Teacher's Guide for Grades 5 and 6 Productions Rivard

Teacher’s guide for grades 5 and 6

Productions Rivard

Developed by: Carole Freynet-Gagné

1 Table of Contents

Introduction ...... The guide ...... Synopsis ......

Cast Off – Preview ......

First Portage – The Fur Trade………………………………………………..

Second Portage – The Aboriginal Peoples ......

Third Portage – The Fort ......

Fourth Portage – The hommes du Nord ......

Fifth Portage – On the Footsteps of an Explorer ……………………………….

Sixth Portage – The Role of Women in the Fur Trade ......

Seventh Portage – Two Rival Companies ......

Eighth Portage – The Métis ......

Ninth Portage – Francophones West of Quebec ......

Tenth Portage – The End of a Way of Life ………………………………….

Arriving Safe and Sound ......

2 Introduction

Take a step back in time and enter the world of the voyageur. A fascinating adventure awaits you! More specifically, discover the voyageurs’ role in the fur trade and learn more about the profession itself. Help your students relive historic moments that will remind them of the importance of the fur trade in the creation of Canada. Students engage in practical activities that involve the four language skills: writing, speaking, reading and listening. Imagine yourself in the moccasins of François Comtois and his daughter Adèle. They traveled many kilometers: from Lachine to Fort Langley via Fort William, the Red River Valley and the Athabasca Valley.

The guide The guide is for middle year students, specifically, grades 5 and 6. These activities can also easily be adapted for higher grade-levels. The guide is divided into units called “portages” to reflect the spirit of the theme. In each unit, you will find a summary of the chapters to watch as well as instructions on how to view them by segment to facilitate understanding.

Of course, several themes are explored. These themes are tied to social studies learning outcomes at the middle-year level. You will find plenty of interactive activities, both fun and enriching. Given the number of activities, it is not necessary to complete each unit, nor every activity within a unit. Choose those that best reflect the learning outcomes you wish your students to achieve. It is also possible to complete the entire “trip”. If so, it is suggested that you spread out the units over a few months.

As you will see, each unit offers many optional activities. Some activities promote the acquisition of knowledge, others, of skills. It is not necessary to complete all the activities.

The activities encourage students to be active participants. They allow them to reflect on what they have just seen and also to find out whether their assumptions have been confirmed or disproved.

Additional activities help the teacher further explore themes. They provide students with the opportunity to develop superior reasoning skills, as well as oral communication skills and reading and writing skills.

If necessary, have the students view a chapter more than once. While viewing, do not hesitate to stop and verify if the students understand. Your approach depends on the students’ language skills and the density of the information given. View an excerpt or an episode a second time so that the students may improve their language skills and better understand historic facts.

Some activities explore the theme through the use of the following Web site : www.rendezvousvoyageurs.ca.

3 The proposed activities provide students with the opportunity to relive a fascinating period of Canada’s history and to have fun while learning about the traditions and customs of the voyageur. So, come aboard. Go with the flow. This is ready-made teaching!!!

Synopsis

Episode 1

The narrator of the first episode, entitled “L’autre bout du monde”, is François Comtois. He lives in La Prairie, is 19 years old, and has just signed his first voyageur contract with the North West Company. In the spring of 1806, he leaves from Lachine on a journey that is supposed to last one summer. He ends up travelling as far as the Pacific Ocean, and never sees his home village again.

Exploration is the theme of this episode, which describes how the voyageurs, motivated by trade, travelled throughout the continent and reached the Pacific Ocean via the North West.

Episode 2

The second episode tells of the war between the Northwest and Hudson's Bay companies, and its effects on the Métis people who were descendants of the voyageurs and their Native wives.

The narrator is Adèle Comtois, Métis daughter of François and his Cree wife. Born in the North West in 1815, she is the last child in a family of five. Adèle was just 6 years old when her cousin Jean-Baptiste was found dead in the snow, one of many victims of the war between the two companies. Did this traumatic event fuel Adèle's passion for drawing, or as she says, "copying people to keep them alive in our memory?"

Adèle would go on to become a pioneer of photography. Following in her voyageur father's tracks, Adèle, along with her husband and son, travel over an immense territory and take pictures of the Métis communities descended from the fur trading era. She records images of a world destined to disappear with the decline of the trade.

The film Morning in the North West presents characters, events and historic sites that are studied at the end of the primary level. Students will enjoy discovering historic sites, some known or lesser known historic events, the way people lived during historic times, the beauty of the Canadian landscape, etc.

In order to help middle-year students better understand the film content, we divided it into segments. This should allow students to progressively assimilate the information presented.

4 Casting off - prescreening

Tell the students you are going on a canoe trip. Put up a map of the voyageurs’ route. Go over this route with them and point out key locations - the departure from Lachine, important portages, Fort William, the Red River Valley, Fort Chippewyan, Athabasca, the final destination.

Tell them they are going off to explore, just like the voyageurs they’re about to discover. Ask them to fill out a KWL chart on the voyageurs.

Activity in the student’s workbook KWL chart (know-want to know-learnt) What I know about the What I want to know about What I have learnt about the voyageurs the voyageurs voyageurs

The guide is divided into “portages” or chapters. Complete start-up activities before each portage. Many options are suggested: 9 Fill out a KWL chart. 9 Read the synopsis of the chapter before viewing the film segment. 9 Invite students to predict the content of the segment based on the theme of the chapter. 9 Complete some of the readings suggested under ”suggested readings”. 9 Review the comprehension questions with the students before viewing the film and ask them to look for the answers as they watch the film.

5 First Portage – The Fur Trade

Chapters to view: 1, 2, 3 and 5

Summary

We enter the world of François Comtois, a voyageur for the North West Company who leaves La Prairie when he signs his first contract as a voyageur. His destination is Fort William. He tells us about the thrilling world of the voyageurs in the 19th century, but he also talks about the unpredictable things that happen during the voyage and the hard work that is required. It is an adventure, but it comes at a price. François becomes discouraged, and finds the portages harder and harder. He is tempted to run away. Will he quit?

We learn about the fur trade and the main person behind the business, the voyageur.

We are told who the voyageurs were, where they came from, what their aspirations where and how they lived. We are also told about the barter system: the articles that were traded, the kinds of furs that were in demand, and the alliances that were created. The merchandise from London was going to the West, while the beaver furs were shipped to Europe to make hats.

Suggested readings

To assist the teacher, we have identified the sections of the Web site www.tfo.org/emissions/rendezvousvoyageur/en/ that relate to this theme. The teacher can use them as preparatory readings or can select sections to read with the students.

Voyageur’s World Personal Life Science and navigation Origins Shelter Clothing Health Food Work Life Sources Hired on contract Recipes A day with the brigade The trading post Leisure Music and celebration Know-how Songs of the voyageur Geography Arts and handicrafts Canoes Other pastimes

6 Comprehension Question

The following is a list of comprehension questions. Choose some or use all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 What was considered the colony’s “gold”? 9 What was done with beaver pelts? 9 Why did the voyageurs hate portages? 9 Name the items that the voyageurs packed for the trip. 9 What items did the Aboriginal people accept in exchange for furs? 9 Why do you think the voyageur decided to go on the trek? 9 Do you know someone who has gone on a long trip? Why do you think that he or she went on the trip? 9 If you went on a long trip in search of adventure, where would you go?

Based on the images in the film, ask the students to identify a scene that

9 illustrates the voyageurs living in harmony with nature; 9 shows that the bourgeois did not have the same status as the voyageurs; 9 illustrates how François Comtois has become discouraged; 9 illustrates the hardship that travelling by canoe involved at that time.

Profile of the Voyageur – Activity in the student workbook

Lead a discussion about the voyageur. What did he look like? Where did he come from? What personal qualities did he have to have? Ask the students to draw a voyageur and write a profile of him, using the information they learned from the chapters viewed. Put the pictures and profiles up on the wall and invite the students to learn about the other voyageurs. Divide the students into groups of two and tell them that they are bourgeois working for the North West Company and that they have to choose a crew to make the next trip to Fort William, from the voyageurs who have been put up on the wall. Ask each group to introduce its crew and to explain why each member was chosen.

