Fourth Grade Exploration Written By Rachael Freed

“Be strong and of good courage, do not fear nor be afraid of them; for the LORD your God, He is the One who goes with you. He will not leave you nor forsake you.”

(Deuteronomy 31:6 NKJV)

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Goals of the British Columbia Education Plan Our curriculum team is excited to bring you a summarized version of the new BCEd plan core goals (competencies), strategies and content. As we develop the kits we will be personalizing the content to suit your students’ need and interests. Big ideas and concepts will be the focus as well as curricular threads, inquiry learning (discovering how to ask the right questions based on who, how and why things occur, as opposed to what things occur), technology integration, and collaboration. First Peoples content will include the natural history/culture of our province and encourage our God given diversity. The kits are designed to help you gain a greater understanding of the following:

Biblical Worldview: We believe that every child in our school needs to hear the voice of God interwoven into

all of their curriculum. Therefore we will be striving to make sure that this goal is an overarching strategy.

Communication Competency: Involves imparting and exchanging information, experiences and ideas, to explore the

world around them, and to understand and effectively engage in the use of digital media.

Thinking Competency: Encompasses the knowledge, skills and processes we associate with intellectual

development. It is through their competency as thinkers that students take subject­specific concepts (ideas that interest them) and content, (topics that need to be covered to increase knowledge, and transform them into a new understanding to increase knowledge), and transform them into a new understanding. This includes

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specific thinking skills as well as how students are allowed to learn, make mistakes and grow from failure.Encompassed in this thinking is the ability to feel safe and comfortable so that students can explore their surroundings.

Creative Thinking Competency: Involves the ability to generate new ideas and concepts that have value to the individual

or others, and then develop these ideas and concepts from thought to reality. It requires a curiosity and a wondering reflection about God’s creation, with a desire to make something new and different from what they have read, seen or observed.

Critical Thinking Competency: Encompasses a set of abilities that students use to examine their own thinking and that

of others, and process information they receive through observation, experience, and various forms of communication.

Social Responsibility: Involves the ability and disposition to consider the interdependence of people with each

other and the natural environment; to contribute positively to one’s family, community, society, and the environment; to resolve problems peacefully; to empathize with others and appreciate their perspectives; and to create and maintain healthy relationships.

Personal and Social Competency: Is the set of abilities that relate to students' identity in the world, both as individuals and

as members of their community and society.

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Learning Strategies

In response to the goals set out by the BC Ministry of Education, HCOS has made it a priority to make use of the following learning strategies throughout our unit studies and

courses. Biblical Worldview: Biblical worldview refers to the framework of ideas and beliefs through which a Christian individual, group or culture interprets the world and interacts with it. Individuals with a biblical worldview believe their primary reason for existence is to love and serve God. A Biblical worldview is based on the infallible Word of God. When you believe the Bible is true, then you allow it to be the foundation of your life. We believe that every student at HCOS needs to develop a worldview based on their Biblical thinking and beliefs. Inquiry­Based Learning/Mindset: Students with an inquiry mindset have a God­given curiosity; a desire to dream big, constantly challenge themselves, and a desire to research more for increased understanding and clarity. Students who actively inquire will scan their environments, generate good questions, try new approaches, observe and collect evidence, synthesize the information, draw conclusions,and generate new questions from their research.

Maker Education: The Maker Education Initiative’s mission is to create more opportunities for all young people to develop confidence, creativity, and interest in science, technology, engineering, math, art, and learning as a whole through making. This may be through STEAM – science, technology, engineering, art and mathematics. The “maker mindset” includes learning to use your imagination to make connections, use intuition, persist through difficult circumstances in learning, collaborate with other team members and community, and become disciplined learners. Maker education often involves an interdisciplinary approach, teaching science, math and art together. Here is an example. To learn more go to this page.

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First Peoples Content: First Peoples content has been interwoven into every grade in the new BCEd plan. Aboriginal content is for all learners of all ages, and includes a healthy diversity of approaches. From learning about cultural traditions and schooling injustice, creative ways of storytelling, and good stewardship of land and resources, we can gather rich learning from the traditions of the people groups indigenous to BC. As Christians we can draw many similarities from their holistic thinking, and share how our beliefs and traditions might be similar or different.

HCOS Subscriptions

HCOS families have access to a wide variety of wonderful subscriptions which can be used to enhance student learning. Several of these subscriptions are used throughout the unit. Each year, a document containing the usernames and passwords for each subscription is sent to families. If you have not received this document please contact your child’s teacher.

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Big Ideas

“Big ideas are statements that are central to one’s understanding in an area of learning. A big idea is broad and abstract.” (CT) Big ideas represent the overarching theme of each unit. They contain references to the content and key questions students will be investigating throughout the unit. Big ideas are often cross­curricular in nature. Similar

themes can be found in many different subject areas within each grade­level.

Social Studies

The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.

Interactions between First Peoples and Europeans lead to conflict and cooperation,

which continues to shape Canada’s identity.

Demographic changes in North America created shifts in economic and political power.

Language Arts Exploring text and story helps us understand ourselves and make connections to others

and to the world. Texts are created for different purposes and audiences.

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Curricular Competencies “Competency represents the combined skills, processes, behaviours and habits of mind

that learners use to make sense of the world.” (CT)

Social Studies

Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

Construct arguments defending the significance of individuals/groups, places, events, and developments (significance)

Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources (evidence)

Sequence objects, images, and events, and determine continuities and changes between different time periods and places (continuity and change)

Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence)

Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times and places (perspective)

Make ethical judgments about events, decisions, and actions that consider the conditions of a particular time and place (ethical judgment)

Language Arts Access and integrate information and ideas from a variety of sources and from

prior knowledge to build understanding Use a variety of comprehension strategies before, during, and after reading,

listening, or viewing to construct meaning from text Apply a variety of age­appropriate thinking skills to gain meaning from texts

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Use personal experience and knowledge to connect to text and develop understanding of self, community, and world

Respond to text in personal and creative ways Consider different purposes, audiences, and perspectives in exploring texts Identify how differences in context, perspectives, and voice influence meaning in

texts Use writing and design processes to plan, develop, and create texts for a variety

of purposes and audiences Communicate in print, using letters and words and applying basic conventions of

English spelling, grammar, and punctuation Content and Key Questions

Content refers to the topics that will be investigated throughout the unit. The key questions serve as a guide as you and your child explore the content. Throughout this

unit the key questions will be the starting point for learning.

