PLOs: using their that may three more posts of their own with their own names and -Map of Canada much geography skills. influence the justifications for their placement. with the outposts they have of the E2 placement of a Activity (Mapping) labeled on it for trade post. TPS them to compare to Assessment As Make sure they map out the routes between their posts and Goals: about what affects learning will ensure that they are properly labeling the maps with a 1, 4 businesses when they are in legend and a title. placement in our groups comparing Put up the pricing chart of the items sold commonly in fur current society. their placement of posts and have explain to the students how 1 made beaver Critical their posts. worked Question: What Have the students create a list of 10 items they want to sell are the factors Assessment Of the in their outpost from this list and why they chose the 10 that go into the maps using a items that they did. creation of a and focusing on Conclusion trading post and geographical Conclude with a map of Canada with the main trading how did posts labeled on it, did the students make similar choices geography affect to what the fur traders did. Compare student’s placements their placement? in small groups and have them discuss their placement in comparison to that of history. -The students will Hook Teacher Led Discussion -a handout with an Assess For 3 The Natives of be able to list the Who gave them the directions to allow the trading example map on it understanding by -Have one – the Northwest two different companies to be able to move more inland? for them to see looking at their student direct types of Talk to the class about how much each vessel could carry what then natives mapping the from watercraft used to and how fast they could move material from the main post used to show to see if they the forbidden transport goods. to inland posts. (Page 134) traders understand the forest to the Hogwarts
PLOs: E2 Goals: 1, 4 using their geography skills. Critical Question: What are the factors that go into the creation of a trading post and how did geography affect their placement? that may influence the placement of a trade post. TPS about what affects businesses placement in our current society. three more posts of their own with their own names and justifications for their placement. Activity (Mapping) Make sure they map out the routes between their posts and ensure that they are properly labeling the maps with a legend and a title. Put up the pricing chart of the items sold commonly in fur posts and have explain to the students how 1 made beaver worked Have the students create a list of 10 items they want to sell in their outpost from this list and why they chose the 10 items that they did. Conclusion Conclude with a map of Canada with the main trading posts labeled on it, did the students make similar choices to what the fur traders did. Compare student’s placements in small groups and have them discuss their placement in comparison to that of history. -Map of Canada with the outposts labeled on it for them to compare to much they have of the Assessment As learning will when they are in groups comparing their placement of their posts. Assessment Of the maps using a and focusing on geographical 3 – The Natives of the Northwest -The students will be able to list the two different types of watercraft used to transport goods. Hook -Have one student direct the from the forbidden forest to the Hogwarts Teacher Led Discussion Who gave them the directions to allow the trading companies to be able to move more inland? Talk to the class about how much each vessel could carry and how fast they could move material from the main post to inland posts. (Page 134) -a handout with an example map on it for them to see what then natives used to show traders Assess For understanding by looking at their mapping to see if they understand the
Canadian-Fur-Trade-Unit-Plan.docx