Vocabulary

Ask the students to go to the site www.tfo.org/emissions/rendezvousvoyageur/en/ and find the definitions of the terms relating to the fur trade in the following list:

9 brigade 9 engagé 9 gouvernail 9 décharge 9 pipée 9 underfur

E-voyageurs

In the “Morning in the North West” kit you will find a separate teachers’ guide dealing with how to use the Web site www.tfo.org/emissions/rendezvousvoyageur/en/. The guidebook suggests some excellent interactive activities for which a computer and Internet access are needed. By using different media, you can vary the learning sources and maintain the students’ interest. The activities have been prepared in conjunction with this guide. The two guides can be used separately or together. The activities that work well with this “portage” are:

They call me a voyageur The coureur de bois Shop at a Trading Post Mystery Words Make your Own Contract Guess the Missing Lyrics

Guess the M issing L yrics Mystery Words The cour eur des bois

Group:

Method used:

Teacher’s workbook: First portage - The Fur Trade Group:

Type: A Method used: Site section: Voyageur’s World – Context – Coureur de bois to voyageur Group: Teacher’s workbook: First portage- The Fur Trade

Activity summary: Ask the students to explore the origins of the voyageur, which is to Method used: Type: AP say the coureur des bois. Teacher’s workbook: First portage – The Fur Trade Site section: Voyageur’s World – Young Explorers-Educational Activities Sequence: -Guess the missing lyrics 1. Explain to the students that before the era of voyageurs like François Comtois, there had been coureurs des bois. Type: A Activity summary: Ask the students to play the game “Guess the Missing Lyrics”. 2. Ask the students to do a shared reading of “Coureur de bois to voyageur”. Take Separate the class into teams whose task will be to take some voyageurs’ songs and give them a more modern rhythm and melody. the time to ask the students questions and to check their understanding. Site section: Voyageur’s World – Young Explorers - Educational Activities

3. Divide the class into two groups: on the one hand the colony’s administration and Sequence: the trading companies from France and on the other, the inhabitants of the Activity summary: The purpose of the game is to guess the mystery word. colony. 1. Allow the teams to go to the laboratory to listen to some voyageurs’ songs. 4. Ask the students questions based on the role they are playing. Sequence: 2. Ask the students to do some research and to find other French-Canadian songs. 5. a. Should we allow the coureurs des bois to be free? Why? 3. Explain to the students that the songs are free of copyright and that they can be 1. Divide the class into two teams: the North West Company and the Hudson’s Bay b. What was the attraction for the coureur des bois? Why did he want to leave his re-used and adapted to our own era. Company. family? Divide the class into teams of four or five students. Ask each team to choose a 2. Project the game on a large screen and have the students take turns guessing song and alter it to give it a more modern feel. c. Did the coureur des bois receive his fair share in your opinion? the words. 4. Play them examples by groups like Deux Saisons, Swing, Mes aïeux or Les d. What rules ought we to impose on coureurs des bois? The first team to guess the word scores 1 point. If the team can give the proper Cowboys fringants, who have revived old songs and given them a more modern 6. Facilitate the discussion, draw conclusions and review the activity to properly definition of the word, it scores two points. If it cannot, the other team can try to feel that is attractive to young and old alike. consolidate what has been learned. 5. Perform the songs as part of a competition using the concept Canadian Idol guess the definition to steal the two points. format to be broadcast through the whole school Total up the points and declare the team that scores 10 points first the winner.

Shop at a T rading Post They call me a voyageur Make your own C ontr act Group:

Method used:

Teacher’s workbook: -First portage – The Fur Trade Type: AP

Site sections: Voyageur’s World (whole section)

Comprehension questions: Ask the students to find the following information in the Voyageur’s World section.

1- How are historians able to tell us about voyageurs? Group: 2- How did the information about voyageurs come down to us, particularly as some of them Group: were illiterate? 3- What was the voyageurs lifestyle? Method used: 4- Describe how the voyageurs lived at the time. Method used:

Teacher’s workbook: First portage - The Fur Trade Activity: Teacher’s workbook: First portage – The Fur Trade 1. Assign a role to each of your students: pork eater, the man from the North, the bourgeois, young Cree woman, the experienced voyageur, the Aboriginal man who helped with the Type: trading activities, a French-Canadian, a young French-Canadian woman, a mother, an A Type: AP Aboriginal mother, a young Aboriginal woman, a young Aboriginal man. 2. Ask the students to write their impressions about the following subjects in the blog: Site section: Voyageur’s World – Young Explorers-Educational Activities Site section: Voyageur’s World – Young Explorers-Educational Activities The goal of the game is to buy the things needed to help the voyageurs on their a. The requirements of their role. -Make your own contract b. Their everyday lives. travels. -Add information to draw up a genuine contract. c. Their happy and unhappy moments.

d. Their impressions of the voyageur lifestyle. Activity summary: On the basis of the “Make your own Contract” educational activity, e. Their dreams and hopes. Activity summary: To make sound decisions about what items to bring along on a trip. draw up a contract that might have been signed by voyageurs in their day. 3. Ask the students to create a blog by using the http://www.epals.com/, or any other blog

provider. Each student acts out his or her character and writes a letter in which they Sequence: Sequence: express how they feel and react to the situation they have been assigned. Make sure that 1. Present the “Make your own Contract” educational activity to the whole class 1. Ask the students to make a note of the items they find in the general store. the students use the information contained in Voyageur’s World. using the multimedia projector. 2. Divide the class into teams of four or five students. Ask each group to choose a Ask the students to read the other students’ blogs and to post comments from the point of 2. Lead a discussion by asking the students to discuss conditions for voyageurs, name for their company of voyageurs. Select four students to act as judges. view of the character whose role they have been assigned to play. 3. Give a budget of 300 pounds to each team. The groups will have to spend their contract clauses and contract conditions. 3. Suggest to the students that they work together to draw up a contract from the 4. To make the activity more interesting, ask another class to get involved in the student money and account for their expenditures. They will have to use the game to voyageur’s perspective in accordance with his needs and wishes, while remaining blogs. determine the price of each item. fair to the company he is working for. 4. The judges will determine which of the teams is the best prepared for the trip.

Fur Trade Game

Blankets

Knives Tools

35 points 25 points 30 points

Mirrors Rifles

10 points 45 points

Glass Beads Cloth

Cooking Pots

10 points 20 points 40 points

Your canoe has capsized. You have lost a pack of merchandise. Lose half your cards.

Axes

25 points Beaver Pelts

Your canoe is You meet a pretty A bear attacks your damaged in the young Algonquin camp while you are rapids. You arrive woman who bats sleeping. at your destination her eyelashes at Fortunately, several days late. you. Draw two more everyone is safe and Lose your best cards. card. sound – but the bear has damaged your merchandise. Lose three cards.

You took the wrong You are having pack of good weather and merchandise and A storm slows your you decide to got one belonging trip down. Lose two paddle late into the to another cards. evening three days voyageur. Choose in a row. You are two cards from ahead of schedule. another voyageur’s Draw three more hand, and that cards. voyageur will then choose two cards from yours.

You are adopted by You have saved the a tribe of Iroquois. Your crew took a life of a Huron Trade your least wrong turn. Lose all child along your valuable item for your cards. way. The tribe the most valuable offers you a fine item of another beaver pelt as a voyageur of your gift. Get one pelt. choice.

*Photocopies to be done – Print 5 copies of the merchandise cards, 15 copies of the fur cards and 2 copies of the text cards. Make more copies if there are more groups.

Instructions:

Put the fur cards aside in a pile. Give each player 5 merchandise cards (do not distribute text cards to start off). Shuffle the other merchandise cards in with the text cards and put them in a pile in the middle of the table.

Each voyageur has to get 100 points, that is, a set of merchandise cards totalling 100 points, in order to make a trade and get a fur card. The objective is to collect 5 fur cards. The first player to do that wins the game.

The first voyageur draws a card. If the player has enough cards, totalling 100 points or more, he or she puts these cards under the pile of cards and takes a fur card, and shows it to everyone. If the player does not have enough cards to take a fur, he or she passes to the next voyageur, and so on. The first player who gets 5 fur cards wins the game. If a voyageur draws a text card, he or she must do what it says. Let the game begin!

Dear François

Ask the students to imagine how François’ family and friends felt after he left. Imagine their confusion, envy, anger, sadness, love, fear, and so on. Ask the students to put themselves in Adèle’s shoes and write François a letter. Option: ask the students to write a letter that François’s mother or father would have written to their son.

Apparently…

To test the students’ knowledge, ask six students to read the following cards one by one. Ask the students to say whether the statement is true or false. Ask them to use the expressions “you are a flécheur” (“liar”, in the Métis language) or “you are telling the truth”.

Apparently… Apparently… Apparently… the voyageurs left from Lachine, which the voyageurs carried packs that beaver fur made the best felt. It was was given its name because of the weighed about 40 kg on their used to make boots, seat covers and Chinese people living in that region. portages. This was not their favourite blankets. part of the job. Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? Am I a flécheur or am I telling the truth? truth?

13 Apparently… Apparently… Apparently… the voyageurs who left from Lachine the bourgeois who travelled with the Aboriginal people did not travel on to go to Fort William were called voyageurs did just as much paddling as board the canoes with the voyageurs. mangeurs de lard (pork eaters). the voyageurs and helped with portages. Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? Am I a flécheur or am I telling the truth?