Social Studies

Content: early contact, trade, cooperation, and conflict between First Peoples and European peoples Key Question: What motivated explorers and settlers to come to Canada? Key Question: How did the geography of Canada affect European exploration? Content: the fur trade in pre­Confederation Canada Key Question: Why were trading posts established in particular locations? Content: the impact of colonization on First Peoples societies in Canada

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How to Use This Kit

The Ministry of Education is in the final stages of overhauling curriculum, learning strategies, and learning goals for students in the Province of British Columbia. This kit is designed with those goals in mind. On the next several pages you will discover the content that serves as the “bulk” of this kit. Rather than being divided by day, the unit plan uses the key questions detailed on page 8 to breakdown content, activities, and experiences. Each key question will have books to read from the HCS Overdrive E­Library, (if you do not have your client code & pin, please contact Shandra Wiebe at swiebe@onlineschool.ca), videos to watch, and activities to share with your child. You will not be required to complete all activities listed under each key question, instead, you will be able to choose activities which most appeal to you and your child. Each key question featured in the unit will include recommendations on how many activities to complete in order to fully address the curriculum content and competencies. Finally, each activity will have icons (shown on pages 2 and 3) showing which goals of the BCEd Plan the activity addresses. ***You are encouraged to choose varied activities to ensure all goals are being addressed. In order to fully meet the goals of this kit, it is important to read 8 or more of the recommended books and watch 5­6 recommended videos.***

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Reading and discussing/watching and discussing the books and videos listed in this unit will consistently address the following goals of the BCEd Plan:

It is our hope that our redesigned format will allow for flexibility, individual preference, and student­centered learning. When selecting activities to complete with your child we recommend selecting a variety of activities to ensure that you touch on each BCEd Plan goal throughout the unit. Most activities are designed to address multiple goals.

Unit Guide

Who were the explorers? Why did explorers decide to search for, and then

explore, North America (the New World)?

Books to Read and Talk About: Explore With Henry Hudson by Tim Cooke Things to think about: Who was Henry Hudson? When did he live? Where was he from? Why did he become an explorer? What was life like when Henry Hudson lived? What was travel like? How long did it take to reach North America? Who did Hudson work for? Would you have wanted to be an explorer? Why or why not? What hardships do you think you would have faced? What body of water in Canada is named after Henry Hudson? What other things in Canada are named after Henry Hudson?

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What was Hudson looking for in the Arctic Circle? Find the Arctic Circle using a map? What was the benefit of finding a route to China through the Arctic circle, rather than traveling around Cape Horn at the bottom of South America? Why do you think God created people to have a sense of adventure? How do you feel when you are about to go on an adventure? How would you feel leaving your home behind to travel to a place you had never been before? How do you think Canada’s First Peoples felt when explorers began arriving? What are some positive ways that First Peoples and Europeans interacted with each other? What are some negative ways that First Peoples and Europeans interacted with each other? Explore With Samuel de Champlain by Cynthia O’Brien Things to think about: Who was Samuel de Champlain? Where was he from? When did he live? Who did he work for? Why is Samuel de Champlain an important person in Canadian history? What did he achieve? What sort of jobs did he do? What is map­making? How do people make maps?

How do satellites, helicopters, and airplanes help with map­making? What do you think map­making was like before we had technology like satellites and planes? What sort of observation skills would you need to create detailed, accurate maps? What led Samuel de Champlain to become an explorer? What are trade networks? Why were they important? How did de Champlain build relationships with First Peoples? Why is de Champlain known as the “Father of New France”? What portion of Canada was considered New France? Where in Canada is French still spoken? How do you think Canada’s First Peoples felt when explorers began arriving? What are some positive ways that First Peoples and Europeans interacted with each other? What are some negative ways that First Peoples and Europeans interacted with each other? Explore With Leif Eriksson by Natalie Hyde

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Things to think about: Who was Leif Eriksson? When did he live? Where did he live? Who were the Vikings? Where were the Vikings located? What are they known for? Why did Eriksson decide to sail west? What were he and his people looking for? What was life like on Viking longships? What sort of settlements did the Vikings build in North America? Why did the Vikings decide to leave North America? What do you think First Peoples thought when they saw the Vikings arrive? How would you feel if you were standing on the beach one day and saw a strange ship sailing into the harbour? Vikings were fascinating people. If you would like to learn more about Vikings, the HCS e­library has several other books including: The Story of Rolf and the Viking Bow, Viking Ships at Sunrise, Vikings, and Voyage With the Vikings. Explore With Jacques Cartier by Marie Powell Things to think about: Who was Jacques Cartier? When did he live? Where was he from? Why did Cartier decide to sail west? What map­making work did Cartier do? Why is he important in Canadian history? What was life like aboard Cartier’s ship? Would you have wanted to travel long distances back then? Why or why not? How did Cartier explore the Saint Lawrence River? Where is the Saint Lawrence River? Can you find it on a map?

Which First Peoples group did Cartier have the most interaction with? What are some positive ways that First Peoples and Europeans interacted with each other? What are some negative ways that First Peoples and Europeans interacted with each other? What are some of the settlements Cartier helped to establish? How did Cartier help to name our country? What was the original word that Cartier interpreted as Canada? What does it mean? In what ways are all people in Canada connected to one another? What do we share? Visit the Virtual Museum of New France. Champlain­­Peacemaker and Explorer by Mary Beacock Fryer Things to think about: Who was Samuel de Champlain? Where was he from? When did he live? Who did he work for? Why is Samuel de Champlain an important person in Canadian history? What did he achieve? What sort of jobs did he do? What is map­making? How do people make maps? How do satellites, helicopters, and airplanes help with map­making? What do you think map­making was like before we had technology like satellites and planes? What sort of observation skills would you need to create detailed, accurate maps? What led Samuel de Champlain to become an

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explorer? What are trade networks? Why were they important? How did de Champlain build relationships with First Peoples? Why is de Champlain known as the “Father of New France”? What portion of Canada was considered New France? Where in Canada is French still spoken? How do you think Canada’s First Peoples felt when explorers began arriving? What are some positive ways that First Peoples and Europeans interacted with each other? What are some negative ways that First Peoples and Europeans interacted with each other? What does the book mean when it describes Champlain as a peacemaker? What is a peacemaker? What do peacemakers do in difficult situations? How are Christians called to be peacemakers? What does Jesus say about peace? What does Jesus say about caring for one another? How can we be peaceful in our interactions with one another? Did the explorers always treat First Peoples with respect? James Cook by Trish Kline Things to think about: Who was James Cook? When did he live? Where was he from? Why was he an important person? Which parts of the world did he explore? Would you have wanted to travel with James Cook? Why or why not? What do you find most interesting about Cook’s voyages? Do you think James Cook could be considered a scientist? Explain your thinking. How did Cook interact with native Hawaiians and other people groups he encountered? Did he always treat them with respect and consideration? What does the Bible tell us about how we should treat other people? Why is it important to always obey God’s laws? What role did James Cook play in Canadian history? Where in Canada did Cook spend time?

