The content is written * The content is vague * The content lacks a clearly and concisely with a logical in conveying a point of clear point of view and with a logical progression of ideas and view and does not create logical sequence of progression of ideas and supporting information. a strong sense of information. supporting information. purpose. * Includes persuasive * Includes little * Information is information. * Includes some persuasive information accurate, current and persuasive information and only one or two persuasive. with few facts. facts about the topic.

*Some of the * Information is information may not incomplete, out of date seem to fit. and/or incorrect.

* Sequencing of ideas is unclear.

Text Elements * The fonts are easy-to- * Sometimes the fonts * Overall readability is * The text is extremely read and point size are easy-to-read, but in difficult with lengthy difficult to read with long varies appropriately for a few places the use of paragraphs, too many blocks of text and small headings and text. fonts, italics, bold, long different fonts, dark or point size of fonts, paragraphs, colour or busy background, inappropriate contrasting * Use of italics, bold, busy background overuse of bold or lack colours, poor use of and indentations detracts and does not of appropriate headings, subheadings, enhances readability. enhance readability. indentations of text. indentations, or bold * Text is appropriate in formatting. length for the target audience and to the point.

* The background and colours enhance the readability of text.

Graphic Elements * The graphics are clear * The graphics are clear * The graphics are * The graphics lacks a and support the vague in conveying a clear point of view and and fit with a logical information. point of view and do not logical sequence of progression of ideas and create a strong sense of information. supporting information. purpose. * Includes little * Includes persuasive *Some of the persuasive information. information. information may not and only one or two seem to fit. facts about the topic.

* Information is incomplete, out of date and/or incorrect.