François’ Diary – Activity in the Student Workbook

Ask each student to imagine that he or she is François Comtois. Have them write François’ thoughts in his diary by completing the sentences that have already been started.

14 Second Portage – The Aboriginal Peoples

Chapter to view: 4

Summary of Chapter

We learn about the diversity of the Aboriginal populations that lived at the time of the voyageurs (Iroquois, Crees, Ojibway, Algonquins, Assiniboines). We see that they are diverse and as advanced as the European populations.

We enter an Iroquois longhouse. We see how this community lives as well as its spirit of generosity and goodwill. We learn that, in many cases, the Europeans integrated into the aboriginal culture because it was easier for a European to become Aboriginal than the other way around.

In the end, we see that without the Aboriginal people, the fur trade would not have been possible.

Suggested readings

Voyageur’s World

Context First Nations Know-how Science and navigation Health

Comprehension Questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 When the Europeans arrived in Canada, who occupied the territory? Explain. 9 Name different types of Aboriginal dwellings. 9 Describe the Iroquois’ dwelling. 9 Why did an Iroquois paint François Comtois’ face?

15 9 In your opinion, did the Aboriginal people play an important role in the fur trade and the discovery of the West by w hite explorers? Explain.

Based on the images in the film, ask the students to identify a scene that…

9 illustrates the Aboriginal people’s hospitality; 9 illustrates the extent to which Aboriginal people were organized and civilized; 9 illustrates the Aboriginal people’s sense of sharing; 9 illustrates how the white people depended on the Aboriginals to find their way and for other needs.

Choice of words

Ask the students to read the list of terms used, rightly or wrongly, to identify Aboriginals. Then, ask them how they felt when they read the definition of the term “savage”. Have a discussion about the weight of words and the importance of using them correctly. Words can value a person just as they can be hurtful, offensive and humiliating. Ask the students if hurtful words have ever been used to describe them. How did they feel?

Aboriginal (noun) Original inhabitant of a territory; (adjective) of or relating to a territory's original inhabitants. In North America , Aboriginals include First Nations and Inuit.

Indian Name applied collectively to the Native peoples of the Americas by early European explorers, who believed they were in India .

Inuit Aboriginal peoples inhabiting Canada 's northern and polar regions.

Métis Nation of North America of Aboriginal and European descent. The Métis are largely descended from the unions of voyageurs and Aboriginal women that occurred during the fur-trading period.

First Nations Collectively, the first peoples to inhabit North America , excluding the Inuit and the Métis.

Savage Term used by the voyageurs and the explorers to designate the Aboriginals. This term, of course, is pejorative and is not used anymore.

Redskin Offensive terms for Native Americans. The term was used to describe the Aboriginal peoples living on the Prairies who would cover their skin with a concoction of dark red clay and fat or lard to protect their skin from the sun.

Native Synonym for Aboriginal; (noun) original inhabitant of a territory; (adjective) of or relating to a territory's original inhabitants. In North America , Natives include First Nations and Inuit.

Indigenous peoples The term indigenous peoples has no universal, standard or fixed definition, but can be used about any ethnic group who inhabit the geographic region with which they have the earliest historical connection. (Wikipedia)

16 Aboriginals in your community – Student workbook activity

Ask the students to identify on the map that appears in their workbook, the Aboriginals that lived and still live in their province. Ask them if they have ever participated in cultural activities that celebrate the aboriginal culture. Explain. What were their impressions?

The beaver, a gold mine

Ask the students to explain the following comment made by a Montagnais at the time of the voyageurs. Ask the students if, in their opinion, the Aboriginals profited from the fur trade. Explain.

A Montagnais is both perplexed and amused by the Englishmen’s wish to acquire beaver pelts. He says, “Everything a beaver does, it does well: it helps us make pots, hatchets, swords, bread. In fact, beavers help us with everything we do. The English don’t have a clue; they give us 20 knives like this one in exchange for a single beaver pelt.”1

1 From the CD – L’Odyssée de la traite des fourrures

17 Apparently…

Apparently… Apparently… Apparently… the Iroquois lived in big villages often when the Europeans arrived in the voyageurs depended a lot on the comprised of more than a thousand Canada, there were no humans here, Aboriginals for directions and for people. They lived in long houses that only animals. The Aboriginal people necessities along the way. were inhabited by many families. As arrived at the same time. many as 50 people under one roof. Am I a flécheur or am I telling the Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? truth?

Apparently… Apparently… Apparently… the Aboriginals helped the voyageurs the Aboriginal populations of the voyageurs were afraid of the but never became voyageurs Canada were very diverse, as diverse Aboriginals they met along their themselves. as the European populations of the journey. time. Fishermen, farmers, hunters, the Am I a flécheur or am I telling the populations were different from each truth? other. Am I a flécheur or am I telling the truth? Am I a flécheur or am I telling the truth?

François’ Diary – Activity in the student workbook

Ask the students to imagine they are François Comtois. Suggest that they write down François’ thoughts in their journal by completing the sentences that are already started.

18 Third Portage – The Fort

Chapters to view: 6, 7

Summary

The crew arrives at Fort William, the North West Company’s headquarters. This is where the mangeurs de lard (pork eaters) met the hommes du Nord (Men of the North). The fort is bustling with activity. François Comtois is happy to finally be in the “land of the living”. The fort is a meeting place for hundreds of men and women and this is where the packs of merchandise are divided up. The fort has a big house where the partners and associates of the Company meet to discuss competition and exploration. The crew must work for six days before returning to Lower Canada.

During the Grand Rendez-vous that takes place every summer at Fort William, the residences reserved for Some individuals reflect their position within the hierarchy of the North West Company. The agents from Montreal occupy the four bedrooms in the Great Hall, which also houses the dining room for the company’s bourgeois. The “bourgeois hivernants” (the winterees) and the clerks stay in three separate buildings. The guides and interpreters also live inside the fort in the Guides’ house, and have the privilege of eating in the Great Hall with the bourgeois. All the other voyageurs live and eat outside the fort. During the day, they enter the fort for supplies or to do maintenance work. The mangeurs de lard set up camp – generally unorganized – on one side of the fort, while the hivernants – whose camp is clean and orderly – set up camp on the other side. All use a canoe turned upside down or a simple tent for shelter.

Suggested readings

Voyageur’s World

Work Life Trading post Know-how Shelter

Comprehension Questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 Where was Fort William located? 9 What was the role of Fort William? 9 Fort William was the meeting place of which two groups of people? 9 Describe the welcome received by the mangeurs de lard brigade. 9 Describe how François Comtois felt when he arrived at the fort. 9 If you were François, what is the first thing you would have done upon arriving at the fort? 9 What did the bourgeois and partners of the North West Company do at Fort William? 9 How many days did the voyageurs have to work before they could return to Lower Canada? 9 Why did Augustin Saint-Pierre want to return to Lower Canada? 9 Why was it so difficult for Augustin to convince another voyageur to take over his contract? 9 How did he manage to convince François to take his place?

Based on the images in the film, ask the students to identify a scene that…

9 demonstrates that the voyageurs liked meeting other voyageurs; why do you think that was the case? 9 shows that François Comtois is looking forward to arriving at Fort William; 9 illustrates the team spirit and the camaraderie among the voyageurs.

E-voyageurs

o Explore an Archaeology Site E xpl or e a n A r cha eol ogy S i t e

Group:

Method used:

Teacher’s workbook: Third portage – The Fort

Type: A

Site section: Voyageur’s World – Young Explorers – Educational Activities The purpose of the game is to find items that have been lost and to put the names of the buildings back in the right place. Information appears in the window to the right. When the flag appears on the mast, the player has given the right answer.

Activity summary: Draw a picture of what Fort W illiam might look like, based on the information and the visuals in the archaeology game.

Sequence: 1. Ask the students what they know about archaeology. 2. Once the students have played the game several times and have properly understood the information hand out a blank sheet of paper. 3. Ask the students to draw the Fort William buildings from memory and to add any objects they can remember. 20 Their drawing should show the buildings in their original state. Use a multimedia projector to check the location of the buildings and objects. 4. Facilitate a discussion by pointing out that despite the few bits of evidence available, it had been possible to prepare a drawing of the fort and its buildings. How was this done? What is archaeology useful for?

Vocabulary

Ask the students to go to the site www.tfo.org/emissions/rendezvousvoyageur/en/ and find the definitions of the terms relating to the fur trade in the following list:

9 mangeur de lard 9 homme du Nord 9 rendezvous 9 wattape

Compare and contrast – Activity in the student’s workbook

Ask the students to compare the bourgeois and the voyageurs, their activities, the way they dress, their language, etc.