How much time do you think it would take to make a detailed map? Look at New Zealand on Google Maps? What does it look like? What does the coastline look like? If you didn’t have a satellite, how could you draw New Zealand correctly? Now take a peek at the Hawaiian Islands. How could you draw them correctly? Why did explorers choose to leave their homes? What sorts of things were they looking for? Explorers of North America Unit by Evan­Moor Educational Publishers How to use this book: This unit from Evan­Moor features a wide variety of printables and activities. As your child completes the unit they will build a collection of resources to

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create a discovery pocket­book about many different explorers, and gain a deeper understanding of what it meant to be an explorer. Consider using this excellent resources to complement and diversify your study throughout this unit. Jacques Cartier Reader’s Theatre by Linda B. Johnson How to use this book: Reader’s theatre is a fun way to participate in the theatre arts, without having to memorize lines! This unique resources will enable your child, and a group of friends, to learn more about Jacques Cartier, while experimenting with performance at the same time. Your Life as An Explorer on a Viking Ship by Thomas Kingsley Troupe Things to think about: Who were the Vikings? What was it like living on Viking ship? What clothing did Vikings wear? What were the roles of men and women in Viking society? Which part of being a Viking do you think would be the hardest? What would you eat on a viking ship? What would you wear? What would your responsibilities be? What sort of ships did Vikings travel in? Where did Vikings live? What areas did they settle? What was their writing like? What other questions do you have about Vikings? How could you find the answers to your questions? (Use Explora and/or World Book Kids) World Explorers Unit by Doug Sylvester How to use this book: This unit is designed as a resource for classroom teachers. Parents may find useful printables, book and resource suggestions, and other materials to help them throughout this unit. Explorers of The New World by Carla Mooney How to use this book: This fun and engaging book offers excellent information about different explorers. Activities are also suggested. Many of the activities in this book are suggested throughout this unit. World Explorers Activity Book by Sandy Tasker How to use this book: This book contains extra activities and is connected to the materials in the World Explorers Resource Book. Consider using it as a supplementary resource throughout this unit. World Explorers Resource Book by Sandy Tasker How to use this book: This book contains facts, figures, and activity suggestions. Consider using it as a supplementary resource throughout this unit.

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Videos to Watch and Talk About: Exploring the World: Spanish Explorers of North America (Discovery Education) Exploring the World: The Viking Explorers (Discovery Education) Exploring the World: The Portuguese Explorers (Discovery Education) Age of Exploration: Exploring New Continents (Discovery Education) Exploring the World: Ferdinand Magellan and the First Voyage Around the World (Discovery Education) Famous Explorers (Learn 360) Famous Explorers Video Quiz (Learn 360) Francisco Vasquez de Coronado: Famous Explorers: Famous Explorers (Learn 360) Sir Francis Drake: Famous Explorers (Learn 360) Marquette ­ Joliet: Famous Explorers (Learn 360) Hernando de Soto: Famous Explorers (Learn 360) Henry Hudson: Famous Explorers (Learn 360) Activities (Select 10­15):

The Exploration News: The time of the explorers was an exciting time to be alive! Things were changing all over the world. Pretend you are a newspaper reporter during this time period. You are new to the newspaper and have been tasked with writing a series of articles about a famous explorer (you get to choose which Explorer!). You will be using the Readwritethink Printing Press. Decide what size your newspaper will be, and select which articles you are going to write. Options include: an advertisement for a ship’s crew, an interview with or biography of the explorer you have selected, an article

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about how exploration changed Canada, an informative piece of what life was like in the time of your explorer, an article about what sort of things explorers were looking for, an article about ships, or weapons, or food, or clothing, or an other article of your choice. Use the books you have read, Explora, World Book Kids, and Advanced Google to find information to include in your news report. Remember, good journalists always conduct research to ensure they have the facts straight. Good journalists also conduct research from accurate sources and always cite their research if they are quoting from someone else's writing. You can use this form to organize your research. If you need extra help with the research process check this page. Remember to brainstorm essential questions related to your topic as you prepare your project and contact your teacher librarian if you have difficulties deciding how to construct your project or find resources.

Interview with an Explorer: Now that you have read about some of the explorers in this unit, you are well on your way to becoming an expert. Which explorer do you find most interesting? Gather information about that explorer using the books you have read, Explora, and World Book Kids. Try to learn as much about them as you can. You are going to become that explorer! For this activity you will need a video camera or a cellphone, dress­up clothes, interview questions, and an adult or older sibling to be the reporter interviewing you. Begin by creating your interview questions, such as what will the reporter ask you? Options include: why did you decide to travel to the New World? What was your childhood like? Where did you grow up? What was it like there? What is the best part of being an explorer? What is the worst part of being an explorer? What was your voyage across the sea (through the rivers, across country etc.) like? What hardships did you face? What did you think when you saw the New World for the first time? How have you changed North America? Other questions that you create should also be included. Be sure that you can answer each of the questions your interviewer is going to ask you. Use Advanced Google Images to find a picture of your explorer. Use dress­up clothes and face paint to make yourself look like the explorer you are pretending to be (well, as much as possible). Then, have a family member interview you as you pretend be that explorer­­try to stay in character. If you want to edit your video interview afterward, try using Windows Movie Maker or iMovie. If you need extra help with the research process check this page. Remember to brainstorm essential questions related to your topic as you prepare your project and contact your teacher librarian if you have difficulties deciding how to construct your project or find resources.

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Voyage Story: You are a young boy or girl living in the time of the explorers. You are also an orphan. You are given the option of staying in an orphanage, or, traveling to the New World and being involved in the creation of settlements there. You are very nervous, but you decide to travel to the New World. Use Storybird, pencil and paper, or a word program on your computer to write a story about your journey. Where do you leave from? How do you get there? Who do you sail with? Anybody famous? What is the voyage like? What hardships do you face? How do you trust in God’s plan during your journey? What adventures do you have? Do you make any friends? How do you feel (homesick, tired, lonely, seasick, courageous, curious etc.) How do you feel when you arrive in your new home? What do you think when you first see land? What hopes do you have for the future? Remember, your story needs to have a beginning, a middle, and an ending. Take some time to plan out your story, you might want to use an outline. Write a few words about what will happen in each part of your story. Maybe one day you will become a famous children’s author!

Technology Time: Explore the Smithsonian Institute’s online Viking Exhibit and take a Viking Voyage.

Technology Time: Explore a Viking village by watching these videos from PBS. The Vikings were a fascinating people. Would you have liked to be a Viking? Why or why not?

Technology Time: Play the Viking Quest game from BBC.

Technology Time: Answer questions and sail a Viking ship to Canada!

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Build a Viking Ship: Viking ships were very distinct looking, other groups of people who were plundered or invaded by Vikings could always recognize their ships appearing over the horizon. Build your own miniature version of a Viking ship. For this project you will need a cardboard milk carton, 1 straw and 12 wooden skewers, regular masking tape, string or thread, a paper bag, and paint. Follow these instructions from Ziggity Zoom.

