Introduction

__**ESSENTIAL QUESTION**__ What influence did the Europeans have on Canadian society?

**Grade**: 5
 * Goal**: To analyse the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future.

a) Plot the principal voyages and experiences of the first European explorers who came to what is now Canada. b) Identify the social and cultural characteristics of New France. c) Recount the major events during the transition from French rule to British rule in what is now Canada. d) Describe the life of Acadians in early Canada, and describe the reasons for and results of the Acadian deportation. e) Show how trade influenced the establishment of the first communities in Canada. f) Explore the relationship between the British, First Nations, and the French in what is now Canada following the end of the administration of New France 1760. g) Determine how the British Empire affected the lives of British settlers, French-Canadians, Inuit, and Metis. h) Describe the influence of the United Empire Loyalists on Canadian society, and reasons for the Loyalist migration to Canada. i) Undertake and inquiry to determine how the fur trade affected the peoples of Canada.
 * Outcome**: **DR5.3** //**Identify the European influence on Canadian society.**//
 * Indicators:**

**Rationale:** I chose this specific outcome because I have a great amount of knowledge in this particular subject area, as well as a personal interest. In one of my university courses, we focused specifically on New France for a month and I found it to be very intriguing. The focus for my unit will be on the fur trade and how it affected the lives of the Aboriginal people (specifically the Mi'kmaq). I find it easier doing lessons for upper elementary grades because I find I have more license to explore and experiment with different ideas and ways of learning. In order to promote inquiry learning, I have opted to create this unit using the //Storypath// method.

For this unit, I chose to incorporate the //Storypath// method which allows the students to become intellectually and physically engaged in the learning process. A Storypath is somewhat like a series of episodes (lessons) which the students experience. They first invent a character for themselves based upon the historical information which I will weave through in our first episode (setting the scene). Students will then encounter a series of critical events which they will have to make some form of a decision based on the information given. At the end of the unit, the students will come together for a concluding event or episode which ties together the unit. This is only a brief introduction to what a Storypath contains. For more information, visit: [|This Website]