Clothing Same Different

Language Same Different

Activities during their travels Same Different

Education Same Different

Activities after arrival at Fort William Same Different

Have the students explain their answers.

Portrait of Fort William

Ask the students to imagine Fort William. Tell them to close their eyes and picture the people inside the fort. Tell them to think about buildings, smells, noises, activities, etc. After a few minutes, ask the students to sit facing a pre- determined scene. When students are ready (ask them to raise their hand) they can come up and adopt the position of a person inside the fort, for example, a voyageur arriving at the fort, a woman walking with a parasol, a bourgeois having a drink, an employee chopping wood, etc. Tell them they must represent their character in a static position. Ask them to carefully observe the characters already in place in order to better integrate themselves into the scene. They musn’t tell anyone which character they are playing. It will be up to the others to guess.

21 Invite eight to ten students to come up, one by one, to create a panoramic snapshot.

Once enough students have come up, give one of the following instructions:

9 remain in a static position and try to convey the feelings of the character; 9 at the signal, adopt a second static position: your character a few minutes later; if possible, take a digital photo and project onto a screen. 9 invite the other students to guess which characters are being portrayed; 9 ask the students to remain static; tell them a canoe has just capsized. At the signal, they must react accordingly.

Repeat the activity but slightly change the location, for example, the maison du bourgeois, an Aboriginal encampment, the celebration before the voyageurs’ departure, their arrival at the fort.

Mangeurs de lard versus hommes du Nord

Divide the class into two groups: the mangeurs de lard and the hommes du Nord. Organize competitions between the two teams. Suggested activities:

On cards like the ones below, write down each stage of the route taken by the mangeurs de lard. Make two sets of cards. Shuffle the cards and place in two separate envelopes. Give one envelope to each team. The first team to place the cards in the right order wins. Provide an atlas so they can find the route. Repeat the activity, this time using the route taken by the men of the North.

Lake St. Louis Lake of Two Ottawa River Matawa Lake French Georgian North Lake Mountains River Nipissing River Bay Channel of Superior Lake Huron

Mangeurs de lard route : Lake St. Louis, Lake of Two Mountains, Ottawa River, Matawa River, Lake Nipissing, French River, Georgian Bay, North Channel of Lake Huron and Lake Superior, and finally the voyageurs arrived at Fort William.

Hommes du Nord route : Pigeon Lake, les lacs dits « frontaliers », Savanne Lake, Rainy Lake, Cross Lake, Lake of the Woods, Winnipeg River and Lake Winnipeg, Saskatchewan River, Sturgeon River, Churchill River, Clearwater River, Athabasca River. Finally, the voyageurs arrived at Fort Chipewyan by the Embarras River.

2. Hold a hand-wrestling contest.

3. Hold a leg-wrestling contest.

4. Hold a balance beam contest.

Apparently…

To test the students’ knowledge, ask three students to read the following cards one by one. Ask the students to say whether the statement is true or false. Ask them to use the expressions “you are a flécheur” (“liar”, in the Métis language) or “you are telling the truth”.

Apparently … Apparently… Apparently… the voyageurs arrived at Fort William the people at the fort were so happy Fort William is situated at the fork of in July, worked for 6 days then to see the voyageurs that they lodged the Red River and the Assiniboine returned to Lower Canada. them in the governor’s house during River, where the city of Winnipeg is their 6- day stay. now located. Am I a flécheur or am I telling the truth? Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth?

François’ Diary – Activity in the student workbook

Ask the students to imagine they are François Comtois. Suggest that they write down François’ thoughts in their journal by completing the sentences that are already started.

Fourth Portage – The Hommes du Nord

Chapters to view: 8, 9

Summary

François Comtois falls into a trap and becomes an homme du Nord (man of the North) in spite of himself. He undertakes a two month trip to reach the land of « snow in summer », at Fort Chippewyan. With each stroke of the paddle, he hurries to get there before the frost. Little by little, François gets used to the idea of being an homme du Nord. He even starts to like his job, especially now that he has met an Aboriginal woman that he is attracted to. The hommes du Nord are voyageurs that winter in the trading posts rather than return to Lower Canada. This is the North West Company’s greatest advantage. The crew finally arrives at Fort Chippewyan where some of them are reunited with their families.

Comprehension Questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 How did a mangeur de lard become an homme du Nord? How did François become an homme du Nord? 9 Compare an homme du Nord to a mangeur de lard. 9 Which important sacrifice did the voyageur have to make to become an homme du Nord? 9 According to François, what is hell? 9 Sometimes an unfortunate incident allows us to meet interesting characters. Explain this sentence. 9 Can you count up to five in Cree? (Pêyak, nîso, nisto, nêwo, niyânan) (pronunciation – peyjak, nissoo, nistoo, neywo, nana) 9 How did François feel when he arrived at Fort Chippewayan?

Recall the voyageurs’ journey. Hand out the map of Canada and invite the students to trace in red the route followed by the mangeurs de lard and in blue, the one taken by the hommes du Nord.

24 E-voyageurs

Decorate the Canoe Dress the Voyageur Hunt, Fish and Forage

Decorate the canoe Hunt, Fish & F orage Dress the Voyageur

Group:

Method used: Group:

Group: Teacher’s workbook: Fourth portage – Men of the North Method used:

Method used: Type: AP Teacher’s workbook: Fourth portage – Men of the North

Site section: Voyageur’s World – Young Explorers-Educational Activities Teacher’s workbook: Second portage – The Aboriginal Peoples Dressing the voyageur Type: A Dressing the voyageur for the season and the occasion. Type: A Site section: Voyageur’s World – Young Explorers-Educational Activities Activity summary: Based on the “Dress the Voyageur” activity, draw or depict the Decorate the canoe Site section: Voyageur’s World – Young Explorers-Educational Activities voyageur of this period in a mural. Decorate a Montreal canoe and a North canoe using the symbols provided. -Hunt, Fish and Forage Sequence: Select and classify edible and toxic foods. 1. Tell students about realistic painting. Activity summary: Ask the students to decorate a Montreal canoe and a North canoe 2. Go out on the Internet to view realistic works from the early and late 19th century. and to explain the symbolism used in their work. Activity summary: Do the activity with the whole class. Use the edible and toxic food 3. Find clothing that resembles the costumes worn by the voyageurs of the time. questionnaire in the table shown in fact sheet 2.7a. 4. Ask the students to dress up as voyageurs and to simulate a summer, winter or Sequence: gala scene and to pose for a digital photograph to be taken by the students. 1. Give the students time to finish the “Decorate the Canoe” activity. Sequence: 5. Use the photographs to reproduce the scenes using pastels or paint (oil or 2. Ask the students to use word processing software to write an explanation 1. Present the activity to the whole class using a multimedia projector. watercolour). about their choice of colours and symbols for the canoe. 2. After completing the activity, divide the class into two teams and conduct the quiz. 6. Another possibility would be to retouch the photographs using image editing 3. Ask the students to capture the image and edit it using image editing software 3. When you ask a question, the team to guess most quickly scores a point. software. such as CorelDraw and to insert it into their document. 4 The team that scores the most points wins a sac of flour Explain how flour was 7. Invite the parents to an exhibit or launch of the works. 4. Exhibit the works.

Vocabulary

Ask the students to go to the site www.tfo.org/emissions/rendezvousvoyageur/en/ and find the definitions of the terms relating to the fur trade in the following list:

9 en dérouine

The voyageurs’ schedule - Activity in the student’s workbook

A voyageur’s schedule appears below. Review it with the students and have them comment on it. Ask them to prepare their own schedule and indicate what they do at the exact times that appear in their workbook. Once they have finished their schedule, ask the students to write sentences using link words like those used in the following examples. Insist that the students read their sentences out loud. Repetition encourages learning.

At 4:15 in the morning, the men who were sleeping under the stars, would awaken to the guide’s call and load up their canoes while I sleep at that hour of the day.

At 7:00 in the evening, the men would catch up with la brigade de Chaboillez who had left Grand Portage a day earlier. They issued dares, then took leave of each other in a friendly manner. I, on the other hand, do homework at that time of day.