Viking Bread: Make Viking­style bread! You will need 3 cups whole wheat flour or another coarse flour, 2 cups white flour, 1 tsp. baking soda, 1 tsp. Salt, 2 cups warm water, 1 cup oats. Mix all dry ingredients saving out a 1/4 of cup of oats for the top. Stir in the 2 cups of water until it become hard to stir. At that point start to knead it to incorporate the rest of the flour until it become stiff. Make it into a circle and place on a baking stone. If using a cookie sheet it needs to be greased. Sprinkle the rest of the oats on top. Put the bread into a cold oven and turn on to 375 degrees. Bake for one hour.

Community Expeditioner: What sort of community do you live in? Can you find your community on a map? What is it like where you live? Where are your favourite places to explore? Are there any parks? Trails? Beaches? Select an area in your community to visit, imagine that you are the very first person to ever visit this location. People are depending on your to create a map. Bring along paper, pencils, and a ruler, and do your best to create a map of the area you have chosen. Be sure to show important locations on your map.

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Technology Time: Play World Explorer: So, Just How Could a Sea Captain Are You? From the Mariner’s Museum.

Technology Time: Have fun with the Tudor Exploration for Kids interactive.

My Adventure Map: Print a colourful map of the world, or, purchase a wall­sized map from your favourite store. Mark where you live on your map with a pin or a marker. Mark other places where you have visited or travel. Now, mark the places you would like to go. How would you get there? What would you want to see and do while you were there? Do you think you have an adventurous streak? Why or why not? Why do you think God designed people to be curious and adventurous? What are some examples of courageous people in the Bible? How were they courageous? When did they need to show courage?

Here There Be Monsters: Sailors of long ago had many superstitions, different cultures believed that there were terrible sea monsters lurking everywhere, monsters large enough to sink entire ships! The Carta Marina is a gorgeous map from the 1500’s. It shows the land and ocean around Scandinavia and also shows mythical sea monsters. Take a look at the Carta Marina here. What do you notice. Which creatures are the most interesting. Why do you think these creatures were included in the map? Do sea monsters really exist? Why do you think people believed in them? Should we be superstitious? Does the Bible say anything about superstitious? While sea monsters aren’t real, and we don’t need to be afraid of monsters with God on our side, it can be fun to use our imaginations! Pretend that you are a sailor from the 1500’s creating a map. Use a blank printable map. Colour in the land and the countries. Then, draw three­four mythical sea creatures of your own creation to design your own Carta Marina! Make them as unique and colourful as you would like. Create a profile for each sea monster using this sheet. What is your sea monster like? What does it do? Then, watch Horrible Histories: Extraordinary Explorers from Discovery Education.

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Build a Compass: A compass is an instrument used for navigation and orientation that shows direction relative to the geographic "cardinal directions", or "points". While the sort of compass sailors and explorers would have used are very complex to build. You can build your own simple compass at home. For this project you will need a plastic lid or shallow bowl, a needle or straight pin, a bar magnet, a slice of cork or styrofoam (or the top of a plastic milk jug), and water. Follow these steps from Kids Activities Blog:

Use a knife to slice off a piece of cork. Wider is better. Make your own magnet. Hold the needle in one hand and slide one of the bar

magnets along the length of the needle. Don’t slide the needle back and forth, just slide it in one direction, lift it up, and then repeat. Your needle will become magnetized.

Pour some water into your plastic lid or bowl. Place the cork in the water and then gently place the needle on top of the cork. It

may take a few minutes to properly balance the needle. Eventually it will spin smoothly and point north! Check the results using a phone with a compass, or any actual compass.

Logbook: Try this fun activity from Explorers of The New World. Make your own logbook! Sailors used log books to record details of their journeys. They used these reports to share information with other sailors and explorers when they returned home. For this project you will need 2 pieces of heavy paper, black or coloured markers, pencils, a 3­hole punch, several sheets of lined paper, and 3 piece of yarn. On your construction paper use black or coloured marker to make a front and back cover for your logbook. Punch three holes into the side of your cover. Sandwich your lined paper between the two cover pages. Tie your yarn through the holes—tie a double knot. Use your log book over the next few weeks to document every time you leave the house on an adventure. What details are important for others to know? What do you see? What is the weather like? Which direction are you traveling in (many phones have built­in compasses)? How long does it take you to arrive at your destination? You can also take your logbook on vacation with you, even if it is only for a weekend! Is creating your log book a lot of work? Why do you think it was so important for sailors to create a logbook?

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Cross Staff: Try this fun activity from Explorers of The New World. Make your own cross staff. In the fifteenth century, sailors used the cross staff to find their latitude. They used the cross staff to measure the height of the North Star or the sun above the horizon. The higher the North Star, the farther north the ship was. For this project you will need a file folder, scissors, a wooden yardstick, rubber bands, a wooden 1­foot ruler, a notebook, and a pencil. Begin by cutting a 5 by 15 centimeter strip from a file folder. Wrap the strip tightly around the yardstick. Wrap a rubber band around the strip on the yardstick so that the strip is able to slide on the yardstick, but doesn’t shift or wiggle back and forth. Spread two turns of the rubber band to form an “X” and carefully push the ruler through the “X” so that the ruler is perpendicular to the yardstick. The “X” should be close to the centre of the crosspiece. You now have your cross staff! How do you use it? Hold it in place so the ruler is vertical and the yardstick is horizontal. Next, place one end of the yardstick just below your eye. Point the other end toward the horizon. Slide the cross­piece toward or away from you until its upper edge lines up with the sun, and the lower edge lines up with the horizon. Write down where the ruler stops on the yardstick. Try doing this at 8am, noon, 4pm, and sunset for several days in a row.

Technology Time: Play the Find Your Longitude game from PBS.

Technology Time: Play the Sail the High Seas, Become a Spice Trader game from Annenberg Learner.

Spice Mix: Try this fun activity from Explorers of The New World. Did you know that Europeans did not have access to all spices? Many spices come from North and South America and do not grow in Europe, Asia, or Africa. Once Europeans discovered the New World. The New World had many wonderful spices such as chili peppers, vanilla, and allspice. For this project you will need a mixing bowl, measuring spoons, New

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World spices, stirring spoons, a small glass or plastic jars with tight fitting lids. Try creating these two recipes by mixing the following spices. Meat Rub—1 tablespoon salt, 1 bay leaf, 2 tablespoons white pepper, 2 tablespoons black pepper, 1 teaspoon nutmeg, 1 teaspoon cinnamon, 1 tablespoon allspice, a tablespoon mace, and 1 tablespoon cloves. Barbecue Seasoning—2 tablespoons paprika, ½ teaspoon curry powder, 1 tablespoon chili powder, ½ teaspoon dry mustard, 1 teaspoon ground coriander, ½ teaspoon of black pepper, and 1 teaspoon sugar.

Clay Padraos: Try this fun activity from Explorers of The New World. When explorers from Portugal arrived in new lands, they often erected stone structures. These Padraos carried Portugal’s coat of arms to show that they claimed the land for Portugal. Make your own Padraos! For this activity you will need 1 cup of cornstarch, 2 cups of baking soda, 1 ¼ cups water, a saucepan, a spoon, a stove, waxed paper, and food colouring. Mix your cornstarch, baking soda, and water in a saucepan. Cook the mixture over a medium heat, stirring regularly. It will begin to stiffen into a clay­like consistency. It will take several minutes. Once the clay is stiff, spoon it onto a large piece of waxed paper. When the clay is cool enough for you to touch and work with, knead it until it is smooth. Add a few drops of food colouring. Think of symbols that represent you and your family, what do you believe? What are the most important things in your life? Set aside some clay to make your symbols. Role the rest of the clay into a pillar shape. Make the bottom wide enough to support the main symbol on top of your pillar. Engrave other symbols or words on the body of your pillar. Let it harden for 24 hours, and display it in your home.

Technology Time: Play the Tall Ships Sailing Challenge from CBC.

Technology Time: Play the Age of Exploration: Walk the Plank game from School History.

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Latitude and Longitude: Try this fun activity from Explorers of The New World. It will be helpful to have a globe while you complete this activity, but a map with longitude and latitude lines will work as well. You can tell exactly where you are on the globe if you know your latitude and longitude. Latitude is the distance a point is from the equator. The equator is an imaginary line running around the centre of the earth, the equator is equal distance from both the North and South poles. All lines of latitude are parallel to the equator. Latitude tells you how far above or below the equator you live. Everyone in Canada lives above the equator. Lines of longitude run perpendicular to the equator. Each line of longitude is part of a circle that goes around the entire glove and passes through both poles. The earth is divided in 360 degrees of longitude. The line that has the value of zero degrees is called the Prime Meridian. It goes through Greenwich, England. All other lines of longitude are measured east and west of the Prime Meridian. Knowing your longitude will tell you how far east or west of the Prime Meridian you are. With help from a parent, use your globe or map to find which continents are located at the following longitudes and latitudes. Use Advanced Google to check your answers in the end.

Latitude 15N, Longitude 30W Latitude 45N, Longitude 105W Latitude 30S, Longitude 135W Latitude 15N, Longitude 60W Latitude 45N, Longitude 15W Latitude 30N, Longitude 90W

Ocean in a Bottle: Try this fun activity from Explorers of The New World. The ocean, obviously, played a huge role in sailor’s lives. Create your own mini­ocean at home. For this project you will need an empty 2­litre plastic bottle with the cap, water, blue food colouring, 1 teaspoon glitter, small toy sea creatures (dollar store), a funnel, clear vegetable oil or mineral oil, white craft glue, and a hot glue and glue gun. Wash and dry a 2­litre plastic bottle, remove all of the labels. Fill the bottle halfway with tap water and add a few drops of blue food colouring. Swirl it around and mix it well. Then add glitter and sea creatures. Use a funnel to fill the rest of the bottle with vegetable or mineral oil. Apply white glue around the rim of the bottle and seal the cap. Use hot glue around the outer edge of the cap to prevent leakage. Turn the bottle on the side and create ocean waves.

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Sand Hourglass: Try this fun activity from Explorers of The New World. Sailors would use hourglasses to measure the passage of time. Try creating our own hourglass! For this project you will need 2 two­litre plastic bottles, a funnel, a bucket of dry sand, aluminum foil, a sharpened pencil, duct tape, and a stopwatch. Take your clean dry plastic bottles and place your funnel in the opening of one of them. Pour sand into the funnel until the bottle is approximately ¾ full. Place a small square of aluminum foil over the opening of the sand­filled bottle. Poke a hole in the centre of the foil using your pencil. Turn the empty bottle upside down and tape its opening to the opening of the first bottle. Do not use too much tape yet because you may need to make adjustments. Flip your bottle hourglass over so that the empty one is now on the bottom. Use your stopwatch or timer to see how long it takes for the sand to completely empty into the bottom bottle. If you want a two­minute timer, adjust the sand and try it again. Once you have the right amount of sand, tape the bottles securely with duct tape.

Sea Biscuits: Try this fun activity from Explorers of The New World. What is your favourite food? Chances are you didn’t name sea biscuits. Sea biscuits were a commonly eaten food during ocean voyages. This is because they could last for years! Make your own sea biscuits and see what you think. Would you have liked to be a sailor? For this project you will need an oven, 2 cups of flour, ½ cup of water, salt to taste, mixing bowl, wooden spoon, rolling pin, floured surface, knife, baking sheet, and a fork. Preheat your oven to 325 degrees Fahrenheit. Mix together your flour, water, and salt until a dough forms. Roll the dough on a floured surface until it is about ½ an inch thick. Cut the dough into 3­inch wide pieces, place them on a baking sheet and poke holes in each with a work. Bake the biscuits until they are slightly browned. They will be HARD! Sailors softened their biscuits by dipping them in liquid.

Papier Mache Globe: God created a beautiful earth for us to explore! He created human beings to be curious. We enjoy exploring and discovering new things. Read the creation story in Genesis 1­2. Create a papier mache globe using simple materials to celebrate the around the world journey you are on in this unit. For this project you will

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need a round balloon, a good amount of newspaper, flour and water glue (instructions to follow), a container for mixing your glue, a stir stick, a pinter, a pencil, blue and green tempera paint, paint brushes, a dark marker, an adult assistant. Begin by making a glue using flour and water. Mix 1 cup of flour with 1 cup of water until your mixture is thin and running. Then, stir your mixture into 4 cups of boiling water, simmer for 3 minutes, then cool. Tear as many strips of newspaper as you can (they should be about 2­3cm wide). Blow up your round balloon and tie it securely. Be sure to have an old tablecloth, blanket, or extra newspaper spread over your work space­­this will be messy! Now, dip your paper strips in the glue, wipe of any extra, and wrap the strip around the balloon. You will want to cover the balloon entirely. After you have completed the first layer, let your balloon dry overnight. Add a second layer the next day, let it dry overnight. Add a third layer the following day, let it dry overnight. Once you have three layers, allow your globe to dry completely for 2­3 days. Your balloon will likely pop and separate from the papier mache wrap. Paint your globe with blue tempera paint. Next, use printable black­and­white map printouts from Enchanted Learning (Western Hemisphere and Eastern Hemisphere). Paint each continent green with tempera paint. Cut­out your continents and arrange them on your globe. Viewing a digital globe, such as Google Earth, will help with this process. Once they have dried on, use a black marker to label each continent.