Voyageurs’ schedule

4:15 AM The men, who were sleeping in the open, awaken to the guide's call. They load up the canoes. 4:30 AM Departure. They take advantage of fine weather to make good mileage before breakfast. The milieux sing and paddle in unison. 5:25 AM They stop for the first pipée (pipe break) of the day. 5:35 AM They start again. The guide believes they can cover 100 kilometres today, depending on the number of portages. 7:15 AM Arrival at Décharge aux Épingles. The water is too rough to continue. After eating breakfast, the brigade portages for two miles along the left bank of the river. 9:00 AM A tree blocks the trail. François, a strapping lad from Berthier, clears the way for the other voyageurs. 9:25 AM End of portage. The men take out their pipes for a smoke break. Afterward, they reload the canoes. 11:15 AM Another smoke break. Two men are spotted on shore. The guide directs his canoe toward them. 11:35 AM The two men are Ojibwa and have been fishing since early morning. The guide trades some biscuits for fresh fish for supper. 1:40 PM The sky is clouding over. The brigade stops at the mouth of a brook for another pipe break. The men eat some biscuits. It looks like it will rain. 1:55 PM Before leaving, the guide redistributes freight between two unevenly loaded canoes. The men paddle at full speed. They spot two brown bears on the left riverbank, perhaps a mother with her cub. 3:45 PM The rain is getting worse. At the next rapids, the guide decides to do a demi-charge in order to save time. The men remove a portion of the freight and carry it over the portage trail. Two men in each canoe, one at the bow and the other at the stern, attempt to shoot the rapids in their lightened craft. Unfortunately, the fourth canoe crashes into a tree trunk and starts taking on water. 4:25 PM The brigade stops a little further. The men carrying the cargo over the portage rejoin their companions. The damaged canoe is patched temporarily with spruce gum. 5:15 PM Departure. The rain has stopped and a favourable wind comes up. The damaged canoe holds out till evening, although the milieux had to bail water regularly. 7:00 PM The men catch up with the Chabolliez brigade, who had left Grand Portage a day before them. They issue dares, then take leave of each other in a friendly manner. 8:50 PM The guide announces their stop for the night. They reach shore and unload the canoes. They set up camp, build a fire and repair the canoes. The bourgeois sets up his own tent using an oilcloth and wooden poles. The cook prepares corn meal and the fish they got through trade earlier that day. 9:35 PM After supper, a dozen or so voyageurs gather around the fire. They tell stories, sing, laugh and play dice. The others fall asleep stretched out on the grass or sand with their heads underneath the raised side of the overturned canoes.

Apparently…

o To test the students’ knowledge, ask three students to read the following cards one by one. Ask the students to say whether the statement is true or false. Ask them to use the expressions “you are a flécheur” (“liar”, in the Métis language) or “you are telling the truth”.

26 Apparently… Apparently… Apparently… the hommes du Nord’s destination was the hommes du Nord went « en the hommes du Nord were special a port on the Hudson Bay, the dérouine », that is, they would winter voyageurs that had a lot of courage location of what is now Churchill. with the Aboriginals. and a spirit of adventure.

Am I a flécheur or am I telling the Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? truth?

François’ Diary – Activity in the student workbook

Ask the students to imagine they are François Comtois. Suggest that they write down François’ thoughts in their journal by completing the sentences that are already started.

27 Fifth Portage – On the Footsteps of an Explorer

Chapters to view: 10, 11, 12

Summary

François Comtois accompanies the great explorer Simon Fraser on a mission to find a commercial route to the Pacific Ocean. Simon Fraser is employed by the North West Company and is trying to follow a route once taken by Alexander MacKenzie, a route full of obstacles and, at times, unfit for canoes. The trip is anything but fun. The crew must do something that was common at the time: hide their canoe in the hope of finding it upon their return. They continue their journey on foot, depending exclusively on the Aboriginal people’s generosity for food and other necessities. They meet Aboriginals and we see that they are different from the tribes in the East by the way they dress and their customs. The crew finally arrives at the Pacific Ocean.

François Comtois is very far from home. He has covered a large part of the journey on foot. An incredible feat. François does not return to Lower Canada. He marries, has children and remains in the West to raise his family.

Suggested readings

Voyageur’s World

Context European explorers

Comprehension questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 Why was Alexander Mackenzie disappointed when he arrived at the Pacific Ocean? 9 Why did the NWC send Simon Fraser on this mission? Was the expedition a success? 9 What happened to François Comtois’ letter?

28 9 Why did he accept to join the Fraser expedition? 9 Did the route sound like a viable commercial route? 9 In your opinion, how did Aboriginal people play a decisive role in the exploration of the West? 9 Do you think François Comtois ever went back out East?

E-voyageurs In the “Morning in the North West” kit you will find a separate teachers’ guide dealing with how to use the Web site www.tfo.org/emissions/rendezvousvoyageur/en/. The guidebook suggests some excellent interactive activities for which a computer and Internet access are needed. By using different media, you can vary the learning sources and maintain the students’ interest. The activities have been prepared in conjunction with this guide. The two guides can be used separately or together. The activities that work well with this “portage” are:

Through Time

Through T i me …

Group:

Method used:

Teacher’s workbook: Fifth portage - In the Footsteps of an Explorer

Type: AP

Site section: Voyageur’s World –European Explorers

Activity summary: Ask the students to prepare a timeline of the key events of the European exploration period. The students should also illustrate and include supporting information.

Sequence: 1. Ask the students to explore and take notes on the content of important events, dates and places in the European exploration of Canada at the time of the voyageurs. 2. Using schematic mapping software (e.g. Inspiration, SmartDraw, Visio), ask the students to develop a timeline that includes visual elements and relevant information. Display the timelines and ask the students to choose which they feel would be most useful for their studies of the subject, either for review or to support research for a classroom project. 3. Distribute copies of the timelines chosen to each of the students. Encourage them to include them in their individual assignments binder.

Take a walk my moccasins – Activity in the student’s workbook

Ask the students to imagine they are Aboriginal. They seldom see white people. A group of them arrives. Their clothes are different. They seem pale. All sorts of thoughts cross the students’ minds. Show the scene again in which the voyageurs meet a tribe heading towards the Pacific Ocean. Ask the students to imagine what the characters below might be thinking. Put the photos up on the wall and invite the students to post text bubbles next to them. The students can then walk around to read and compare everyone’s bubbles.

Profile of an explorer

Ask the students the following question. “Alexander Mackenzie and Simon Fraser were explorers in the 18th century. Who are our modern day explorers? Astronauts, Bill Gates, scientists? Is it fair to compare astronauts to the voyageurs of the 18th century?” Write the following qualities down on the chalkboard:

o confidence o interpersonal skills o perseverance o humour o intelligence o resourcefulness o imagination o leadership o physical force o open mind o curiosity o visionary spirit

Have the students choose, individually, the 5 qualities a good explorer must absolutely have. Ask them to write them down on a sheet of paper by order of importance, the first being the most important. Make groups of 4 or 5 students. Tell them they must reach a consensus and establish the 5 principal qualities of an explorer. Encourage them to defend their individual choices. They must try to convince the others of the merit of their choices. Once a consensus has been reached or after a certain time limit, have the groups share their ideas. Ask them to justify their choices.

Apparently…

Apparently… Apparently… Apparently… the first explorer to travel as far as the the route discovered by Alexander the clothing of the Aboriginal people Pacific Ocean was Simon Fraser. Mackenzie was too difficult to be used in the West was much like the clothing for commercial purposes. of those in the East. Am I a flécheur or am I telling the truth? Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth?

François’ Diary – Activity in the student workbook

Ask the students to imagine they are François Comtois. Suggest that they write down François’ thoughts in their journal by completing the sentences that are already started.

31 Sixth Portage – The Role of Women in the Fur Trade

Chapters to view: 1, 2, 3

Summary

Adèle, François Comtois’ third child, begins a narrative that allows us to penetrate into her life. She starts by telling us about her parents and later, her grandmother who, in her opinion, could do just about anything: trap, make moccasins, snowshoes.

We learn about the role of women in the exchange of goods between the white people and the Aboriginals. First of all, there was the marriage “à la façon du pays“. For Aboriginals, marriage wasn’t necessarily for life and it was accepted with the white people. In fact, marriage was not a union between two individuals but rather between two families.

The women were key players in the exchanges between the two people. They ensured that trade took place smoothly. They also made sure their brothers sold their furs to their husbands.

We also learn about the rituals surrounding these exchanges.

Suggested readings

Voyageur’s World

Personal Life Women and the fur trade Family

Comprehension questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 Compare marriage for Aboriginals and Europeans. 9 Describe the ritual of exchange of goods.

32 9 Which object was the most important in the exchange between the white people and the Aboriginals? 9 Name some tasks for which women were responsible.

Based on the images in the film, ask the students to identify a scene that

9 illustrates that the children were happy; 9 illustrates that women played an important role in the fur trade; 9 illustrates the exchange of goods; 9 illustrates how Adèle had fun;

Charades – Activity in the student’s workbook

Ask the students to fill in the two grids that appear in their workbook. One presents the tasks and responsibilities of Aboriginal and Métis women at the time of the fur trade. The other reflects those of women in this day and age. Of course, as women today carry out all sorts of non-traditional tasks, all answers are good. The goal of the activity is to make students aware of the important role women played back then and still do today. Once roles have been identified, cut out the cards and place them in a container, a red tuque perhaps. Invite the students to come to the front of the class, pick a card and perform the task that appears on the card. The others must guess which task it is. Prepare two containers, one with the tasks of Aboriginal women, the other, the tasks of women today.

Women at the time of the fur trade - Key Ensured good Made relations Hunted Tanned the hide moccasins between family members and husband

Trapped Took care of Fished Educated the the children children

Made Made Made the Took care of pemmican snowshoes clothes her husband

Built canoes Made the fire Gathered fruit Took care of

33 and herbs the sick

Apparently…

Apparently … Apparently… Apparently… women hunted bison while the men Aboriginal women only married once women acted as guides and took care of the children and it was for life. interpreters for the voyageurs and thus were a very important part of the Am I a flécheur or am I telling the fur trade. truth? Am I a flécheur or am I telling the truth? Am I a flécheur or am I telling the truth?

Adèle’s Diary – Activity in the student workbook

Ask the students to imagine they are Adèle Comtois. Suggest that they write down Adèle’s thoughts in their journal by completing the sentences that are already started.

34 Seventh Portage – Two Rival Companies

Chapters to view: 4, 5, 6, 7

Summary

Through Adèle’s eyes, we see the consequences of the war between the North West Company and the Hudson’s Bay Company. She also describes her first experience of drawing, an art she practices to never forget the images of the past.

We learn that both companies will stop at nothing to have the monopoly of the fur trade. After 1815, the competition becomes fiercer than ever.

We learn more about the different approaches and politics of the two companies. One favors setting up forts and celibacy among its employees while the other encourages close ties between the Aboriginal people and the voyageurs.

We learn about the importance of pemmican for the North West Company and its dependence on the Métis to supply it.

And finally, we learn that the two companies end up amalgamating in order to create one single company with a vast territory.

Suggested readings

Voyageur’s World

Context Trade Diplomacy

Comprehension questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 What advantage did the North West Company have?

35 9 Briefly describe the structure of the Hudson’s Bay Company. 9 Where did the HBC voyageurs come from? 9 Compare the traveling habits of the two companies. 9 What brought about Jean-Baptiste’s death? 9 Why did we call the Métis free men? 9 Why did Adèle want to paint? 9 What was the main diet of the homme du Nord? 9 What was pemmican made of? 9 What was the Imperial Government’s solution for ending the war?

Confrontation

Section 1 Voyageur’s World Fact sheet 1.2

Confrontation

Group:

Method used:

Teacher’s workbook: Seventh portage – Two Rival Companies Type: AP

Activity: Divide the students into two teams, one called the Hudson’s Bay Company and the other, of course, the North West Company.

Section: Voyageur’s Universe

Sequence: 1. Ask the participants to draw up a list of questions and answers taken from information found at the Rendezvousvoyageur.ca site. The students are asked to prepare questions for their archrivals. The students need to make sure that it is a challenge for the other team. For example, give six names known at the time of the voyageurs within 20 seconds. 2. Make sure that you give the two teams enough time to prepare for the contest. A representative from team alternately asks a question. The players have the option of answering the question or deciding to challenge it. If the player answers the question correctly, three points are scored. If not, three points go to the other team. When the player chooses a challenge, it gives the team five points; if the challenge is not met, the team loses five points. 3. Note: This activity can be extremely useful, once the trip has been completed, for reviewing the material or checking student comprehension.

Compare and contrast – Activity in the student’s workbook

Ask the students to compare the two companies based on information in the film or from research on www.tfo.org/emissions/rendezvousvoyageur/en/ or other websites. Compare some of the following aspects: the leaders, the route they followed, the employees, the methods they used, their relationship with the Aboriginals.

Competition comes at a price

Cut out the following cards and shuffle them. Hand out an A card to half the students and a B card to the other half. Tell them that the A cards have the beginning of a sentence or an idea, and the B cards have the end. Invite the students with an A card to go around the class in search of their “partner”, that is, a person with a B card that completes their sentence. Some students may have a hard time finding their partner. Once most of them have found their partner, stop the activity and ask students to check if proper associations have been made. Together, finish matching the unmatched cards. Once all sentences have been completed, the students can place them in chronological order and create a text that summarizes the rivalry between the two companies.

Card A Card B

In 1670, the Hudson's Bay Company was officially formed. It had the monopoly of the fur trade throughout Rupert’s Land.

Card A Card B was officially established by a few In 1783, the North West Company Montreal merchants who wanted to break the stronghold the HBC had on the fur trade.

Card A Card B

The HBC and the NWC competed for furs.

Card A Card B

On the one hand, the HBC followed On the other hand, NWC went the Hudson Bay route to get to through Fort William in Lower Europe. Canada then took the St. Lawrence River. Card A Card B

The NWC was very successful at the because of its alliances with the end of the 18th century Aboriginal people.

Card A Card B

The Hudson’s Bay Company come to its trading posts rather than preferred that the Aboriginal people venture onto its territories.

Card A Card B

The explorers hired by the NWC to the Pacific to find new hunting were more adventurous and traveled territory.

Card A Card B

Despite the NWC’s success with the The Hudson Bay route to Europe Aboriginals, the HBC had an was shorter and thus, more advantage. profitable.

Card A Card B

By the end of the 18th century, the numerous confrontations. Homes market for fur decreased. Both were burned, the land was ravaged. companies faced

Card A Card B

In 1821, the Hudson’s Bay Company into one and only company called the and the North West Company Hudson’s Bay Company. merged

Card A Card B

By merging, the two companies the competition and, thus, saved a lot eliminated of money. .

Card A Card B

After the amalgamation of both dropped because the Aboriginal companies, the price of fur people and the Métis could no longer negotiate better prices with both companies. Card A Card B

The Hudson’s Bay Company closed many Métis had to travel further to many trading posts so, unfortunately get to the trading posts that remained open.

Apparently…

Apparently… Apparen tly… Apparently… the partners of the Hudson’s Bay the employees of the North West the war between the two companies Company came from France and were Company had a good relationship ended with them merging to form a new looking for a route to China. with the Aboriginal people. company, the Companies des Asociaux. Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? Am I a flécheur or am I telling the truth?

Adèle’s Diary – Activity in the student workbook

39 Ask the students to imagine they are Adèle Comtois. Suggest that they write down Adele’s thoughts in their journal by completing the sentences that are already started.

40 Eighth Portage – The Métis

Chapter to view: 8, 9, 13

Summary

Adèle tells us about meeting Simon Boucher, a voyageur, who became her husband and the father of her son Antoine. She undertakes a journey with him from the Red River Valley to Fort Langley, on the Pacific Ocean. She relates the many adventures they have along the way.

We learn about how the Métis distinguish themselves by their language, their clothing, their embroidery, their songs, and their particular outlook on life. Specifically, we learn that because of the Red River cart, the Métis were able to specialize in the transportation of goods.

This unit shows how mobility was a fundamental characteristic of the Métis. They could move around. Their territory was not limited to one single area but encompassed all the Northwest. They traveled to hunt and at the approach of winter. They followed bison herds. Of course, they mostly moved around in the same areas but all in all, they were voyageurs.

Suggested readings

Voyageur’s World

Context First Nations Personal Life Family Legacy After the fur trade

Comprehension questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 Describe the Red River cart. 9 What was the Métis’ main livelihood? 9 Describe the Métis. 9 Have any of you ever seen the Rockies? Do you remember the first time you saw the mountains? What were your first impressions? Imagine Adèle who has never seen a photo.

The Voyageurs’ D estiny

Group:

Method used: =

Teacher’s workbook: Eighth portage – The Métis

Type: A

Site section: Voyageur’s W orld – Context - Legacy

Activity summary: After completing the Childhood Memories activity in the Teacher’s workbook, ask the students to further explore Métis culture and heritage.

Sequence: 1. Ask the group to do a shared reading of the Context – Legacy section. Make sure that they have understood it by asking questions and holding discussions. 2. Divide the class into three distinct groups: French-Canadians, Aboriginal people and Métis. If there are too many students in the class, assign different Aboriginal communities to smaller groups. 3. Ask each group to prepare a multimedia presentation about the culture of each community. 4. Presentations should: -Explain origins -Describe the lifestyle -Describe the culture, arts and leisure pastimes. 5. Encourage the students to add objects, insert audio files and make the presentation as rich as possible. 5. Following the presentations, identify similarities, resemblances and differences between the three groups.