Spanish Galleon: Try this fun activity from Explorers of The New World. A galleon was a large ship with many decks. They were used from the sixteenth century through the eighteenth century. Use Advanced Google Images to find pictures of galleons. The Spanish used galleons to transport goods from America back to Spain. Many plants and animals are specific to North America. These include corn, barley, squash, turkey, peanuts, pecans, chocolate, rubber, maple, and vanilla. Did you know that European people hadn’t tasted chocolate until they arrived in North America? For this project you will be constructing your own galleon. Maybe it will transport chocolate! For this project you will need 2 milk cartons, black, white, and red construction paper, scissors, tape, glue, play dough, pencil, 2 straws, hole punch, markers or crayons. Place one milk carton on its side. Cover the bottom half of the carton with black construction paper, use tape to hold it in place. Bring the construction paper up along the back of the carton leaving about 2 ½ centimeters to stick up over the top of the carton. Tape white construction paper over the rest of the carton. Glue two mounds of play dough in the centre of the carton. Cut a 5 to 7 ½ centimeter piece from the bottom of the second milk carton. Cover this piece with white construction paper. Place it over the play dough

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mounds and tape it to the first carton. Use a pencil to poke two holes in the second carton above the play dough mounds. Slide two straws through the holes in the second carton into the play dough. Cut three white sails of different sizes from construction paper. Use markers or crayons to draw a red cross on the sails. Use a hole punch to punch a hole in the top and bottom of each sail. Thread the sails onto the straw masts. The largest should go in the front, while the smaller two share a mast in the back. Cut out a flag from the red construction paper and tape it to the top of the first mast. Use markers to draw windows and doors on your ship. To see an image of the final product, check page 89 of Explorers of The New World.

Tie a Sailor’s Knot: Follow this instructable to learn how to tie a Sailor’s Knot.

Technology Time: Explore the various ages of exploration with interactive exhibits from the Mariner’s Museum.

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How did the arrival of explorers and colonists change North America? How did the interactions between First Peoples and Europeans shape and

change Canada’s identify?

Books to Read and Talk About: First Nations: Native Cultures of Canada by Doug Sylvester How to use this book: This unit features excellent information about First Peoples in Canada, their unique cultures, and their contribution to this country before and after the arrival of explorers. Consider using this resource to contrast the lives of the explorers with the lives of First Peoples. Discuss the impact the explorers, and eventually, colonists, had on First Peoples in Canada. How did the arrival of explorers change North America? The Broken Blade by William Durbin Things to think about: What was the fur trade in Canada? Why were furs important and valuable? How did the fur traders help to map Canada? What company does Pierre work for? Where does the story take place? When does the story take place? Where are the voyageurs in the story traveling to? What was involved with being a voyageur? What difficulties did they face? How did they rely on one another? What role did Canada’s First Peoples play in the fur trade? How did interactions between First Peoples and the voyageurs change and develop Canada? Would you want to be a voyageur? Why or why not? What sort of skills would voyageurs need to have? What challenges would navigating a river in a canoe pose? How did the arrival of explorers change North America? Warbird by Jennifer Maruno

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Things to think about: How does Etienne feel about his home and family? Where does he live? When does he live? Why does he want adventure? What sort of adventures have you been on? Do you ever want to go on an adventure? Would you take your family with you, or go by yourself, why? What choice does Etienne make? Is it a wise choice? What does the Bible say about obeying and respecting our parents? Does Etienne make a choice that shows respect for his parents? What does Etienne learn while traveling the voyageurs? What does Etienne learn while living with the Jesuits? What does Etienne learn from Tsiko? How do the boys become friends? Was friendship common between colonists and First Peoples? Why or why not? How are Etienne and Tsiko alike? How are they different? What skills does Etienne need to use when the Iroquois attack a nearby village? What happens at the end of the story? Did you like the way it ended? How do you think groups like the Iroquois felt when colonists came? Were their interactions always positive? How did the arrival of explorers change North America? Peace Dancers by Roy Henry Vickers Things to think about: What is the meaning of peace? What does peace mean to you? What does peace look like? What does peace sound like? What does peace feel like? Are there Bible verses or stories that talk about peace? What do they say? How does God want us to show peace? How does Jesus come to bring peace? How should we treat our enemies? What did Jesus say about we should treat enemies and people we dislike? Why do you think people often communicate lessons in story form? What kind of stories did Jesus tell to teach lessons about peace? What happens in this traditional story? What is the Peace Dance? Why does the chief perform a Peace Dance? What Bible story does the story in this book remind you of? What similarities do you think European colonists and explorers had with Canada’s First Peoples? What differences? Why do you think it is important to learn the stories of other cultures? How can that help us to understand them? How did the arrival of explorers change North America? The Voyageur's Paddle by Kathy­Jo Wargin Things to think about: How did fur traders shape Canada? How did Canada’s fur trade rely on the participation of First Peoples? Why was fur valuable? What was fur used for? Why does Jacques want to be a voyageur? What skills did you need to be a voyageur? Why is it so difficult to be a voyageur? How would Canada be different if we hadn’t had the fur trade and voyageurs to explore and map our country? How did the arrival of explorers change North America? Understood Betsy by Dorothy Canfield Fisher

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Things to think about: What is Betsy’s life like? Where does she live? What was life like in that time? How was life then different from life today? What do you think it would be like being an orphan? What would be hard about that? How do you think Betsy feels being sent to live in a different place? What does Betsy learn about herself? How is she challenged? How does she grow stronger? Why do you think European settlers and colonists traveled to live in North America? Was this journey always easy? What hardships did they face? How did the arrival of colonists change North America? West to the Bay by Joan Donaldson Yarmey Things to think about: What would it be like to join the Hudson’s Bay Company? Why do you think Thomas and his friends wanted to travel to Canada? Do you think they understood the challenges they would face? What was it like traveling across the ocean in the 1700’s? What happens aboard the ship? What happens once Thomas arrives in Canada? How does spending time with Edward and his family change Thomas? How do Thomas and others interact with First Peoples? How does this change them? How did Europeans and First Peoples help one another? What are some of the things that caused conflict between Europeans and First Peoples? How did the arrival of explorers change North America? Viking Quest by Tom Henighan Things to think about: Who were the Vikings? What was it like being a Viking? Where were Vikings from? Which countries did they settle? Why did Vikings travel to other countries? Where does Rigg’s father leave him? Who does Rigg discover lives there as well? What does he learn about these other people? How does this discovery change Rigg? How did the arrival of explorers change North America? Perilous Passage by B.J. Bayle Things to think about: What happens to Peter? How does he get his name? How does Peter’s life change after the shipwreck? Who does Peter meet? Who is David Thompson? What is David Thompson trying to do? Why was map making so important? How long do you think it would take to map a country traveling by canoe? What sort of adventures does Peter have? What was Canada like in the 1800’s? How was it different from today? What are the biggest changes you can think of? What do you think Canada was like before the arrival of explorers and European settlers? How did the arrival of explorers change North America? Videos to Watch and Talk About: Who Discovered North America? (Learn 360)