Childhood Memories – Activity in the student’s workbook

Distribute the cards that appear below to 10 students. Have them learn their text well enough to present it. Tell the students it is the end of the 19th century, around 1890, and that they are at a party in Louisa Laurin’s living room. Ten métis elders begin relating childhood memories. Invite the ten students playing the elders to read their cards, one by one, expressively, starting with Richard Lagacé. Ask the other students to listen and imagine that they are also guests at the party. Ask the students to explain why these people want to tell their stories. Why is it important to remember these stories? Make a connection between the second film “Alive in your memory“ and Adèle’s desire to paint. Ask the students to describe the Métis lifestyle according to the elders’ childhood memories and Adèle and Antoine’s life.

42 Some possible answers: big families, moved around a lot, very mobile, joie de vivre, aboriginal expressions, hunted bison, liked to jig, liked to laugh, worked hard, were proud, experienced the war between the two fur trading companies. Ask the students to write down Adèle and Antoine’s memories. Invite the entire class to write up a card in which Adèle, and then Antoine, recall their best childhood memories, Finally, ask the students to imagine they are 75 years old and are sharing their best childhood memories. Ask them to follow the model below in which the characters introduce themselves. At the bottom of their card, they introduce their neighbor who then relates his best memories. Highlight the elements that stand out in each card as a way to show them the importance of remembering the past.

My name is Richard Lagacé. I am a Métis from Saint-François-Xavier. You want me to talk about my childhood? It’s been a very long time, you know. I am not young anymore. I’m 87 years old. My best childhood memories are of the Great Plains and of hunting trips I took with my family in the Red River carts. Sometimes my father let me sit beside him and he told me incredible hunting stories. It seemed as though he was a flécheur* and yet, everything he said was true. Did you know that when we came upon a river, we could quickly transform the cart into a boat? I was always afraid we’d sink, but we never did. And you, Agnès, what’s your best childhood memory?

*liar in the métis language

My name is Agnès Laramée. I am also Métis. What I remember the most is the celebration at the end of the big hunt. Everyone sang and danced. We felt rich and we felt safe. And it smelled so good. My mother made sagamité*, bannock and stew. Hmmm! I remember trying to fall asleep on my mother’s knees as she sat jigging on a log. It almost made me sick. And you Edmond, what’s your best childhood memory?

*blanched corn

My name is Edmond Lamontagne. I am Agnès’ cousin given that her father and my mother are brother and sister. I also remember trips and trips and trips. As soon as we were settled in, it was time to leave once again. Always to the same places. It was very exciting to return to the same areas and see the same trees, the same animals. One day, I drew a heart on the trunk of a birch tree in the Pembina Valley. I carved out my initials and those of Angélique Comte. Each time we went there, I’d look for my initials. I was soooo in love. I ended up marrying her. We had 14 panachung*. Not bad eh, for an old guylike me? Angélique, my darling, what’s your best memory from childhood?

*children

My name is Angélique Compte, er… Lamontagne. I remember my father. He had so much joie de vivre. He liked to laugh and play tricks on people. He teased my mother relentlessly. And when she laughed, it was music to my ears. Speaking of music, my father played the fiddle. He played jigs and reels. Everyone danced around him. Did you know that in winter, he played fiddle with his mittens? He did, yes, because it was so cold. No joke. One day, he was standing on a log playing violin when lil’ Georges Beaulieu, the scoundrel, came along and pushed the log. It started to roll. There was my father, his feet up in the air and his violon on the caboche*. Luckily, he wasn’t hurt. We sure had a good laugh at him that time. Adélard, you must have some good memories of your childhood?

*head

Well, I’ll be darned. I am Adélard Bohémier. I am not a butcher and I’m not a baker. I am a blacksmith. From father to son. My father was the best blacksmith in the region. He could shoe a horse with his eyes closed. His hands, boy do I remember his hands. They were huge but soft. Those hands, they never hurt anyone. My father was very patient with children. He had to be. I had 13 sisters and 8 brothers. There were kids everywhere. Thérèse, do you remember your childhood?

I am Thérèse Langlois and I don’t remember much. I spent my childhood working, working, working. My goodness, how we slaved away back then. My father was the greatest hunter in the area. The more successful he was, the harder we worked. Scrape the pelt, tan the pelt, dry the pelt, dry the meat, make some pemmican, pick some fruit, make some pemmican and more pemmican and still more pemmican. I remained unmarried. Too tired to marry I guess. I raised my brothers and sisters. That’s enough! What about you, Étienne? Maybe you have better memories than I do.

You’re right, Thérèse. My name is Étienne Savard. I remember my mother’s beautiful expressions. She spoke Cree. Of course, she learned French when she married my father. But to us, she spoke in Cree, Nitôtêm anêwako.* I miss that. I try as much as I can to teach Cree to my children but it’s hard here at the Red River. Pêyak, nîso, nisto, nêwo, niyânan.**And you, Joséphine Sansregret, what are your best memories of childhood?

*He is my friend. **One, two, three, four, five.

I, Joséphine Sansregret, remember the war. Those aren’t really good memories but they are the ones that have stayed with me. I remember seeing houses burn. Ours didn’t but we were lucky. The Chartrands, the Dumonts, the Touronds, all of them lost their homes to fire. And not by accident, you know. It was the English from the Hudson’s Bay Company. We all knew it but what could we do? Too poor. They wanted us to stop selling our fur to the North West Company. Fat chance. My grandfather came directly from Lachine. A voyageur hired by the North West Company. We weren’t going to turn our backs on that? And you, Olier? (speaks louder) Olier, do you hear me? Your favorite childhood memories?

My name is Olier Parisien. I am Métis. I’m almost deaf but I am proud. My mother was Métis, of an Ojibway mother and a French father. My father came directly from Lower Canada. I’m proud to be part of this great nation. You kids, never forget where you came from. Some of you will travel to Lower Canada to study. That’s good. But out there, don’t forget that you have Indian blood flowing through your veins. Don’t forget your mother’s tongue, your father’s stories. I tell you this. Do not forget.

Apparently…

Apparently… Apparently… Apparently… the Métis preferred working for the the Métis traveled in spring and fall to the Métis came from Lower Canada. Hudson’s Bay Company because it hunt bison. The entire family traveled They were sent by the North West paid more. together in Red River carts. Company to colonize the West. Sometimes, more than 1000 carts left at the same time. With the bison meat, they made pemmican for the voyageurs.

Am I a flécheur or am I telling the Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? truth?

Adèle’s Diary – Activity in the student workbook

Ask the students to imagine they are Adèle Boucher. Suggest that they write down Adèle’s thoughts in their journal by completing the sentences that are already started.

46 Ninth Portage – The Francophones West of Quebec

Chapters to view: 10, 11, 12

Summary

We learn that francophones were of particular importance in the regions west of Quebec, in northern Canada as well as in the United States. Many families, from Oregon to British Columbia, from Saskatchewan to the Northwest Territories, claim some francophone ancestry, francophones that helped the economic development of their areas.

Adèle shows us photos of people that traveled across the land.

Suggested readings

Voyageur’s World

Legacy After the fur trade Heroes and legends Modern voyageurs

Comprehension questions

The following is a list of comprehension questions. Choose some or all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 How were Adèle and Simon welcomed at Fort Langley? 9 Which languages were spoken at Fort Langley? 9 What was the language of the new technologies?

Mapping it out

First, divide the class into groups of two. Give each group a map of a western province or of an American western state, particularly, a northern border state: Ontario, Manitoba, Saskatchewan, Alberta, British-Columbia, Northwest Territories, Yukon, North Dakota, Montana, Washington, Oregon, Michigan,

47 Minnesota and Idaho. Ask each group to do an inventory of geographic locations (cities, villages, lakes, parks) that have francophone origins, a sign that francophones once passed through the area. Have the groups share what they have found. Put a map of the world up on the wall. Have students come up, one by one, and place a thumbtack or a small sticker on a city or a village where they know a francophone lives (member of the extended family, friend). The student must indicate their name and the place of residence. Once this is done, make the connection between the presence of francophones in the world today and their presence west of Quebec at the time of the voyageurs.

Apparently…

Apparently… Apparently… Apparen tly… francophones did not go beyond the francophones have greatly some Americans are descendents of Red River colony. They sent contributed to the expansion of the voyageurs. Aboriginals out West because they Western Canada. Their many knew the way. contributions are still visible.

Am I a flécheur or am I telling the Am I a flécheur or am I telling the Am I a flécheur or am I telling the truth? truth? truth?

48 Adèle’s Diary – Activity in the student workbook

Ask the students to imagine they are Adèle Boucher. Suggest that they write down Adèle’s thoughts in their journal by completing the sentences that are already started.

49 Tenth Portage – The End of a Way of Life

Chapters to view: 14, 15, 16, 17 and 18

Summary

Adèle tells us about the death of her husband, Simon Boucher. For her, it’s the end of an era. She then tells us about the heartrending experience of sending Antoine off to Montreal to study.

In much the same way, this section shows us the end of the era of the fur trade and the factors that brought about its demise: immigration, the disappearance of bison and the waning monopoly of the Hudson’s Bay Company.

We learn about the hardship of the company’s employees whose wives and children were forbidden to follow them back home when their contracts expired.

Suggested readings

Voyageur’s World

Legacy After the fur trade Heroes and legends Modern voyageurs

Comprehension Questions

The following is a list of comprehension questions. Choose some or use all of them. It is not necessary to ask all the questions. Select the ones that are most appropriate for your situation.

9 What brought about the end of the voyageur’s way of life? 9 The HBC employees had to make a decision at the end of their contract. What was it? 9 Why did the Métis send their sons out East? 9 Why did Adèle write her family history?

Setting the scene

Divide the class into groups. Give each group a situation they must play. Give them 30 minutes to prepare the text and then invite them to present their play in front of their classmates.

9 Antoine arrives in Montreal. He finds himself back in his classroom. The students ask him questions. 9 Your brother has just returned from the west after a 10 year absence. You have not had any news from him in 9 years. 9 Antoine visits Adèle Lachenaie, his father’s fiancée. 9 You leave your wife and family in the Red River Colony to return to England. You doubt you will ever come back.

Apparently…

Apparen tly… Apparently… Apparently.. all employees whose contracts were the Métis sent their sons out East to employees of the Hudson’s Bay up, settled down in the Red River Lower Canada to get provisions Company whose contracts were up, colony. needed in the Red River colony. could not bring their families from Canada back to England. Some of them remained in the West, others settled down in the Red River colony, Am I a flécheur or am I telling the and others yet, abandoned their Am I a flécheur or am I telling the truth? families and returned to Europe. truth? Am I a flécheur or am I telling the truth?

Antoine’s Diary – Activity in the student workbook

Ask the students to imagine they are Antoine Boucher. Suggest that they write down Antoine’s thoughts in their journal by completing the sentences that are

51 already started.

Arriving Safe and Sound

Nor’West Adventure

Tell the students that they have arrived at their destination after a long trek across Canada. They have familiarized themselves with the life of the voyageurs and the Aboriginals that have helped them so.

Ask the students to play the interactive game called Nor’West Adventure that they will fin on the Web site www.tfo.org/emissions/rendezvousvoyageur/en/. Nor’West Adventure

The game is based on the lives of voyageurs working for the North West Company, one of two companies that shaped Canada historically, economically and culturally (the other was the Hudson’s Bay Company). Players lead a crew from Lachine, Quebec, all the way to Fort Chippewyan on Lake Athabasca, with a stop at Fort William. The goal of the game is to complete the trip as quickly as possible, despite the many natural obstacles and surprises.

On the Web site, you will find many suggestions of excellent interactive activities that are linked with the on-line game. Visit www.tfo.org/emissions/rendezvousvoyageur/en/ to find out more.

Games On your mark…. Causes and Effects Group:

Group: Group: Method used:

Method used: Independent activity: can be done at any point in the unit Method used:

Independent activity: can be done at any point in the unit Independent activity: can be done at any point in the unit Type: AP

Type: Type: A Site section: Nor’West Adventure A

Activity summary: Ask the students to use the Nor’West Adventure game as a basis Site section: Nor’West Adventure Site section: Nor’West Adventure for developing an online quiz. Activity summary: Invite students to play the game and answer comprehension and Activity summary: Organize a competition between the students to determine who Sequence: analysis questions. can complete the trip in the shortest time. 1. After the students have played the Nor’West Adventure game a few times and appear to have learned what it has to teach them, group the students into teams of four or five. Sequence: Sequence: 2. Ask the students to devise an online quiz using PowerPoint, RoboDemo or online 1. Take the students to the laboratory and give them a presentation about the 1. Take the students to the laboratory and give them a presentation about the background to the game, using the scrolling introductory paragraphs at the utilities that can help to develop online quizzes such as http://www.savie.qc.ca/CarrefourJeux/fr/accueil.htm (no knowledge of HTML background to the game, using the scrolling introductory paragraphs at the beginning of the game. beginning of the game. 2. Divide the class into four teams. required). 3. As a group, establish the criteria for evaluating the game. 2. Ask the students to play the game and to complete the outcomes analysis 3. Ask the teams to play the game and keep track of their times. 4. Ask the students to play, experiment with and evaluate the quizzes developed by questionnaire, 3.1a. 4. Compare the results for the teams. the other teams. 3. If there are too many students, it would be better to have them work in pairs. 5. Ask the teams to complete sheet 3.1a and then lead a discussion on the basis of the questions on that sheet

The River Journey

Ask the students to play the game The River Journey that they will find on the Web site www.tfo.org/emissions/rendezvousvoyageur/en/.

This section gives access to an interactive animated comic strip written by Daniel Marchildon (a Franco-Ontarian writer) and illustrated by Robert Freynet (a Franco-Manitoban visual artist). Nicolas et Angélique come from two different communities and they take the river journey for two different reasons. This difference is what ends up uniting them. The end of the story leaves the reader in the dark about the outcome. It’s up to the students to determine how the story will end.

On the Web site, you will find many suggestions of excellent interactive activities that are linked with the on-line game. Visit www.tfo.org/emissions/rendezvousvoyageur/en/ to find out more.

C omplete the S tory of A ngélique C r eat e a C omi c S t r i p Group: or and N icolas Method used: Group: or Independent Activity: can be done at any point in the unit

Method used: Type: AP Independent activity: can be done at any point in the unit Site section: The River Journey

Type: AP Activity summary: Ask the students to complete the story of Angélique and Nicolas or to create their own comic strip based on historical facts. Site section: The River Journey Sequence: Activity summary: Ask the students to complete the story of Angélique and Nicolas. 1. Project the story of Angélique and Nicolas on the screen using a multimedia projector. Explain to the students that they are going to be creating their own Sequence: historical comic strip. 1. Show the story of Angélique and Nicolas on the screen using a multimedia 2. Have those students who do not want to do the assignment alone work in pairs. projector. Before beginning the writing, show them some historical comic strips that were 2. Lead a group discussion. How could the story of Angélique and Nicolas turn out? based on historical facts or that accurately depict a historical fact. Lead the Write down ideas on the blackboard. students to be able to distinguish between the two. 3. Pair off the students who do not want to work on the assignment alone. Before 3. Encourage the students to do research into the subject, in particular marriage, the beginning the writing portion, explain to the students that although “The River lifestyle of young women and the lifestyle of the voyageurs. Use the Story Ideas Journey” comic strip is based on historical facts, it is mainly a work of fiction and section of the “Create a comic strip” module online to give the students some the story has been romancized. research hints and story ideas. 4. Discuss the documentary as an example. Ask the students to mention scenes or 4. Once the research has been completed, ask the students to begin their portions of the documentary about the history of the voyageurs that have been brainstorming. romanticized and others that bear a closer resemblance to reality. Then, ask the students to write a story outline, using the development 5. Encourage the students to do research into the subject, in particular about component included in the Create a comic strip creation module. Use the marriage, the lives of young women and how the voyageurs lived. example given in the development section at the site. Ask the students to print 6. Once the research has been completed, ask the students to start a brainstorming out the story outline and to have it approved before continuing. session. 5. Ask the students to prepare a “storyboard” on paper before continuing. Use sheet 7. After that, ask the students to come with a story outline, using the development 4.1a. Distribute as many pages as are required. step contained in the comic strip module entitled “Complete the story of Make corrections to the storyboard text and allow the students to create their Angélique et Nicolas”. Use the example given on the site in the development comic strip on the Internet. section. Ask the students to print out the story outline for approval before they 6. To make the comic strip more interesting, students can leave some panels empty continue. so that they can do the drawings themselves to provide a more artistic effect. For correction purposes, it is possible to print out only the comic strip text. 8. Then, ask the students to prepare a storyboard on paper before continuing. Use 7. Exhibit the works. Together with the students, prepare a book launch. sheet 4.1a. Distribute as many pages as are required. 8. Alternatively: To make the experience more real, set up an editorial committee 9. Make corrections to the textual material in the storyboards and then allow the made up of students from another classroom who can comment on the comic students to continue to create the rest of the Angélique and Nicolas story on the strips as they are being developed. Internet. 20. Invite a comic strip artist to come and talk about the creative process. 10. To make the comic strip more interesting, the students can leave any boxes 55

empty if they want to do the drawing themselves in order to provide a more artistic effect. 11. Exhibit the works.