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Explorers: Age of Discovery (Learn 360) Conquest of the Americas (Discovery Education) Aboriginal People of Canada Then and Now (Discovery Education) Early Explorers: The Age of Discovery (Discovery Education) Activities (Select 4­5):

Early European Settlement vs First Peoples Settlement Diorama: When European explorers and colonists arrived in North America they began to build settlements. First Peoples already living in North America had settlements of their own. After reading and viewing some of the videos in this unit, you will gain an understanding of the many differences between First Peoples and the new arrivals from Europe. For this project you will be conducting research and building a two­part diorama. On one side your diorama will show a typical European settlement, or fort. The other side of your diorama will show a typical First Peoples settlement (from the Eastern portion of Canada). In order to build your diorama you will need to conduct research. Use Explora, World Book Kids, and Advanced Google to find information about early settlements. You can save pictures you find on your computer. Make sure you cite your images using BibMe or Explora and MLA citation standards.You can also use this handy form to organize your research. Once you have conducted your research, you may wish to draw pictures of how you want your diorama to look. What materials will you use? Where will you find your supplies? How big will it be? How will you show both types of settlements? Will you use toy figures? Will you create paper figures? Take your time when planning your diorama. Try to make it as detailed as possible. It will take you several hours over a few days or weeks to complete your diorama. There is no need to rush. Once you have completed your diorama. Write two paragraphs, one telling information about your European fort or settlement, and the other telling information about your First Peoples settlement. If you need extra help with the research process check this page. Remember to brainstorm essential questions related to your topic as you prepare your project and contact your teacher librarian if you have difficulties deciding how to construct your project or find resources.

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First Peoples: Watch Upper Mississippi River: Early Inhabitants and Explorers, Colorado River: Early Inhabitants and Explorers, Potomac River: Early Inhabitants and Explorers, and Eastern Canada’s First Inhabitants from Learn 360. What were the lives of these First Peoples like? How did they live? What sort of communities did they live in? What were their lives like? Now, consider, how did their lives change after the arrival of explorers and European settlers? What are some of the positive interactions between European settlers and First Peoples? What are some of the negative interactions? Why do you think that people don’t always get along with people who aren’t exactly like them? What are some other examples of this from history? In the Bible, what does Jesus say about how we should treat others? How can we apply this in our daily lives? How could the colonists and explorers have shown this kind of love of First Peoples? How can we live alongside First Peoples and show respect for their traditions? First Peoples loved to use stories and artwork to teach. Make this beautiful whale from the crafty classroom. For this project you will need the whale template, a variety of coloured construction paper, glue, scissors.

Perspective Activity: As you work through First Nations: Native Cultures of Canada by Doug Sylvester you will be learning about many different Native cultures from within Canada, and their way of life. Imagine that you are an Aboriginal child standing overlooking the ocean. Each day you visit the ocean to watch the waves crash against the shore, and see whales playing in the distance. One day, you notice shapes moving toward the shore. As the days go on, and the shapes get closer, you realize that they are large boats. Write or record journal entries sharing about how you feel? What do you think when you first see the ships? What do you think about these strange visitors? What do you wonder about them? How does their arrival change your life? What else do you want people to know?

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Technology Time: Visit the Virtual Museum of New France to learn more about Canadian society at the time of Samuel de Champlain.

Field Trip Idea: Visit a local First Peoples settlement or museum. Spend time exploring and learning from the displays. Consider, how did First Peoples lives change after the arrival of the European settlers? Were all of these changes good? What were some of the negative things that happened when European settlers arrived? What can we learn from First Peoples?

You are the First Kid on Mars­­Modern Day Explorer: How did the explorers who came to North America change it? How did the explorers and colonists who traveled to North America change the lives of the people already living here? What was the land like before the explorers came? How did people live differently in North America before the explorers arrived? Were all of the changes made good ones? Explain your answer? If people today were to travel to another planet, how would we change it? What would happen? Would all of the changes be good? One day, you and your family are sitting and watching a movie on television, suddenly, a news bulletin comes on. “Attention citizens of earth, attention citizens of earth we will be hosting a lottery to select people to travel to, and colonize, the planet Mars!” You are instantly intrigued, and decide to enter the lottery. Lucky winners will not only get to move to Mars, but they will also get to submit a design for the habitat in which everyone will live! You enter the lottery. A few weeks later you receive a letter in the mail. It says “Congratulations! You and your family will be traveling with us to Mars! Please begin working on your designs of a Mars habitat!” How do you feel? What do you think? What will you bring? How will you need to rely on God? When the explorers came to Canada they had many new things to contend with, but the landscape and availability of resources was very similar to what was available in Europe. On Mars, there is no oxygen to breathe, the planet is much colder than earth, there is no liquid water, no plant life, and you will need to bring all supplies with you. The habitat you design will

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need to safely hold 1000 colonists and explorers. Begin by learning about Mars from NASA. You can also learn more about Mars from Explora and/or World Book Kids. Then, use yogurt containers, boxes, cardboard, plastic pieces, plastic wrap, aluminum foil, straws, skewers, art supplies, and any other materials you would like to build your model Mars Settlement. How will your settlement create/store water? How will your settlement make power? Where will people live? Where will people work? What sort of vehicles will people use to travel outside of the settlement? Where will food be stored? Take time constructing your Mars settlement. Consider using Storybird to write an imaginative story about your journey to Mars. If you need extra help with the research process check this page. Remember to brainstorm essential questions related to your topic as you prepare your project and contact your teacher librarian if you have difficulties deciding how to construct your project or find resources.

The Fur Trade­­Felt Beaver Hat: How did the explorers who came to North America change it? How did the explorers and colonists who traveled to North America change the lives of the people already living here? What was the land like before the explorers came? How did people live differently in North America before the explorers arrived? Watch Aboriginal People of Canada Then and Now from Discovery Education. Then, try this fun activity from Explorers of The New World. French explorers traded for fur with First Peoples groups. The fur trade is an important part of Canada’s history. During this time period, fur hats were extremely popular all over Europe. Try making your own beaver hat, using felt of course. For this project you will need a paper plate (about 10 inches in diameter), scissors, black or brown paint, a paintbrush, flexible cardboard (cereal box cardboard would work well), a stapler, several pieces of black or brown felt (large pieces will work best), and glue or tape. Cut out the centre of your paper plate leaving only the rim. Make sure that the rim fits around your head. Paint the entire plate rim black or brown and set it aside to dry. Be certain that it dries well before putting it on or you will end up with paint in your hair. Next, cut a piece of cardboard about 15 by 63.5 centimeters long. You may have to staple or tape two pieces together in order to get a long enough strip. Make a cylinder shape with the cardboard. You will need to have an adult or older sibling help you. Your cylinder should fit slightly over your plate rim. Staple or tape your cylinder to hold it together. Cut a circular piece of felt to cover the top of your cylinder. Make the felt piece slightly larger than the cylinder so that about 2.5 centimeters hangs down over the side. Glue or staple the felt to the cylinder. Cover

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the body of your cylinder with felt and secure it with tape, glue or staples. When the plate rim is dry, tape the open end of your cylinder to the rim. Try on your hat! Fashion has changed a lot since beaver hats were sought after!

Metis Inspired Sash Bracelet: Who were the Metis? The Metis people played a critical role in the development of Canada, and in the fur trade. What language did the Metis speak? Can you speak some words in their language? Use Duolingo to learn some greeting expressions in this language. The Metis people demonstrate that two different cultures can come together to make something beautiful and new, and that we don’t always need to have conflict with those who are different than us. Read about the Metis using Explora and/or World Book Kids. Do you know anyone of Metis descent? Follow the instructions from Collections Canada to create a Metis Inspired Sash Bracelet. For this project you will need coloured wool, scissors, needle and thread.

First Peoples and Explorers: Some of the interactions between First Peoples and the explorers were very positive. Many Europeans recognized that they could learn things from Canada’s Aboriginal people. Many Aboriginal people also recognized that they could learn things from European explorers and colonists. However, not all interactions between these two groups of people were positive. It is a very sad part of Canadian history. For example, “In the summer of 1534, Jacques Cartier, sailing under the flag of France, explored Canada's eastern coasts in search of a northwest passage to the precious riches of Asia. He travelled up the Gulf of the St. Lawrence and, at what's now called Baie des Chaleurs, met the Micmac with whom he traded objects for furs. Cartier continued his journey, and took possession of the territory in the name of France. He planted a cross at Gaspé, which angered the Iroquois chief Donnacona. Donnacona nevertheless allowed Cartier to continue the journey, the explorer taking Donnacona's two sons, whom he took back to France for the winter of 1534­35. In the spring of 1536, Cartier returned to France. He took Donnacona and nine other members of his tribe, promising the people of Stadacona he'd bring their chief back within 12 moons. Donnacona made a huge sensation in France, where he recounted the marvels of a mythical country, the Saguenay. But Cartier couldn't keep his promise. Without sufficient funding, he didn't return to Canada until 1541 ­ and then, without the Iroquois chief, who had died in France.”

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As the story goes, “Cartier used a dispute between Donnacona and a rival as a ruse to draw Donnacona into a meeting, seized him, his sons ­ 10 captives in all ­ and carried them off to France. Donnacona was presented to King Francis I, to whom he repeated tales of a rich Kingdom of Saguenay. Donnacona's death in France further embittered relations between the French and the inhabitants of Stadacona.” How did Cartier’s actions cause harm to the relationship between the French and the First Peoples of Stadacona? How would you feel if you were one of the First Peoples of Stadacona and your chief and his family had been taken and not returned? Why do you think Cartier felt that this was the right thing to do? Human beings often seem to dislike or distrust people who are different than they are. Why do you think this is? If all human beings have the same creator, shouldn’t we get along with one another? What does the Bible say about how we should treat one another? One of the things that Cartier did that angered Donnacona was planting a cross at Gaspe, the cross is a symbol of Christianity. It reminds us that Jesus was crucified, buried, and rose from the dead. It reminds us that Jesus made the ultimate sacrifice for our sins, and that He calls us to be lights in the world. In the Bible we are told to spread the Good News about Jesus to others. Do you think Cartier did a very good job of spread the Good News of Jesus by taking Donnacona and his sons? What are some other examples you can think of where people have treated each other badly because of differences such as skin colour or language? What do you think Cartier should have done instead?

Who Are Canada’s First Peoples: First Peoples groups are not all the same. There are many different groups with different beliefs, different histories, different legends and stories, and different ways of life. Depending on where First Peoples lived in Canada they had different art, different homes, different foods, and different languages. Our country is richer and more diverse because of this! View this map of Canada’s First Peoples before Exploration. Which group are you most interested in learning more about? Select a First Peoples group from the map. Use Canada’s First Peoples, Explora and/or World Book Kids (Advanced Google may also be used, with extra parental support) to conduct your research. Create a presentation about your First Peoples group using EduBuncee. This program will allow you to make a multimedia presentation with words and images. Before you begin researching, brainstorm essential questions. Where did these people live? What sort of homes did they build? Did they hunt, fish, farm? What was their art like? Do you know any stories they told? What were their lives

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like before the explorers came? What was their life like after the explorers came? How have they contributed to the unique, multicultural country that is Canada today? If you need extra help with the research process check this page.

Canadian Before Exploration Art: Have you ever been to a place away from cities? Away from roads, and powerlines, cars and noise? Close your eyes and picture that place. How did you feel when you were there? What do you imagine Canada was like before the explorers came? How did the First Peoples live? What did the forests and rivers look like? What did the world sound like? What did the sky look like at night? For this project use three or four pieces of art paper. Use a glue stick to attach your papers onto pieces of cardboard, spread the glue thin, and smooth the paper out to leave no creases or wrinkles. Allow it to dry fully. Once dry, use paint and/or pastels to create images of what you think Canada looked like before the arrival of explorers. Create three or four different scenes. Once they have tried, find a place in your home to display them.

Secret of the Dance: What is the potlatch? Have you ever heard that term before? Use Explora to read about the potlatch. Why was the potlatch important to some First Peoples groups? What happened at the potlatch? What sort of rituals and decisions took place there? Now, read Secret of the Dance by Andrea Spalding. What do you learn in this book? What was the potlatch banned by the Canadian government? How do you think this made Canada’s Aboriginal people feel? What changes did Aboriginal people face after the coming of the explorers and colonists? What are some of the difficult things faced by First Peoples? Even though the potlatch ban came much later in history, from the time the explorers arrived, First Peoples were not always treated well. Land was sometimes taken from them without proper agreements or treaties being made, children were taken from their families and put in schools where they were not allowed to speak their own languages, and whole communities were relocated to different areas. Write a journal entry from the perspective of an Aboriginal child during the time of the potlatch ban. How do you feel? What do you wonder? What do you worry

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about? What is important to you about your heritage? Why do you want to be able to remember and share your family's traditions?

Bibliography "Make a Metis Sash Bracelet." Collections Canada Archive . Collections Canada, n.d. Web. 23 June 2016. <https://www.collectionscanada.gc.ca/settlement/kids/021013­1811­e.html>. Mooney, Carla, and Tom Casteel. Explorers of the New World: Discover the Golden Age of Exploration . White River Junction, VT: Nomad, 2011. Print. "Teaching in Room 6: Here Be the Dragons." Teaching in Room 6: Here Be the Dragons . N.p., n.d. Web. 23 June 2016. <http://www.teachinginroom6.com/2012/12/here­be­dragons.html>.

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